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Decarli G, Franchin L, Vitali F. Motor skills and capacities in developmental dyslexia: A systematic review and meta-analysis. Acta Psychol (Amst) 2024; 246:104269. [PMID: 38642452 DOI: 10.1016/j.actpsy.2024.104269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2023] [Revised: 04/09/2024] [Accepted: 04/10/2024] [Indexed: 04/22/2024] Open
Abstract
In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention. Many studies provided evidence for motor difficulties in children and adolescents with dyslexia, prompting the need for a meta-analysis to combine these multiple findings. Therefore, we conducted a meta-analysis using PsycINFO, Pubmed, and SportDiscus as scientific databases. A total of 572 studies were analyzed following several stringent inclusion criteria, resulting in the inclusion of 23 peer-reviewed studies in the final analysis. Our results showed that children and adolescents with dyslexia displayed significant different performances in multiple motor tasks and these differences persisted also when the type of motor task was considered as moderator in the analysis. The present findings are in accordance with the literature that supports a close connection between reading disabilities and difficulties in motor skills/capacities.
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Affiliation(s)
- G Decarli
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - L Franchin
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - F Vitali
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy.
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Kangarani-Farahani M, Malik MA, Zwicker JG. Motor Impairments in Children with Autism Spectrum Disorder: A Systematic Review and Meta-analysis. J Autism Dev Disord 2024; 54:1977-1997. [PMID: 36949273 DOI: 10.1007/s10803-023-05948-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/23/2023] [Indexed: 03/24/2023]
Abstract
This article comprehensively reviews motor impairments in children with autism spectrum disorder (ASD) to: (1) determine the prevalence of motor problems in children with ASD; (2) understand the nature of motor difficulties in ASD and whether they are consistent with developmental coordination disorder (DCD); and (3) determine if the term DCD was used as a co-occurring diagnosis in children with ASD after publication of the DSM-5 in 2013. The following databases were systematically searched: MEDLINE, EMBASE, CINAHL, and PsycINFO from 2010 to December 2021. Articles were included if they: (1) were peer-reviewed and published in a scientific journal; (2) included children with ASD who were between 5 and 12 years; (3) used motor or function measures to assess motor abilities in children with ASD. Studies that included children with intellectual disabilities were excluded. Two independent reviewers reviewed titles, abstracts, and full-text articles for inclusion. Twenty-seven studies met the inclusion criteria and were assessed for quality by two independent reviewers using the Appraisal tool for Cross-Sectional Studies. The majority of articles (92.5%) indicated that 50-88% of children with ASD had significant motor impairments on standardized motor assessments and/or functional questionnaires. The nature of motor and function problems in ASD were consistent with DCD; however, only three out of 20 papers (15%) that were published from 2014 described the motor problems as DCD. One study reported that 15.1% of children with ASD with motor impairments had a co-occurring diagnosis of DCD, suggesting that DCD is under-recognized in this clinical population.
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Affiliation(s)
- Melika Kangarani-Farahani
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, Vancouver, Canada
- BC Children's Hospital Research Institute, K3-180 4480 Oak Street, Vancouver, V6H 3V4, Canada
| | - Myrah Anum Malik
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, Vancouver, Canada
- BC Children's Hospital Research Institute, K3-180 4480 Oak Street, Vancouver, V6H 3V4, Canada
| | - Jill G Zwicker
- BC Children's Hospital Research Institute, K3-180 4480 Oak Street, Vancouver, V6H 3V4, Canada.
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada.
- Department of Pediatrics, University of British Columbia, Vancouver, Canada.
- CanChild Centre for Childhood Disability Research, Hamilton, Canada.
