Document Type

Honors Thesis

Semester of Graduation

Spring 2026

Abstract

Autism is one of the most common pediatric developmental disability diagnoses, diagnosed in approximately 1 in 31 children in the U.S. and 1 in 100 children globally. Autism is often characterized by differences in social communication and repetitive patterns of behavior, activities,
or interests; however, prevalence of clinically significant motor differences in autistic individuals is between 50-95%. These motor differences often interfere with activities of daily living and community participation. Research assessing motor control in autism has yielded mixed findings as to whether the motor differences observed in autistic individuals are associated with differences in motor planning or motor execution. Systematic reviews indicate that both autistic individuals’ motor planning and motor execution differ from those of their neurotypical peers. However, this may vary depending on factors including the tasks and ages of the participants. The present study
aims to assess motor differences in planning and execution across various ages during the completion of activities of daily living with increasing complexities, including pressing a button, drinking from a cup, and using a spoon to feed oneself.
We assessed 70 children, aged 4-14 years, 31 autistic participants, and 39 age-matched neurotypical participants. For visuomotor data collection, participants wore a form-fitting suit with reflexive markers on various anatomical landmarks of the head, torso, and upper extremities. 3D
marker positions of the 2nd metacarpal were recorded using a motion-capture system at 120Hz and spatial accuracy of 0.5 mm. Marker coordinates yield real-time information regarding body position in relation to the chair, table, and objects (e.g., button, cup, spoon) during tasks. Body movements were assessed by examining differences in participant‘s visuomotor planning (e.g.,
reaction time) and visuomotor execution (e.g., movement time, path length). Results indicate differences in visuomotor planning, specifically with complex tasks, with autistic children having slower reaction times compared to neurotypical children. Differences observed with movement time and path length suggest differences in motor execution strategies as task complexities
increased. These findings highlight the importance of incorporating functional tasks and tasks of varying complexities during motor assessments and interventions, so clinicians can better support the development of daily living skills in autistic individuals.

Awardee Name

Iresa Lincoln

Academic Major

Biological Sciences

Project Mentor

Nicholas Fears

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