Autistic Gait: Understanding Autism’s Movement Differences and How to Support Them

Wednesday, September 17, 2025. This is for Sean, Karina Ismael, Gideon and Jonah.

Autism has always been defined by differences in communication and social interaction. But one of the subtler signs—often overlooked outside of clinical settings—is the way autistic people move.

The DSM-5-TR even lists an “odd gait” as a supporting diagnostic feature of autism (American Psychiatric Association, 2022). What does that mean in real life? Sometimes it looks like:

• Toe-walking (up on the balls of the feet, ballerina-style)

• In-toeing (pigeon-toed, feet turned inward)

• Out-toeing (feet flaring outward)

But gait differences aren’t always this obvious.

Long-term studies show that autistic gait is often characterized by slower walking, wider steps, and more time in the “stance phase” (when your foot is still planted before lifting off).

Stride length and speed vary more, too (Kindregan et al., 2015). It’s as if the body is improvising a little more than usual—sometimes graceful, sometimes awkward, always distinct.

Autistic Movement Differences: What’s Happening in the Brain?

These differences aren’t random. They’re rooted in neurodevelopment, especially in two regions:

• The Basal Ganglia: the sequencer, stringing together smooth movements so walking feels automatic.

• The Cerebellum: the adjuster, using visual and body-sense feedback to fine-tune balance and coordination.

In autistic folks, these regions often look and function differently (Mostofsky & Ewen, 2011).

That doesn’t mean the brain is broken—it means it organizes movement in a way that diverges from the neurotypical pattern.

And crucially, these gait differences aren’t just a childhood phase. They persist across the lifespan, sometimes becoming more noticeable with age (Dufek et al., 2020).

When Autistic Gait Needs Support

Not every gait difference requires treatment. A quirky stride can simply be part of someone’s movement identity. But when gait differences interfere with daily life—causing falls, muscle tightness, pain, or exclusion from physical activities—support can make a real difference.

Intervention doesn’t always mean clinics and therapy tables. Research shows that community-based programs—like sports, dance, or classroom-based movement initiatives—can be especially effective.

In Australia, for instance, the Joy of Moving Program integrates motor-skill development directly into the school day, normalizing variation in how kids move and giving autistic children more agency (Rinehart et al., 2025).

Why Supporting Autistic Motor Skills Matters

Movement is social currency. On the playground, at the dance studio, or just walking into class, gait is part of how children participate in group life.

That’s why supporting motor differences isn’t just about coordination—it’s also about inclusion.

A growing body of research suggests that physical activity doesn’t just strengthen muscles; it also supports social skills and self-regulation in autistic preschoolers (Bremer & Lloyd, 2016). A soccer game or dance class may do as much for confidence and peer connection as for core strength.

Governments are beginning to catch up. In several regions, policy is shifting toward community-based foundational supports—services that encourage autistic children to engage in movement alongside peers, outside of using a more medicalized lens.

Research on Autism and Gait: What We Still Don’t Know

For all we’ve learned, big questions remain. Why do gait differences vary so much across autistic souls?

What predicts whether they fade, persist, or intensify with age? And how do clinicians balance preventing injury with respecting a person’s unique movement style?

The encouraging trend is a shift in philosophy: away from “fixing” autistic gait, toward supporting autistic ways of moving.

Walking may not always look typical, but it can still be purposeful, functional, and expressive.

And maybe that’s the point. Gait differences aren’t deficits.

They’re part of a larger story of neurodiversity: different bodies, different brains, moving through the world in their own rhythm.

Be Well, Stay Kind, and Godspeed.

REFERENCES:

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). Arlington, VA: Author.

Bremer, E., & Lloyd, M. (2016). School-based fundamental-motor-skill intervention for children with autism-like characteristics: An exploratory study. Adapted Physical Activity Quarterly, 33(1), 66–88. https://doi.org/10.1123/APAQ.2015-0024

Dufek, J. S., Eggleston, J. D., Harry, J. R., & Hickman, R. A. (2020). Biomechanical gait characteristics of children and young adults with autism spectrum disorder: A systematic review. Gait & Posture, 75, 45–54. https://doi.org/10.1016/j.gaitpost.2019.09.014

Kindregan, D., Gallagher, L., & Gormley, J. (2015). Gait deviations in children with autism spectrum disorders: A review. Autism Research and Treatment, 2015, 741480. https://doi.org/10.1155/2015/741480

Mostofsky, S. H., & Ewen, J. B. (2011). Altered connectivity and action model formation in autism is autism. Neuroscientist, 17(4), 437–448. https://doi.org/10.1177/1073858410392381

Rinehart, N., Emonson, C. E., & Lindor, R. (2025, August 27). Autism’s “odd gait”: Autistic movement differences linked to brain development. The Conversation. https://theconversation.com