The Relationship Of The Development Of Speech And Motor Skills Of Children With Autism In The Period Of Early Development

Abstract

This dissertation explores the interrelation between speech development and motor skills—both fine and gross—in young children diagnosed with Autism Spectrum Disorder (ASD). Rooted in developmental psychology and neurodevelopmental frameworks, the study recognizes that the early years of a child’s life represent a critical window for both communicative and motoric maturation. Autism, as defined by the DSM-5 and ICD-11, is characterized by persistent difficulties in social communication and restricted, repetitive patterns of behavior, often accompanied by delays or atypicalities in motor and language development. The interplay between these domains remains a growing area of interest in both research and clinical practice, particularly with respect to early developmental interventions. The theoretical framework is informed by Lev Vygotsky’s sociocultural theory, emphasizing the role of language as a mediator of cognitive development and the significance of the Zone of Proximal Development (ZPD) in scaffolding learning. This perspective underlines the importance of assessing and supporting both motor and linguistic capacities in children with ASD, who may struggle to integrate sensory, motor, and communicative input during early development. The empirical study was conducted at the NEFES Psychoneurological Center in Azerbaijan and included a purposive sample of 60 children with clinically confirmed ASD diagnoses, ranging in age from 22 to 80 months. A mixed-method assessment strategy was employed, combining standardized developmental tools such as the Psychoeducational Profile – Revised (PEP-R) and the Portage Guide to Early Education to evaluate the levels of speech development, fine motor coordination (e.g., object manipulation, hand-eye coordination), and gross motor function (e.g., balance, locomotion). Data were analyzed using SPSS 16.0. Due to non-normal distribution patterns (confirmed by Q-Q plots and histograms), non-parametric statistical methods—primarily Spearman’s rank-order correlation coefficient (rho)—were applied to examine associations among variables. The results revealed statistically significant positive correlations between speech development and both fine motor skills (ρ = .497, p < .001) and gross motor skills (ρ = .319, p < .05). These findings suggest that motor proficiency, particularly in fine motor domains, may play a facilitative role in the progression of communicative abilities among children with ASD. The dissertation contributes to the growing body of research emphasizing the need for integrated, multidisciplinary approaches in the early support of children on the autism spectrum. The results advocate for early developmental screening programs that consider both language and motor domains and highlight the potential benefits of interventions that concurrently target motor planning and speech-language processing. Furthermore, the findings offer practical guidance for educators, clinicians, and caregivers in tailoring support strategies to the holistic developmental profile of each child.