Autism and Clumsiness: Understanding Motor Skills Challenges

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Clumsiness and autism often go hand in hand, raising questions such as, “Is clumsiness a sign of autism?” or “What is the connection between autism and clumsiness?”

When an autistic child visits my clinic, it is common to see them accidentally knock something off a shelf or get their sweater caught on a door handle. They may ask for a glass of water, only to spill it all over themselves.

Parents tell me that their child eats messily. The boy or girl struggles with learning to swim or ride a bike. All these signs of clumsiness in autistic children can be very frustrating for the child and heartbreaking for the parents.

Motor coordination difficulties in autism, often associated with neurological developmental differences, can extend into adulthood. Understanding how clumsiness and autism intersect is essential in supporting children and adults in improving their motor skills and confidence.

Is clumsiness a sign of autism? Well, it could be. Children with autism commonly have coordination difficulties due to neurological differences. Understanding and addressing this early helps improve motor skills and confidence and can support children and adults since clumsiness often persists into adulthood.

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The relationship between autism and clumsiness

While neurotypical children naturally develop coordination as part of their growth, autistic children often experience delays or differences in this area. It is important to note that clumsiness is not unique to autism; it can also be common among children with sensory processing disorder (SPD), ADHD, and dyslexia.

What’s the root cause? The answer often lies in primitive reflexes. These involuntary reflexes originate in the brainstem and serve as automatic responses to environmental stimuli. In infancy, these reflexes help the baby feed, regulate muscle tone, and respond to sensory input.

As the brain matures, primitive reflexes should naturally fade because brain cells start producing GABA, a chemical that helps suppress these reflexes. This process, called cortical inhibition, replaces automatic movements with voluntary control, leading to more precise fine and gross motor skills.

This was first identified in the late 19th century and later confirmed by research conducted in 2022.

This information is important because many primitive reflexes remain active in individuals with autism, as well as in those with ADHD, dyslexia, or sensory processing disorder. Retained primitive reflexes are a key factor in clumsiness.

How does autism affect motor skills?

Recently, a six-year-old autistic boy visited my office with his mother. His lack of awareness and resulting clumsiness were immediately noticeable. As they walked in, the boy accidentally knocked over a chair, and later, he tried to reach for a toy but ended up dropping it on the floor.

His mother said that at home, he often struggles with fine motor tasks such as tying his shoes or using utensils and is frequently clumsy when running or playing.

Mom tying her child's shoes https://www.autismparentingmagazine.com/autism-and-clumsiness/

These coordination difficulties, linked to the boy’s active primitive reflexes, are common in autistic children. Research shows that individuals with autism often have active primitive reflexes beyond the typical age of 3–3.5 years, affecting both fine and gross motor skills.  

The daily challenges of clumsiness in autism

Fine motor skills, like holding a pencil, buttoning a shirt, or using utensils, may be difficult for children struggling with motor control. Gross motor skills, such as running or balancing, can also be challenging for autistic children, making it hard to get dressed or play sports.

These challenges often stem from sensory processing issues and active primitive reflexes, not from a lack of interest or motivation.

They greatly affect your child’s daily life, turning tasks like zipping a coat, tying shoelaces, or even blowing their nose into significant hurdles. Routine activities such as eating or playing can become exhausting.

Targeted exercises to improve coordination

Fortunately, primitive reflex inhibition exercises can lead to significant improvements. These exercises aim to suppress primitive reflexes by repeating the movement patterns associated with them, helping the brain to mature.

The exercises stimulate areas of the brain where the primitive reflexes should have already “matured” during infancy. This process supports the development of both fine and gross motor skills.

Daily exercises are needed to help develop neural pathways that improve motor control. As these pathways reach the motor cortex, GABA is produced, which helps suppress reflexes.

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This allows for more controlled, voluntary movements. Soon, the child will be able to hold a pencil properly, color neatly, and easily catch a ball.

Clumsiness and autism in adults

Unfortunately, clumsiness doesn’t always disappear with age. Many autistic adults continue to experience motor difficulties, which can impact their professional and social lives. Activities like navigating crowded spaces or balancing objects may become major stressors.

Many autistic adults benefit from motor training, including yoga, occupational therapy, or low-impact activities like swimming.

