Degrees and Certifications

• Undergraduate Degree - Kinesiology - University of Michigan, Ann Arbor, MI
• Master's Degree - Education -  Ohio State University, Columbus, OH
• PhD - Kinesiology - University of Michigan  - Ann Arbor, MI
• Postdoctoral Fellowship - Center on Health and Physical Activity in Pediatric Disabilities, University of Michigan - Ann Arbor 

Responsibilities

 Dr. Ketcheson teaches classes in the College of Education, Kinesiology, Health and Sport Studies. Dr. Ketcheson's area of specialty is adapted physical education, specifically, she is responsible for teaching each of the courses contributing to Certified Adapted Physical Education (CAPE) teaching credentials, a special education endorsement. 

Academic Interests

 Early motor and physical activity interventions for special populations.  

Biography

Dr. Leah Ketcheson joins Kinesiology, Health and Sport Studies at Wayne State University as a program coordinator in the Health and Physical Education Teaching program (H-PET). Dr. Ketcheson's passion for her educational pursuits were born during her time as a teacher of Adapted Physical Education within the Detroit Public School Community School District (DPSCD).

As a doctoral student, Dr. Ketcheson's research focused on the motor and physical activity interventions for youth with disabilities. Dr. Ketcheson designed one of the first early and intensive movement skill interventions for young children with Autism Spectrum Disorder, ages 4-6, using an evidence based behavioral framework. Dr. Ketcheson also participated in the implementation of a 3-year randomized clinical trial funded by the National Institute on Disability and Rehabilitation Research. In this research, the impact of a bicycle training intervention on physical activity and quality of life was examined in youth with ASD and DS ages 9 – 18. Dr. Ketcheson's post-doctoral fellowship training included the examination of physical activity patterns in infants with and without Down syndrome.

As a faculty member at Wayne State University, Dr. Ketcheson's interests will extend her previous work in intervention research by implementing longitudinal community based family interventions. Dr. Ketcheson is interested in examining the impact of physical literacy and nutrition education interventions that promote positive trajectories of health among children on the autism spectrum as well as their caregivers. Dr. Ketcheson works closely with undergraduate and graduate Health and PE students, as well as Exercise Sport Science degree students training and supervising them in a variety of internship and practicum placements. Students work closely with families offering tailored intervention support, with ample opportunity for hands on evaluation and measurement of behavior. 

Area of Expertise

 Health promotion programming for children and youth with developmental disabilities, as well as their caregivers 

Research Interests

1.  Delivery of community-based health promotion programming for children and youth on the autism spectrum

2. The evaluation of the mental and physical health of caregivers of children with developmental disabilities

3. The implementation of urban school based special olympic programming

Grants

Ketcheson, L. R. (Principal Investigator) A Virtual Behavioral Training Program for Caregivers to Promote Positive Behavioral Outcomes in Children on the Autism Spectrum
Source: Michigan Developmental Disabilities Institute
Awarded: $15,000
Funding Dates: January 2021 – June 2021

Ketcheson, L.R. (Principal Investigator) Physical Literacy And Nutrition Education (PLANE)
Source: Michigan Health Endowment Fund, Nutrition and Healthy Lifestyles
Awarded: $500,000
Funding Dates: September 1, 2020 – August 31, 2022

Ketcheson, L.R. (Principal Investigator) Healthy Adapted Physical Activity Programming for Youth (HAPPY)
Source: WKKF Kellogg Foundation
Awarded: $125,000
Funding Dates: May 2019 – August 2021

Ketcheson, L.R. (Principal Investigator) & McCaughtry, Healthy Adapted Physical Activity Programming for Young populations (HAPPY)
Source: Ralph Wilson Legacy Foundation
Awarded: $25,000
Funding Dates: June 2019 - June 2020

Ketcheson, L.R. (Principal Investigator) Healthy Adapted Physical Activity Programming for Youth (HAPPY)
Source: LightUp, a non profit 501(c)3 organization
Awarded: $25,000
Funding Dates: January 2019 – December 2019