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Kavanagh H, Manninen M, Issartel J. Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta-analysis. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:1336-1353. [PMID: 36788023 DOI: 10.1111/jir.13012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 12/05/2022] [Accepted: 01/18/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Children around the world, particularly those with intellectual disabilities (ID), are exhibiting poor motor skill proficiency. Compared with typically developing children (TDC), children with intellectual disabilities (CwID) are 65% more likely to exhibit low levels of motor competence. The purpose of this meta-analysis was to compare the motor skill proficiency levels, in terms of fundamental movement skills (FMS) of CwID to TDC. FMS are the building blocks required for lifelong participation in sport and physical activity. METHOD The meta-analysis was conducted according to PRISMA statement guidelines. 6 electronic databases were searched and 16, 679 studies were found. A total of 26 studies (total participants n = 3,525) met the inclusion criteria. A multivariate maximum likelihood multivariate random effects model was fitted to the data using the metafor package in R. RESULTS The study showed that the standardised mean difference (Hedges' g) in FMS between TDC and CwID is large (g = 1.24; CI 95% [.87, 1.62]). Specifically, significant differences between the two groups emerged in all five outcomes: (1) total locomotor score, (2) total object manipulation score, (3) balance, (4) run skill and (5) throw skill. CONCLUSIONS Further investigation into effective intervention strategies is required in order to reduce the magnitude of difference in motor skill proficiency between the two groups. In addition to developing, implementing and evaluating these interventions, researchers need to work hand in hand with national governing bodies (NGB) of sport and policy makers to ensure that teachers and coaches are being provided with opportunities to upskill in the area of FMS.
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Affiliation(s)
- H Kavanagh
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
- Special Olympics Ireland, Sport Ireland Campus, Dublin, Ireland
| | - M Manninen
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - J Issartel
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
- MoveAhead Limited, DCU INVENT, Dublin, Ireland
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Babineau V, Fonge YN, Miller ES, Grobman WA, Ferguson PL, Hunt KJ, Vena JE, Newman RB, Guille C, Tita ATN, Chandler-Laney PC, Lee S, Feng T, Scorza P, Takács L, Wapner RJ, Palomares KT, Skupski DW, Nageotte MP, Sciscione AC, Gilman S, Monk C. Associations of Maternal Prenatal Stress and Depressive Symptoms With Childhood Neurobehavioral Outcomes in the ECHO Cohort of the NICHD Fetal Growth Studies: Fetal Growth Velocity as a Potential Mediator. J Am Acad Child Adolesc Psychiatry 2022; 61:1155-1167. [PMID: 35367322 PMCID: PMC9427685 DOI: 10.1016/j.jaac.2022.03.021] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 01/27/2022] [Accepted: 03/21/2022] [Indexed: 01/09/2023]
Abstract
OBJECTIVE Maternal prenatal stress and mood symptoms are associated with risk for child psychopathology. Within the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Fetal Growth Studies (ECHO-FGS), a racially and ethnically diverse cohort, we studied associations between prenatal stress and depressive symptoms with child neurobehavior, and potential mediation by fetal growth velocity (FGV) in low-risk pregnancies. METHOD For 730 mother-child pairs, we had serial ultrasound measurements, self-reports of prenatal stress and depression, observations of child executive functions and motor skills from 4 to 8 years, and maternal reports of child psychiatric problems. We tested associations between prenatal stress and depressive symptoms with child neurobehavior in regression analyses, and associations with FGV in mixed effect models. Post hoc we tested severity of prenatal symptoms; FGV at 25th, 50th, and 75th percentiles; and moderation by biological sex and by race and ethnicity. RESULTS Prenatal stress and depressive symptoms were associated with child psychiatric problems, and prenatal depressive symptoms with decrements in executive functions and motor skills, especially in biological male children. Neither prenatal stress nor depressive symptoms were associated with FGV. CONCLUSION In one of the largest cohorts with observed child outcomes, and the first with broad representation of race and ethnicity in the United States, we found that prenatal stress and depressive symptoms were associated with greater reports of child psychiatric symptoms. Only prenatal depressive symptoms were associated with observed decrements in cognitive abilities, most significantly in biological male children. Stress during low-risk pregnancies may be less detrimental than theorized. There was no mediation by FGV. These findings support the need to attend to even small changes in prenatal distress, as these may have long-lasting implications.
