Socio-Motor and Socio-Cognitive Systems Explains Individual Differences in Peer Interaction in Autism and Typical Development

The child's (autism and typical) fundamental motor skills (FMS) and his/her ability to jointly coordinate action (JA) with another peer as well as theory of mind (TOM) significantly contribute to better peer-interaction qualities. Furthermore, in the case of low FMS, higher JA and TOM can facilitate growth in peer-interaction.