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These differences amplify existing cognitive and social\u2013emotional features of autism and limit daily living skills, which in turn negatively impact mental health and participation. Yet, professionals often overlook or mischaracterize autistic people\u2019s motor difficulties, in part because nonmotor factors can affect assessment outcomes. Most standardized motor assessments presume typical communication, sensory processing, regulation, and tolerance of unfamiliar testing environments, leading to construct-irrelevant variance and potential misinterpretation of results. This risk increases when examiners lack autism-specific experience or use rigid administration practices without appropriate adaptation. Adopting a neurodiversity-affirming framework improves validity, equity, and uptake of motor assessment across research, education, and clinical contexts. Here, we present an Adapted Motor Assessment Toolkit for Autism with implementation examples grounded in the Movement Assessment Battery for Children\u2014Third Edition. An interdisciplinary team of clinicians and researchers developed and refined the toolkit in partnership with autistic people and parents of autistic children. The toolkit enables preservation of core task demands and scoring while adapting assessment practices to support accessibility and improve validity of results. Adaptations span five domains: pre-assessment preparation, sensory supports, procedural adaptations, communication supports, and motivation\/engagement. The toolkit helps examiners identify support needs, implement adaptations, interpret results, and determine whether normative comparisons remain appropriate. Neurodiversity-affirming assessment practices support earlier identification of motor differences, broaden inclusion of more diverse participants in research, and guide tailored intervention and prevention planning to advance physical health equity across the lifespan.<\/jats:p>","DOI":"10.1177\/25739581261474754","type":"journal-article","created":{"date-parts":[[2026,8,5]],"date-time":"2026-08-05T10:30:11Z","timestamp":1785925811000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Valid when Valued: A Community-Engaged Framework and Toolkit to Improve Identification of Autistic People\u2019s Motor Difficulties in Research and Practice"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4372-1206","authenticated-orcid":false,"given":"Haylie L.","family":"Miller","sequence":"first","affiliation":[{"name":"School of Kinesiology, University of Michigan, Ann Arbor, Michigan, USA."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Priscila M.","family":"Tamplain","sequence":"additional","affiliation":[{"name":"School of Kinesiology, University of Texas at Arlington, Arlington, Texas, USA."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Miri","family":"Tal-Saban","sequence":"additional","affiliation":[{"name":"School of Occupational Therapy, The Hebrew University of Jerusalem, Jerusalem, Israel."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stefania","family":"Zoia","sequence":"additional","affiliation":[{"name":"Department of Developmental and Social Psychology, University of Padova, Padua, Italy."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anna L.","family":"Barnett","sequence":"additional","affiliation":[{"name":"Centre for Psychological Research, Oxford Brookes University, Oxford, UK."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sheila E.","family":"Henderson","sequence":"additional","affiliation":[{"name":"University College Institute of Education, University of London, London, UK."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,8,5]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/aur.2870"},{"key":"e_1_3_3_3_1","doi-asserted-by":"publisher","DOI":"10.1097\/WCO.0000000000000541"},{"key":"e_1_3_3_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neubiorev.2025.106002"},{"key":"e_1_3_3_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/dmcn.15674"},{"key":"e_1_3_3_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-023-05948-1"},{"key":"e_1_3_3_7_1","doi-asserted-by":"publisher","DOI":"10.1123\/jmld.2023-0007"},{"key":"e_1_3_3_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/dmcn.15036"},{"key":"e_1_3_3_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2011.01.029"},{"key":"e_1_3_3_10_1","doi-asserted-by":"publisher","DOI":"10.1146\/annurev-psych-010418-102836"},{"key":"e_1_3_3_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2016.01.012"},{"key":"e_1_3_3_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/cch.12735"},{"key":"e_1_3_3_13_1","doi-asserted-by":"publisher","DOI":"10.1093\/ptj\/pzz025"},{"issue":"3","key":"e_1_3_3_14_1","first-page":"65","article-title":"The relationship of school participation with motor proficiency and executive function in children with autism spectrum disorder","volume":"15","author":"Kheirollahzadeh M","year":"2021","unstructured":"13.Kheirollahzadeh M, , Alizadeh Zarei M, , Amini M, , Dehghan F. 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