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Affiliation(s)
| | - Yaneve N Fonge
- University of Pittsburgh Magee-Womens Hospital, Pennsylvania
| | - Emily S Miller
- Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - William A Grobman
- Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | | | - Kelly J Hunt
- Medical University of South Carolina, Charleston
| | - John E Vena
- Medical University of South Carolina, Charleston
| | | | | | | | | | - Seonjoo Lee
- Columbia University, New York; New York State Psychiatric Institute, New York
| | | | | | | | | | | | | | | | | | - Stephen Gilman
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, Maryland
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Blanchet M, Assaiante C. Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. CHILDREN 2022; 9:children9060892. [PMID: 35740829 PMCID: PMC9222033 DOI: 10.3390/children9060892] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 06/02/2022] [Accepted: 06/09/2022] [Indexed: 11/16/2022]
Abstract
Mastering motor skills is important for children to achieve functional mobility and participate in daily activities. Some studies have identified that students with specific learning disorders (SLD) could have impaired motor skills; however, this postulate and the potential impacts remain unclear. The purpose of the scoping review was to evaluate if SLD children have motor impairments and examine the possible factors that could interfere with this assumption. The sub-objective was to investigate the state of knowledge on the lifestyle behavior and physical fitness of participants with SLD and to discuss possible links with their motor skills. Our scoping review included preregistration numbers and the redaction conformed with the PRISMA guidelines. A total of 34 studies published between 1990 and 2022 were identified. The results of our scoping review reflected that students with SLD have poorer motor skills than their peers. These motor impairments are exacerbated by the complexity of the motor activities and the presence of comorbidities. These results support our sub-objective and highlight the link between motor impairments and the sedentary lifestyle behavior of SLDs. This could lead to deteriorating health and motor skills due to a lack of motor experience, meaning that this is not necessarily a comorbidity. This evidence emphasizes the importance of systematic clinical motor assessments and physical activity adaptations.
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Affiliation(s)
- Mariève Blanchet
- Laboratoire de Recherche en Motricité de L’enfant, Département des Sciences de L’activité Physique, Université du Québec à Montréal, 141 Av. Président-Kennedy, Montréal, QC H2X 1Y4, Canada
- Correspondence:
| | - Christine Assaiante
- LNC, UMR 7291, Fédération 3C, AMU-CNRS, Centre Saint-Charles, Pole 3C, Case C, 3 Place Victor Hugo, 13331 Marseille, France;
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Correlation between Language Development and Motor Skills, Physical Activity, and Leisure Time Behaviour in Preschool-Aged Children. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9030431. [PMID: 35327803 PMCID: PMC8947720 DOI: 10.3390/children9030431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 03/06/2022] [Accepted: 03/16/2022] [Indexed: 11/16/2022]
Abstract
Sedentary behaviour has a negative impact on children’s physical and mental health. However, limited data are available on language development. Therefore, this pilot study aimed to analyse the associations between language development and possible predictors such as motor skills and leisure time behaviour in preschool-aged children. Methods: In this cross-sectional analysis, motor skills and speech development status were assessed in 49 healthy preschool children. Physical activity and screen time were assessed via a parental questionnaire. Results: On average, physical activity was 8.2 ± 6.5 h/week; mean screen time was 154.2 ± 136.2 min/week. A positive relationship between the results in the item ‘One-leg stand’ and ‘Phonological working memory for nonwords’ (β-coefficient −0.513; p < 0.001) resp. ‘Formation of morphological rules’ (β-coefficient −0.626; p = 0.004) was shown within backward stepwise regression. ‘Lateral jumping’, resp. ‘Sit and Reach’ were positively associated with ‘Understanding sentences’ (β-coefficient 0.519; p = 0.001 resp. β-coefficient 0.735; p = 0.002). ‘Physical inactivity’ correlated negatively with all language development subtests (each p < 0.05). Media consumption had a negative predictive effect on the subdomain ‘Understanding Sentences’ (β-coefficient −0.530, p = 0.003). Conclusions: An inactive lifestyle correlated negatively with selected subtests of language development in early childhood. These results should be verified in larger groups and longitudinally but support the need for early health promotion.