Staples, K., Ketcheson, L.R. (Co-Investigator), Understanding Trajectories of Health and Growth in Children with Autism Spectrum Disorder.
Source: Organization for Autism Research
Awarded: $30,000
Funding Dates: September 2019 – April 2020

Ketcheson, L.R. (Principal Investigator) University Research Grant
Source: Internal Wayne State University Grant Provost
Awarded: $10,000
Funding Dates: Spring/Summer 2020

Ketcheson, L.R. (Principal Investigator), Shiyong, L., Xiangmin, Z, Charbonneau, D. Seed Grant Proposal for Strengthening the AI, Big Data & Analytics Ecosystem
Source: Internal Wayne State University Grant, Provost
Awarded: $10,000
Funding Dates: March 2019 – March 2020

Community Engagement Activities

Dr. Ketcheson serves at the Clinical Director for Health Promotion for Special Olympics Michigan. In this role, she delivers Health Screenings at all major Special Olympic statewide competitions. Dr. Ketcheson enjoys bringing WSU students to these competitions to assist with the administration of health evaluations. 

Featured publications

MYTime: A Mindfulness and Yoga Program to Promote Health Outcomes in Parents of Children With Autism Spectrum Disorder

Ketcheson, L. R., Wengrovius, C. M., Staples, K. L., & Miodrag, N. (2022). MYTime: A Mindfulness and Yoga Program to Promote Health Outcomes in Parents of Children With Autism Spectrum Disorder. Global advances in health and medicine, 11, 2164957X221110154.

Keywords

Yoga
Autism
Caregivers 

Supporting the need for the motor domain to be included in the definition of autism spectrum disorder: A response to Bishop et al.'s critique of Bhat (2021)

Ketcheson, L. R., Pitchford, E. A., Staples, K. L., MacDonald, M., & Ulrich, D. A. (2022). Supporting the need for the motor domain to be included in the definition of autism spectrum disorder: A response to Bishop et al.'s critique of Bhat (2021). Autism Research: Official Journal of the International Society for Autism Research.

Keywords

Autism
Diagnosis
Motor 

Variables Contributing to the Age of Diagnosis of Autism Spectrum Disorder (ASD): Implications for Addressing Diagnostic Disparities

Ketcheson LR, Moore EWG, Wentz CF, Zhou K, Zhang X, et al. (2021) Variables Contributing to the Age of Diagnosis of Autism Spectrum Disorder (ASD): Implications for Addressing Diagnostic Disparities. Int J Autism & Relat Disabil: IJARD-149. DOI: 10.29011/2642-3227.000049.

Keywords

Autism
Autism spectrum disorder (ASD)
Diagnosis
Disparities
Evaluation
Screening

Despite considerable research demonstrating the benefits of an earlier ASD diagnosis, the average age of obtaining a diagnosis remains later than is necessary to achieve optimal outcomes.

Therefore, the main objective of this study was to identify and examine the risk variables of ASD, and the secondary objective was to explore variables contributing to an early or late diagnosis with ASD. The data set, comprising a sample of 90,549 individuals diagnosed with ASD aged 1-85. To address the first objective, a survival analysis using the Cox proportional hazards model (Cox, 1972) was conducted to determine which variables were associated with increased and decreased odds of ASD diagnosis (i.e, the time-to-event). Related to the first objective, it can be concluded that the medical variable ‘developmental language’ was the most important risk factor for ASD among all the variables. In contrast, the use of alcohol or other substances during pregnancy is the least concern. Regarding the second objective, an early ASD diagnosis is more likely when a developmental language disorder or genetic condition was reported. 

Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers

Ketcheson, L. R., & Pitchford, E. A. (2021). Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers. Contemporary Clinical Trials, 107, 106496.

