Perception of Biological Motion

Perceptual skills in autism can be observed with biological motion, visual motion, and auditory skills (Freitag, et al 2008). Limited perceptual abilities can further impact the social relatedness of individuals suffering from ASD. Miller-Kuhaneck (2004) identified imitation as a keystone of communication and basis for more advanced development. Typically developing individuals use imitation for gross motor skills, verbal tasks and body language. Freitag et al. (2008) implicated the use of fMRI and identified a hypoactivation of neuronal cells in the inferior parietal lobes (IPL) compared to the control group. The parietal lobe is responsible for language processing as well as sensory processing -acting like a GPS for our body. A less active IPL could elicit difficulty with proprioceptive tasks, or identifying limbs in space. Hypoactivation of the IPL suggests why ASD individuals struggle with motor control, balance activities, and diadochokinesis. Freitag et al (2008) identified proprioceptive was positively identified in ASD individuals, however they required greater reaction time to process the information. Some behavioral patterns in of ASD could include “clumsiness”, difficulty with balance activities for sports and team play (kicking a ball, bowling, dodge ball, etc) and decreased muscle tone.

How does all this relate to communication?

A person with ASD requires an increased reaction time to the physical patterns above, further challenging their ability for successful social interactions with peers. Patterns of movement as well as language skills require an increased reaction time, making learning more challenging. The typically developing child is able to keep pace in normal classroom settings while the ASD individual requires more time for similar learning. Again, this challenges his opportunities for social interaction and time to practice imitation skills.

Does Attention play a role in communication?

Attention is a precursor to communication and necessary component to learn alternative forms of communication (PECS, sign language, picture boards). Attention can be impacted by interference both internally and externally. Attention has many forms including automatic (unconscious),controlled, sustained, alternating, or focused. An automatic response would be in a pattern that required less focus, or did not take you away from your task. Consider a child at play. A typically developing child may walk into a room of children playing at a table and join them in play, even conversation. A controlled response would be if an ASD child walked into the room and had to concentrate on walking to the table (praxis), then focused on trying to play, or express language skills. He may have difficulty alternating between tasks, demonstrating more perseverance patterns or repetition. Recent studies identify ASD individuals as experiencing difficulty alternating attention.
Attention is a major component to autism and early development. If a child cannot attend to a more demanding task, or regulate interference from internal/external stimuli then learning can be delayed or impaired.

How do can we effect attention?

Attention can be directly affected by making sure selected tasks are motivating, intrinsically stimulating, reducing interference from environment and making sure environmental complexity is structured to allow successful interactions while promoting learning.