RAJESWARI MUTHUSAMY, RAMACHANDRAN. P, BINU NINAN, SAILAKSHMI GANESAN
DOI: https://doi.org/BACKGROUND: Children with autism spectrum disorder (ASD) primarily present with social impairments but also exhibit notable physical characteristics such as motor delays and deficits that influence their daily functioning. The execution of smooth, controlled, and purposeful movements depends on the integrated operation of sensory inputs, cognitive processing, and coordinated cerebral functions. In children with ASD, reduced cognitive functioning may disrupt this integration and may adversely affect the development of fine motor skills (FMS). This study aims to examine the relationship between cognitive functioning, FMS and the level of adaptive functioning in children with ASD.
MATERIALS AND METHODS: This cross-sectional study included 65 children with ASD, aged 3 to 4 years, who met the specific inclusion criteria. Participants were recruited from Vidyasudha – centre for Children with Special Needs at Sri Ramachandra Institute of Higher Education and Research. Diagnosis of ASD was confirmed using the Childhood Autism Rating Scale (CARS). Fine motor skills were evaluated with the Peabody Developmental Motor Scales, Second Edition (PDMS-2), while cognitive and adaptive functioning were assessed using the Developmental Assessment of Young Children, Second Edition (DAYC-2).
RESULTS: FMS showed poor performance whereas cognitive functioning showed very poor performance. ANOVA revealed significant difference in FMS between very poor and poor cognitive levels and very poor and below average cognitive levels at p value ˂0.05. ANOVA showed significant difference in FMS at different adaptive levels at p value ˂0.05 conveying that FMS has a significant impact on the adaptive skills of children with ASD.
CONCLUSION: Cognitive deficits have a direct impact on FMS, which in turn affect adaptive behavior in children with ASD. The findings of this study underscore the importance of pediatric therapists individualizing interventions according to each child's cognitive profile; cognitive deficits should be assessed and addressed concurrently while training FMS and activities of daily living to optimize outcomes for children with ASD.