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Kampasová J, Válková H. Analysis of developmental trends in physical activity, BMI and muscles in children and adolescents with mild-to-moderate intellectual disability. Heliyon 2021; 7:e07457. [PMID: 34401550 PMCID: PMC8353314 DOI: 10.1016/j.heliyon.2021.e07457] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Revised: 04/12/2021] [Accepted: 06/28/2021] [Indexed: 12/27/2022] Open
Abstract
INTRODUCTION There is a lack of longitudinal research of physical activity (PA) of pupils with intellectual disability (ID). The aim of the research was to identify the trends in PA, BMI and muscles in children and adolescents with ID in the Czech Republic over 2-year period and find whether 2-month summer holidays have effect on developmental trends. The aim was also to find out the level of PA of children and its correlation with BMI and muscles and the correlation between postural balance and children's muscles. METHODS Participants were pupils aged 8-19 (in each measurement was n = 23, n = 37, n = 36, n = 33). They wore a movband for 1 week. InBody analyser and a test of Single leg stance with eyes open were used. RESULTS The trend of PA in girls and boys is convex and the trend of their BMI is unbalanced. In pupils with mild and moderate ID, the trend of PA, the trend of BMI and the trend of muscles is unbalanced. Summer holidays cause a decrease in BMI values for all categories. In pupils with moderate ID, summer holidays cause an increase in PA and an increase in muscle (both statistically significant). The correlation between PA and muscle and BMI is ambiguous. Also, the correlation between postural balance and muscles is ambiguous. CONCLUSIONS Children's PA reaches 74-122% of the norm. Girls, boys, pupils with mild and moderate ID have normal weight. In the Czech Republic children with ID have many opportunities to participate in sport events during the year.
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Affiliation(s)
- Jitka Kampasová
- Masaryk University, Faculty of Sports Studies, Department of Social Sciences and Sports Management, Kamenice 5, Brno 625 00, Czech Republic
| | - Hana Válková
- Masaryk University, Faculty of Sports Studies, Department of Social Sciences and Sports Management, Kamenice 5, Brno 625 00, Czech Republic
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Bonti E, Giannoglou S, Georgitsi M, Sofologi M, Porfyri GN, Mousioni A, Konsta A, Tatsiopoulou P, Kamari A, Vavetsi S, Diakogiannis I. Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece. Brain Sci 2021; 11:602. [PMID: 34066805 PMCID: PMC8151592 DOI: 10.3390/brainsci11050602] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2021] [Revised: 04/26/2021] [Accepted: 05/04/2021] [Indexed: 12/03/2022] Open
Abstract
The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a "rare" and "unique" population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals' well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this "vulnerable" population with their life struggles.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
- Department of Education, School of Education, University of Nicosia, 2417 Nicosia, Cyprus
| | - Sofia Giannoglou
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Marianthi Georgitsi
- 1st Laboratory of Medical Biology-Genetics, Faculty of Health Sciences, School of Medicine, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Maria Sofologi
- Psychology Laboratory, Department of Early Childhood Education, School of Education, University of Ioannina, 45100 Ioannina, Greece;
- Institute of Humanities and Social Sciences, University Research Centre of Ioannina (U.R.C.I.), 45100 Ioannina, Greece
| | - Georgia-Nektaria Porfyri
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Artemis Mousioni
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Anastasia Konsta
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Paraskevi Tatsiopoulou
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Afroditi Kamari
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Sofia Vavetsi
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
| | - Ioannis Diakogiannis
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloni-ki, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece; (S.G.); (G.-N.P.); (A.M.); (A.K.); (P.T.); (A.K.); (S.V.); (I.D.)