Keywords

Telehealth
Nutrition
Physical activity
Heal

There is growing empirical support which suggests children on the autism spectrum, as well as their caregivers experience significant health disparities. The global COVID-19 pandemic has only magnified the need to address health among vulnerable populations. While there has been a growing trend in the delivery of telehealth interventions, the delivery of such methods for children on the autism spectrum, and their caregivers remains relatively under examined. The primary goal of PLANE (Physical Literacy And Nutrition Education) is to promote positive trajectories of health for children on the autism spectrum and their primary caregivers through the delivery of a telehealth physical activity and nutrition education program. The study is a pre-experimental analysis of PLANE across 12 months. All activities will be delivered virtually through weekly synchronous and asynchronous programming. A total of 180 participants will be enrolled in this intervention, including children on the autism spectrum and caregivers. Each week a new physical activity skill along with opportunities for recipe assembly will be delivered remotely. Supplemental material will be disseminated online including; s.

Promoting Positive Health Outcomes in an Urban Community-Based Physical Activity Intervention for Preschool Aged Children on the Autism Spectrum. Journal of Autism and Developmental Disorders

Ketcheson, L., Staples, K., Pitchford, E. A., & Loetzner, F. (2021). Promoting Positive Health Outcomes in an Urban Community-Based Physical Activity Intervention for Preschool Aged Children on the Autism Spectrum. Journal of Autism and Developmental Disorders (JADD), 1-15.

Keywords

Autism
Motor behavior
Health
Intervention

Background. While there is wide consensus regarding the importance of early intervention, health is rarely considered within priorities.

Methods: Twenty-five children on the autism spectrum (Mage = 4.67, SD = 0.82) participated in a 12-week physical activity intervention.

Objective: Primary objective was to examine impact of a physical activity intervention on physical activity, fitness and motor competence. Secondary objective was to examine associations between motor behavior and ASD symptoms.

Results. Ball skills (p < .001) and isometric push-up performance (p = .02) improved. Autism symptoms were associated with motor skills (r > -.49, p < .05).

Discussion. Study outcomes provide new knowledge regarding design, delivery, and measures for early interventions targeting health disparities in young children on the autism spectrum. 

Promoting Adapted Physical Activity Regardless of Language Ability in Young Children with ASD. Research Quarterly for Exercise And Sport

Ketcheson, L.R., Felzer-Kim, I., Hauck, J.L. (2020). Promoting Adapted Physical Activity Regardless of Language Ability in Young Children with ASD. Research Quarterly for Exercise And Sport. 1 – 11. 

Keywords

Intervention
Motor
Autism
Education

Purpose: There is a relationship between motor and language skills in children with Autism Spectrum Disorder (ASD), but little work addresses the ramifications of this relationship for professionals who teach motor skills to this population. Within a motor skills intervention, this study probed the importance of language skills for motor intervention. We examined the relationship between motor and language skills at baseline, and then the relationship between baseline language skills and motor improvements resulting from the intervention.

Method: Twenty children aged 4-6 years with ASD participated. Eleven children received 20-hrs per week of motor intervention for eight weeks. Nine children did not receive motor intervention. Language skills (Mullen Scales of Early Learning) and motor skills (Test of Gross Motor Development–2) were assessed at baseline and post-intervention. Spearman correlations tested the associations between baseline language and baseline motor skills. This analysis was repeated in the intervention sample to test the association between baseline language level and response to intervention (motor skill changes from baseline to post-intervention).

Results: Prior to intervention, locomotor skills are positively correlated (p < .001) with both receptive (ρ = 0.827) and expressive (ρ = 0.722) language skills. Similarly, object-control skills are positively correlated (p < .001) with receptive (ρ = 0.779) and expressive (ρ = 0.729) language skills. However, those baseline language skills do not relate to motor change in the experimental group.

Conclusion: Results of this study suggest that motor skill programs can improve motor skills in children with ASD, regardless of pre-program language ability.

The relationship among early functional milestones and core deficits in Autism Spectrum Disorder

Ketcheson, L.R., Pitchford, E.A., & Wentz, C.F. (2020). The relationship among early functional milestones and core deficits in Autism Spectrum Disorder. Research in Autism Spectrum Disorder, 78, 101638. 

