The purpose of this pilot study was to investigate the use of picture task cards on performance of the Test of Gross Motor Development-2 (TGMD-2) (Ulrich, 2000) in youth with Autism Spectrum Disorder (ASD). Picture task cards are visual supports that depict an action based, goal-oriented task (Dooley et al., 2001; Johnston et al., 2003). The implementation of picture task cards has been shown to decrease verbal instruction and increase the focus on visual learning. Decreasing verbal instruction and increasing focus on visual learning are both teaching techniques that could be beneficial when working with students with autism.
Method:
Eight male participants with autism (ages 8 – 15 years) participated in two different conditions in a randomized crossover design study. The experimental condition included participants completing the TGMD-2 using standardized procedures with the addition of picture task cards. The control condition completed the TGMD-2 using the standardized procedure. All participants also completed the Social Responsiveness Scale (Constantino & Gruber 2005). The Social Responsiveness Scale is a 65-item questionnaire assessing social behaviors among individuals with autism. Conditions were separated by a minimum of two weeks and a maximum of three weeks.
Analysis/Results:
Baseline analysis showed participants in the experimental group were significantly more impaired in their social behaviors based on the Social Responsiveness Scale. Participants in the experimental group showed greater impairments in social communication, although not statistically significant (p = 0.06). The experimental group performed better than their peers on all measures of the TGMD-2 (locomotor, object control, and standard score). Only locomotor skills were significantly different (p = 0.02). Although object control and standard scores were not statistically significant, they did have large effect sizes (3.03 and 1.47 respectively).
Conclusions:
Overall, this study supports previous literature regarding poor motor skills in individuals with autism. It is unique in its use of picture task cards to help individuals with autism better understand the task they are being asked to complete. In this study, participants completing the TGMD-2 with picture task cards consistently performed better compared to their peers who did not have the visual supports. In addition, those receiving the picture task cards also had greater impairments in their ability to communicate. Although, limited by sample size, this pilot work is an initial step in using picture task cards to enhance the understanding of activities in physical education and therapeutic settings for individuals with autism.