sensorimotor development

• sensorimotor (0-2)
• preoperational (2-6)
• concrete operational (6-12)
• formal operational (12+)

awareness of where your body is and how that relates to where the object is

an awareness of where your body is in space in relation to other things in the environment

• walking
• clumsiness
• hand/eye coordination
• reading
• writing
• eye contact and gestures during conversation

1. sensory input
2. state estimation of sensory inputs
3. inverse model- current compared to desired state
4. motor commands
5. motor execution
6. forward model - generates prediction of expected sensory input 
7. sensorimotor integration 

1. if we don't have an understanding of where body is in space can't create accurate state estimation
2. deficits in forward model result in difficulty making rapid corrections to movement 
3. if inverse model impaired can result in much longer reaction times before movement performed

• update the forward model with changes 
• new information takes extra planning and have to pay more attention to proprioceptive information

• communication
• socialisation
• narrow circumscribed interests
• repetitive behaviours
• sensory hyperactivity

• selection, timing and spatial organisation of purposeful movement and coordination
• social anxiety, social and communication skills

6.9%

difficulties in social and communication skills, and empathy in adulthood

• 80% definite motor difficulties additional 10% boderline
• motor differences present from early age 
• motor delays reported by parents as first area of concern at 14.7 months

• imitation
• speech sound production
• emotion recognition
• anxiety in response to social interactions

being very sensitive to your environment, and finding certain sounds, textures and tastes overwhelming.

being insensitive to hot, cold, and even pain, so a person might not notice if they are too cold or hot, ill or injured.

65-95%

ASD significantly faster than matched controls- evidnece of superior visual processing of details

snow flakes blowing in the wind

characteristic human and animal body moevements 

3 months

difficulties processing biological motion and distinguishing the two 

difficulties in social and communication

associated with RRBs and anxiety 

sensory under responsiveness and sensory over responsiveness were significantly associated with repetitive motor and insistence on sameness behaviours -  and the relationships were significantly mediated by IU and anxiety

social and communication skills

• less accurate when moving eyes to a new target (Schmitt et al. 2013)
• Slower to initiate an eye movement (Wilkes et al. 2015)
• difficulties coordinating hand eye movements

perceived hand ownership can be transferred to a rubber hand after synchronous visual and tactile stimulation

• autistic children less susceptible than typical children 
• delayed susceptibilty to illusion (6 mins)
• reduced empathy = less susceptible 
• reduced ability to integrate visual and tactile information
• less proprioceptive drift to rubber hand than controls