Keywords

Motor impairment
Functional skills
Early Intervention
Core deficits

Background: Autism Spectrum Disorder (ASD) is now the highest among the developmental disabilities in the United States, with recent statistics estimates of 1 in every 54 children. While growing attention on the early intervention services is warranted, what is not well understood is the relationship between the core deficits of ASD and the early functional skills in young children with ASD. Objectives: The primary objective of this study was to determine the relationship between early developmental functional skills and behavioral outcomes in the core deficits of ASD. The current study is a secondary data analysis of the Simons Foundation Powering Autism Research for Knowledge cohort from the Simons Foundation Research Initiative (SFARI). Multiple early functional milestones were significantly associated with current communication deficits, including the month of first independent walking (b = 0.11, p = .03), using words (b = -0.05, p = .02), and using combined phrases (b = 0.20, p < .001). This study represents one of the first attempts at examining relationships among the acquisition of early functional milestones and outcomes in children with ASD. 

The relationship between Developmental Coordination Disorder and concurrent deficits in social communication and repetitive behaviors among children with Autism Spectrum Disorder

Ketcheson, L.R., Pitchford, E.A., & Wentz, C.F. (2021). The relationship between Developmental Coordination Disorder and concurrent deficits in social communication and repetitive behaviors among children with Autism Spectrum Disorder. Autism Research.

Keywords

Autism
Developmental coordinator disorder
Motor skills 

Children with Autism Spectrum Disorder (ASD), characterized by core deficits in social communication and restrictive behaviors, can exhibit concurrent motor incoordination and/or intellectual disability (ID). While pervasive delays in motor behavior are common, formal diagnosis of Development Coordination Disorder (DCD) is uncommon. It is not clear how DCD and ID impact core deficits in ASD. 10,234 children with ASD, between the ages of 5 and 15 years, were included in the analysis. Parents completed online versions of the DCD Questionnaire (DCD-Q), Social Communication Questionnaire (SCQ) and Restrictive Behavior Scale (RBS-R). 85% of children with ASD had DCD-Q scores consistent with being at-risk for DCD, but only 14% reported a formal diagnosis. Children with ID exhibited significantly greater motor incoordination compared to children without ID (p < .001). Significantly greater core deficits were identified in both children at-risk for DCD (p < .001) and with ID (p < .001). However, the effects of DCD risk were independent of ID and exhibited a medium effect size for SCQ (η2p = .063) and a small effect size for RBS-R (η2p = .04) scores. 
 

Publications

 Ketcheson L.R., Moore E.W.G., Wentz C.F., Zhou K., Zhang X., et al. (2021) Variables Contributing to the Age of Diagnosis of Autism Spectrum Disorder (ASD): Implications for Addressing Diagnostic Disparities. International Journal of Autism & Related Disabilities: IJARD-149. https://doi.org/10.29011/2642-3227.000049

Ketcheson, L.R., Staples, K.L., Pitchford, E.A., & Loetzner, F. (2021). Promoting positive health outcomes in an urban community-based physical activity intervention for preschool aged children on the Autism Spectrum. Journal of Autism and Developmental Disabilities. DOI: https://doi.org/10.1007/s10803-021-04871-7

Ketcheson, L.R. & Pitchford, E. A. (2021) Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers. Contemporary clinical trials, 107, 106496.

Hauck, J. L., Pasik, P. J., & Ketcheson, L. R. (2021) A-ONE-an accessible online nutrition & exercise program for youth with physical disabilities. Contemporary clinical trials, 111, 106594.

Ketcheson, L.R., Pitchford, E.A., & Wentz, C.F. (2021). The relationship between Developmental Coordination Disorder and concurrent deficits in social communication and repetitive behaviors among children with Autism Spectrum Disorder. Autism Research. DOI: https://doi.org/10.1002/aur.2469

Ketcheson, L.R., Centeio, E.E., Snapp, E.E., McKown, H.B., & Martin, J.J. (2020). Physical activity and motor skill outcomes of a 10-week intervention for children with intellectual and developmental disabilities ages 4 – 13. A pilot study. Disability Health Journal. DOI: https://doi.org/10.1016/j.dhjo.2020.100952

Ketcheson, L.R., Pitchford, E.A., & Wentz, C.F. (2020). The relationship among early functional milestones and core deficits in Autism Spectrum Disorder. Research in Autism Spectrum Disorder. DOI: https://doi.org/10.1016/j.rasd.2020.101638

