| Title |
Brief Report: Postural Balance and Daily Living Skills in Children and Adolescents with Autism
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, April 2018
|
| DOI | 10.1007/s10803-018-3558-1 |
| Pubmed ID | |
| Authors |
Aubrey Fisher, Courtney Engel, Robyn Geist, Kristin Lillie, Sagui Lutman, Brittany G. Travers |
| Abstract |
The current study investigated the relation between postural balance and performance of daily living skills (DLS) in youth with autism spectrum disorder (ASD). Fifty-two youth with ASD (6-17 years; IQ ≥ 67) completed standardized balance testing and parent-reported DLS measures. Results showed a positive association between balance and DLS that was specific to youth with below-average IQ. While balance challenges were evident across the IQ spectrum, youth with above-average IQ did not exhibit an association between balance and DLS, perhaps suggestive of compensatory strategies implemented to offset balance challenges during daily-living tasks. These results underscore the need to better understand the contributions of motor challenges to DLS in youth with ASD within the context of broader cognitive and environmental factors. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 33% |
| United Kingdom | 1 | 33% |
| Unknown | 1 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 103 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 103 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 17 | 17% |
| Student > Bachelor | 15 | 15% |
| Student > Ph. D. Student | 7 | 7% |
| Lecturer | 6 | 6% |
| Researcher | 6 | 6% |
| Other | 12 | 12% |
| Unknown | 40 | 39% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 17 | 17% |
| Nursing and Health Professions | 14 | 14% |
| Medicine and Dentistry | 6 | 6% |
| Neuroscience | 5 | 5% |
| Social Sciences | 5 | 5% |
| Other | 12 | 12% |
| Unknown | 44 | 43% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 06 April 2018.
All research outputs
#14,723,294
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,616
of 5,240 outputs
Outputs of similar age
#183,643
of 332,330 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#72
of 98 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 37th percentile – i.e., 37% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 29th percentile – i.e., 29% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 332,330 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 98 others from the same source and published within six weeks on either side of this one. This one is in the 24th percentile – i.e., 24% of its contemporaries scored the same or lower than it.