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Emami Kashfi T, Sohrabi M, Saberi Kakhki A, Mashhadi A, Jabbari Nooghabi M. Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children With Learning Disabilities. Percept Mot Skills 2019; 126:477-498. [PMID: 30879395 DOI: 10.1177/0031512519836811] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examined the effect of a motor intervention based on the attention, balance, and coordination (ABC) learning approach on motor proficiency and executive functions in children with learning disabilities (LD). Forty-five male elementary school students with LD aged 7-9 years were recruited and randomly assigned into one of three groups: two experimental groups and one control group. Experimental Group A received only the motor intervention. Experimental Group B simultaneously received both motor intervention and regular educational services. The control group received only regular educational services. The motor intervention involved sequential station exercises based on ABC; this training took place in 24 sessions, scheduled three times a week for eight weeks. We obtained children's scores on the Bruininks-Oseretsky Tests of Motor Proficiency, N-Back Test, Tower of London, and Continuous Performance Tests at pretest, posttest, and follow-up testing. Our results showed that both experimental groups significantly improved their motor skills and most measures of executive functions, relative to no significant improvement for the control group. The improvements on some measures of executive functions in Experimental Group B were just slightly better than in Experimental Group A. This study supported Blythe's ABC learning approach emphasizing ABC, and it extended earlier findings of benefits of this approach to populations of children with LD.
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Affiliation(s)
- Toktam Emami Kashfi
- 1 Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran
| | - Mehdi Sohrabi
- 1 Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran
| | - Alireza Saberi Kakhki
- 1 Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran
| | - Ali Mashhadi
- 2 Department of Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Iran
| | - Mehdi Jabbari Nooghabi
- 3 Department of Statistics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Iran
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Baldi S, Caravale B, Presaghi F. Daily motor characteristics in children with developmental coordination disorder and in children with specific learning disorder. DYSLEXIA (CHICHESTER, ENGLAND) 2018; 24:380-390. [PMID: 30094891 DOI: 10.1002/dys.1595] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Revised: 06/17/2018] [Accepted: 07/16/2018] [Indexed: 06/08/2023]
Abstract
An association between learning disorders and coordination problems has been reported in several studies over the last few decades. In this study, we have investigated daily motor characteristics in children with a diagnosis of specific learning disorder (SLD) and compared them with those of children with developmental coordination disorder (DCD) and those of typically developing controls. Ninety-six children aged 5 to 12 years were included: 29 with a diagnosis of SLD, 33 of DCD, and 34 controls. The Italian version of the Developmental Coordination Disorder Questionnaire 2007 (DCDQ-Italian) was used to measure children's coordination in everyday functional activities. The mean DCDQ-Italian total score was significantly lower in both SLD and DCD groups as compared with controls. Regarding subscores, both clinical groups scored significantly lower than controls on "Fine motor/handwriting" skills and on "General coordination." The DCD group scored also significantly lower than controls on "Control during movement." Moreover, clinical groups differed from each other, with SLD children scoring significantly higher on "Control during movement" and "General coordination" subscores. SLD children diverged from typically developing children in some motor skills during ordinary activities, and although this discrepancy was not as severe as in DCD children, it could have an impact on self-esteem and sport inclusion.
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Affiliation(s)
- Silvia Baldi
- Associazione Melograno Psicologia Clinica e Riabilitazione, Rome, Italy
| | - Barbara Caravale
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Fabio Presaghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
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Wouters M, Evenhuis HM, Hilgenkamp TIM. Physical activity levels of children and adolescents with moderate-to-severe intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 32:131-142. [PMID: 29993175 PMCID: PMC8411862 DOI: 10.1111/jar.12515] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Revised: 04/30/2018] [Accepted: 06/19/2018] [Indexed: 01/06/2023]
Abstract
Background Regular participation of children and adolescents with intellectual disabilites in physical activity is important to maintain good health and to acquire motor skills. The aim of this study was to investigate the habitual physical activity in these children. Methods Sixty‐eight children and adolescents (2–18 years) with a moderate‐to‐severe intellectual disability were included in the analyses. They wore an accelerometer on eight consecutive days. Data was analysed by use of descriptive statistics and multiple linear regression analyses. Results The participants took on average 6,677 ± 2,600 steps per day, with intensity of 1,040 ± 431 counts per minute. In total, 47% of the participants were meeting physical activity recommendations. Low motor development was associated with low physical activity. Conclusions As more than half of the participants were not meeting the recommendations, family and caregivers of these children should focus on supporting and motivating them to explore and expand their physical activities.