Every type of movement influences the brain, but primitive reflex inhibition exercises are especially effective as they target key areas of the motor cortex needed for smooth motor control.

With consistent practice, movements become more coordinated, making daily tasks such as sewing, using cutlery, or riding a scooter much easier.

Building confidence and embracing progress

Regular practice of primitive reflex inhibition exercises leads to neurological development, improving coordination, and boosting confidence. Imagine the joy of achieving tasks once thought impossible.

Let me share a story: Six years ago, a 21-year-old man came to my clinic accompanied by his father. He had been diagnosed with autism spectrum disorder and had such severe involuntary movements that he had to sit on his hands to avoid flailing.

He wanted to drop out of university. However, after a year and a half of regular exercises, his primitive reflexes had become inactive. His coordination improved remarkably, and he even introduced me to his girlfriend and resumed his university studies.

Just a few simple targeted exercises a day can bring many benefits. Movement nourishes the brain, fosters growth, and ultimately leads to freedom.

FAQs

Q: Is clumsiness a sign of autism?

A: Yes, clumsiness can indicate autism, particularly related to difficulties in motor coordination. Children and adults with Autism Spectrum Disorder (ASD) often have challenges with both fine and gross motor skills due to differences in neurological development.

Q: Does autism cause clumsiness?

A: Yes, autism is often associated with clumsiness due to neurological differences that affect motor coordination. Children with autism frequently exhibit signs of clumsiness, such as struggling with tasks like eating, swimming, or riding a bike, and this can persist into adulthood.

Q: Does autism make you uncoordinated?

A: Yes, autism can cause uncoordinated movements. Many individuals with autism experience difficulties with both fine and gross motor skills, which are linked to persistent primitive reflexes and sensory processing issues.

Q: Do autistic people have trouble balancing?

A: Yes, balancing can be challenging for people with autism. Gross motor skills, including balance, are often affected due to coordination difficulties related to neurological development and sensory processing differences.

Q: Can therapy help with clumsiness in autism?

A: Yes, therapies such as occupational therapy, physical therapy, and primitive reflex integration exercises can help improve motor coordination and reduce clumsiness in individuals with autism.

References:

Bhat, A. N., Landa, R. J., & Galloway, J. C. (2011). Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy, 91(7), 1116-1129.

Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: A synthesis and meta-analysis. Journal of Autism and Developmental Disorders, 40(10), 1227-1240.

Green, D., Baird, G., & Barnett, A. L. (2002). The severity and nature of motor impairment in Asperger’s syndrome: A comparison with specific developmental disorder of motor function. Journal of Child Psychology and Psychiatry, 43(5), 655-668.

Hannant, P., Tavassoli, T., & Cassidy, S. (2016). The role of sensorimotor difficulties in autism spectrum conditions. Frontiers in Neurology, 7, 124.

Haswell, C. C., Izawa, J., Dowell, L. R., Mostofsky, S. H., & Shadmehr, R. (2009). Representation of internal models of action in the autistic brain. Nature Neuroscience, 12(8), 970-972.

Hilton, C. L., Zhang, Y., Whilte, M. R., et al. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism, 16(5), 430-441.

Laliberte, C., Farah, L., Steiner, R., Tariq, R., & Bui, A. (2022). Persistent primitive reflexes in autism: The grasp reflex and motor coordination.

MacNeil, L. K., & Mostofsky, S. H. (2012). Specificity of dyspraxia in children with autism. Neuropsychology, 26(2), 165-171.

Narzisi, A., Muratori, F., Calderoni, S., Fabbro, F., & Urgesi, C. (2013). Neuropsychological profile in high functioning autism spectrum disorders. Journal of autism and developmental disorders, 43(8), 1895–1909. https://doi.org/10.1007/s10803-012-1736-0

Provost, B., Lopez, B. R., & Heimerl, S. (2007). A comparison of motor delays in young children: Autism spectrum disorder, developmental delay, and developmental concerns. Journal of Autism and Developmental Disorders, 37(2), 321-328.

Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(2), 209-217.

Whyatt, C. P., & Craig, C. M. (2012). Motor skills in children aged 7–10 years, diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(9), 1799-1809.

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