Ketcheson, L.R., Felzer-Kim, I., Hauck, J.L. (2020). Promoting Adapted Physical Activity Regardless of Language Ability in Young Children with Autism Spectrum Disorder. Research Quarterly for Exercise And Sport. 1 – 11. DOI: https://doi.org/10.1080/02701367.2020.1788205

Snapp, E.E., Ketcheson, L.R., Martin, J.J. & Centeio, E.E. (2020). Improving Quality of Life for Children with Developmental Disabilities Through Gross Motor Function Interventions. International Journal of Disabilities and Sport Sciences, 3(1), 33-41. https://doi.org/10.33438/ijdshs.713634

Ahlquist, S., Ketcheson, L.R. & Colombi, C. (2017). Multisensory Architecture: The Dynamic Interplay of Environment, Movement and Social Function. Architectural Design, 87(2), 90-99.

Ketcheson, L.R., Pitchford, A., Hyun, J., & Ulrich. (2017). The physical activity patterns in infants with and without Down syndrome. Journal of Pediatric Physical Therapy, 29(3), 200-206. https://doi/org/10.1097/PEP.0000000000000397

Ketcheson, L.R., Hauck, J. Ulrich, D. (2017). The levels of physical activity and motor skills in young children with and without autism spectrum disorder, aged 2 - 5 years. Autism, 22(4), 414-423. DOI: https://doi.org/10.1177/1362361316683889

Ketcheson, L.R., Hauck, J., Ulrich, D. (2017). The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study. Autism. 21(4), 481-492. DOI: https://doi.org/10.1177/1362361316650611

Pitchford, E.A., Ketcheson, L.R., Kwon, J. & Ulrich, D. (2017). Minimum Accelerometer Wear Time in Infants: A Generalizability Study. Journal of Physical Activity and Health, 14(6), 421-428. DOI: https://doi.org/10.1123/jpah.2016-0395

Hauck, J.L., Ketcheson, L.R. & Ulrich, D.A. (2016). Methodology to Promote Physical Activity Monitoring Adherence in Youth with Autism Spectrum Disorder. Frontiers in Public Health, 4, 206. DOI: https://doi.org/10.3389/fpubh.2016.00206

Reynolds, J., Pitchford, A., Hauck, J., Ketcheson, L.R., & Ulrich, D.A. (2015). Outcomes of Home-Support Consultation on the Maintenance of Bicycle Riding Skills for Youth with Autism Spectrum Disorder. Journal of Educational and Psychological Consultation. 26(2), 166-185. DOI: https://doi.org/10.1080/10474412.2015.1067147

Smith, S. M., Sonego, S., Ketcheson, L.R. & Larson, J. L. (2014). A review of the effectiveness of psychological interventions used for anxiety and depression in chronic obstructive pulmonary disease. BMJ Open Respiratory Research. https://doi.org/10.1136/bmjresp-2014-000042

Courses taught by Leah R. Ketcheson, Dr.

Winter Term 2025 (future)

• HPE6430 - Physical Activity Assessment in Special Populations

Fall Term 2024 (current)

• HPE6400 - Physical Activity in Pediatric Disabilities

Winter Term 2024

• HPE6410 - Teaching Adapted Physical Activity and Sport

Fall Term 2023

• HPE6400 - Physical Activity in Pediatric Disabilities

Fall Term 2022

• HPE6400 - Physical Activity in Pediatric Disabilities

Winter Term 2022

• HPE6410 - Teaching Adapted Physical Activity and Sport

Recent university news spotlights

• Wayne State University College of Education awarded $1.25 million grant to strengthen special education instruction for students with disabilities
• Wayne State University College of Education awarded $1.25 million grant to strengthen special education instruction for students with disabilities
• Reaching the goal: Wayne State University College of Education faculty and students provide leadership at the Special Olympics Unified Cup
• Ketcheson appointed Special Olympics clinical director for health promotion for Michigan
• Investigator receives $500,000 grant to support health and wellness program for children on the Autism Spectrum

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