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Affiliation(s)
- Marieke Wouters
- Reinaerde, Utrecht, The Netherlands.,Department of General Practice, Intellectual Disability Medicine, Erasmus Medical Center, Rotterdam, The Netherlands
| | - Heleen M Evenhuis
- Department of General Practice, Intellectual Disability Medicine, Erasmus Medical Center, Rotterdam, The Netherlands
| | - Thessa I M Hilgenkamp
- Department of General Practice, Intellectual Disability Medicine, Erasmus Medical Center, Rotterdam, The Netherlands.,Department of Kinesiology and Nutrition, University of Illinois at Chicago, Chicago, Illinois
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Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2. Sports (Basel) 2017; 5:sports5030059. [PMID: 29910419 PMCID: PMC5968954 DOI: 10.3390/sports5030059] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2017] [Revised: 07/27/2017] [Accepted: 08/07/2017] [Indexed: 12/05/2022] Open
Abstract
As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten). Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.
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Fourneret P, Poissant H. [Learning disorders in ADHD: How are they related?]. Arch Pediatr 2017; 23:1276-1283. [PMID: 28492169 DOI: 10.1016/j.arcped.2016.09.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2015] [Revised: 08/03/2016] [Accepted: 09/19/2016] [Indexed: 11/29/2022]
Abstract
Learning difficulties in general and learning disabilities in particular are almost constant in attention deficit disorder with or without hyperactivity (ADHD). Despite a major research effort, the extent and diversity of these comorbid events still raise many questions about the exact nature of their pathogenetic condition (simple consequences of ADHD or specific related disorders?) and consequently the best way to support them. This article aims to present a brief review of the current data.
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Affiliation(s)
- P Fourneret
- Service psychopathologie du développement, hôpital Femme-Mère-Enfant, hospices civils de Lyon, 59, boulevard Pinel, 69677 Bron cedex, France; Laboratoire L2C2 UMR 5304 CNRS, université Claude-Bernard-Lyon 1, 69677 Bron, France; Département d'éducation et de pédagogie, faculté des sciences humaines, institut des sciences cognitives, UQAM, Montréal, Canada.
| | - H Poissant
- Département d'éducation et de pédagogie, faculté des sciences humaines, institut des sciences cognitives, UQAM, Montréal, Canada
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14
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Kim H, Carlson AG, Curby TW, Winsler A. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:43-60. [PMID: 26852279 DOI: 10.1016/j.ridd.2016.01.016] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2015] [Revised: 12/01/2015] [Accepted: 01/24/2016] [Indexed: 06/05/2023]
Abstract
Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed.
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Affiliation(s)
- Helyn Kim
- University of Virginia, Curry School of Education, Center for Advanced Study of Teaching & Learning, PO Box 800784, Charlottesville, VA 22908-0784, USA.
| | - Abby G Carlson
- AppleTree Institute for Education Innovation, Assessment and Evaluation, 415 Michigan Ave. NE, Washington, DC 20017, USA.
| | - Timothy W Curby
- George Mason University, Department of Psychology, 4400 University Dr., MS 3F5, Fairfax, VA 22030-4444, USA.
| | - Adam Winsler
- George Mason University, Department of Psychology, 4400 University Dr., MS 3F5, Fairfax, VA 22030-4444, USA.
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