Children With Autism Exhibit More Individualized Responses to Live Animation Biofeedback Than Do Typically Developing Children

• Published in: Perceptual and motor skills 2021-06, Vol.128 (3), p.1037-1058
• Main Authors: Eggleston, Jeffrey D., Olivas, Alyssa N., Vanderhoof, Heather R., Chavez, Emily A., Alvarado, Carla, Boyle, Jason B.
• Format: Article
• Language: English
• Subjects: Adolescent; Animation; Autism; Autism Spectrum Disorder - therapy; Autistic children; Autistic Disorder - therapy; Biofeedback; Biofeedback, Psychology; Biomechanical Phenomena; Child; Humans; Learning
• ISSN: 0031-5125; 1558-688X
• DOI: 10.1177/0031512521998280

Children with autism have displayed imbalances in responding to feedback and feedforward learning information and they have shown difficulty imitating movements. Previous research has focused on motor learning and coordination problems for these children, but little is known about their motoric responses to visual live animation feedback. Thus, we compared motor output responses to live animation biofeedback training in both 15 children with autism and 15 age- and sex-matched typically developing children (age range: 8–17 years). We collected kinematic data via Inertial Measurement Unit devices while participants performed a series of body weight squats at a pre-test, during live animation biofeedback training, and at post-test. Dependent t-tests (α = 0.05), were used to test for statistical significance between pre- and post-test values within groups, and repeated measures analyses of variance (α = 0.05) were used to test for differences among the training blocks, within each group. The Model Statistic technique (α = 0.05) was used to test for pre- and post-test differences on a single-subject level for every participant. Grouped data revealed little to no significant findings in the children with autism, as these participants showed highly individualized responses. However, typically developing children, when grouped, exhibited significant differences in their left hip position (p = 0.03) and ascent velocity (p = 0.004). Single-subject analyses showed more individualistic live animation responses of children with autism than typically developing children on every variable of interest except descent velocity. Thus, to teach children with autism new movements in optimal fashion, it is particularly important to understand their individualistic motor learning characteristics.