While studies abroad have reported on the reliability of grip strength measurements in children and the grip strength characteristics of children with autism spectrum disorder (ASD), these findings have not been verified in Japanese children
with ASD. It has been noted that children with ASD often struggle to concentrate during measurements due to difficulties
with motor coordination, imitation, sustained attention, and understanding of the purpose of the task. Therefore, this study
aimed to develop a grip strength measurement method that incorporates visual supports to help children with ASD
understand the purpose of a task and approach it with a clear understanding of what to expect, and to verify its reliability.
The participants were 13 children with ASD (8.5 ± 1.7 years old), including nine with ASD alone and four with ASD and other co-occurring neurodevelopmental disorders. Two examiners independently conducted the measurements using a
Smedley grip dynamometer. During the measurement, animal stickers were placed at the target values (2.5, 5, 10 kg), and
needle movement was visually displayed to motivate the children. After confirming understanding of the procedure through practice, maximum effort measurements were taken twice on each hand, alternating sides. After conducting the measurement, the value was presented, and children were praised if the target was reached. Inter-examiner reliability was
assessed using the intraclass correlation coefficient (ICC (2,1)) for relative reliability. The Bland-Altman method was applied to evaluate absolute reliability, including systematic error, standard error of measurement, and the Minimal Detectable Change (MDC).The mean value of grip strength (SD) was 12.3 (3.2) kg for Examiner 1 and 12.5 (2.9) kg for Examiner 2, showing no significant difference. ICC = 0.98 (95% CI = 0.93-0.99) indicated excellent reliability, and the MDC was 1.2 kg. The Bland-Altman analysis revealed no evidence of a fixed or proportional error (P>0.05).The measurement of grip strength using visual supports demonstrated excellent reliability for children with ASD.Providing a clear explanation before measurement and visual motivation were thought to help maintain concentration and the understanding of the measurement process. Future studies should address larger sample sizes and psychological and environmental factors.
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