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Teri A. Todd, Keely Ahrold, Danielle N. Jarvis, and Melissa A. Mache

According to the Autism and Developmental Disabilities Monitoring Network, one in 59 children aged 8 years is diagnosed with autism spectrum disorder (ASD) in the United States ( Baio et al., 2018 ). Furthermore, it is estimated that 1–2% of the population in North America is living with ASD

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Alice M. Buchanan, Benjamin Miedema, and Georgia C. Frey

addressing either PA as a health behavior or the factors that influence PA in adults with autism spectrum disorder (ASD). To date, we found only one study that specifically reported PA levels in a sample of adults with ASD ( Eaves & Ho, 2008 ). Eaves and Ho conducted a longitudinal study on outcomes in

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Megan MacDonald, Catherine Lord, and Dale A. Ulrich

Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6–15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

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Layne Case and Joonkoo Yun

The most recent prevalence rates suggest that one in 59 children are diagnosed with autism spectrum disorder (ASD; Baio, 2018 ), a neurodevelopmental disability with common diagnostic features, such as the presence of restrictive and repetitive patterns of behavior, interests, or activities, and

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Leanne K. Elliott, Jonathan A. Weiss, and Meghann Lloyd

Children with autism spectrum disorder (ASD) often experience delayed and poor-quality motor skills; in fact, poor motor skills are now considered to be a cardinal feature of ASD by many ( Colombo-Dougovito & Block, 2019 ; Dziuk et al., 2007 ; Fournier et al., 2010 ; LeBarton & Landa, 2019

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Breanna E. Studenka and Kodey Myers

Children with autism spectrum disorder (ASD) often exhibit cognitive, social, and behavioral impairment ( DSM-5 ; American Psychiatric Association, 2013 ). In addition to this, individuals with ASD do not appear to understand the intentions of others as well as their typically developing (TD

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Yumeng Li, Melissa A. Mache, and Teri A. Todd

Autism spectrum disorder (ASD) is a group of neurodevelopmental disorders that affect about 2.5% of children in general. 1 – 3 Individuals with ASD often demonstrate impaired abilities for communication and interaction with others, restricted interest, and repetitive patterns of behavior. 4

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Jihyun Lee, Seung Ho Chang, and Jerred Jolin

target more than one developmental domain. Importantly, an ecological perspective on development provides a logical explanation for the nonlinearity of development and the interactions among developmental domains in children with autism spectrum disorder (ASD). The characteristics of children with ASD

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Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu

Autism spectrum disorder (ASD) is a neurodevelopmental disorder presenting as impaired social interaction and restricted and repetitive behaviors ( American Psychiatric Association, 2013 ). In Hong Kong, about 1.2% of students in mainstream primary schools are diagnosed with mild-to-moderate ASD

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Christiane Lange-Küttner and Ridhi Kochhar

N  = 117 Note . ASD = autism spectrum disorder, ADHD = attention-deficit hyperactivity disorder, MA = mental age, CA = chronological age. Children with a mental age below 6 years were excluded from the study. Children not in command of English were not tested because rudimentary communication