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Ayoub MJ, Keegan L, Tager-Flusberg H, Gill SV. Neuroimaging Techniques as Descriptive and Diagnostic Tools for Infants at Risk for Autism Spectrum Disorder: A Systematic Review. Brain Sci 2022; 12:602. [PMID: 35624989 PMCID: PMC9139416 DOI: 10.3390/brainsci12050602] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 04/26/2022] [Accepted: 04/27/2022] [Indexed: 02/04/2023] Open
Abstract
Autism Spectrum Disorder (ASD) has traditionally been evaluated and diagnosed via behavioral assessments. However, increasing research suggests that neuroimaging as early as infancy can reliably identify structural and functional differences between autistic and non-autistic brains. The current review provides a systematic overview of imaging approaches used to identify differences between infants at familial risk and without risk and predictive biomarkers. Two primary themes emerged after reviewing the literature: (1) neuroimaging methods can be used to describe structural and functional differences between infants at risk and infants not at risk for ASD (descriptive), and (2) neuroimaging approaches can be used to predict ASD diagnosis among high-risk infants and developmental outcomes beyond infancy (predicting later diagnosis). Combined, the articles highlighted that several neuroimaging studies have identified a variety of neuroanatomical and neurological differences between infants at high and low risk for ASD, and among those who later receive an ASD diagnosis. Incorporating neuroimaging into ASD evaluations alongside traditional behavioral assessments can provide individuals with earlier diagnosis and earlier access to supportive resources.
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Affiliation(s)
- Maria J. Ayoub
- College of Health and Rehabilitation Sciences: Sargent College, Boston University, 635 Commonwealth Avenue, Boston, MA 02215, USA; (M.J.A.); (L.K.)
| | - Laura Keegan
- College of Health and Rehabilitation Sciences: Sargent College, Boston University, 635 Commonwealth Avenue, Boston, MA 02215, USA; (M.J.A.); (L.K.)
| | - Helen Tager-Flusberg
- Department of Psychological and Brain Sciences, Boston University, Boston, MA 02215, USA;
| | - Simone V. Gill
- College of Health and Rehabilitation Sciences: Sargent College, Boston University, 635 Commonwealth Avenue, Boston, MA 02215, USA; (M.J.A.); (L.K.)
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2
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Posar A, Visconti P. Early Motor Signs in Autism Spectrum Disorder. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9020294. [PMID: 35205014 PMCID: PMC8870370 DOI: 10.3390/children9020294] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 02/08/2022] [Accepted: 02/17/2022] [Indexed: 12/02/2022]
Abstract
A growing number of literature data suggest the presence of early impairments in the motor development of children with autism spectrum disorder, which could be often recognized even before the appearance of the classical social communication deficits of autism. In this narrative review, we aimed at performing an update about the available data on the early motor function in children with autism spectrum disorder. Early motor impairment in these children can manifest itself both as a mere delay of motor development and as the presence of atypicalities of motor function, such as a higher rate and a larger inventory, of stereotyped movements both with and without objects. In the perspective of a timely diagnosis, the presence of early motor signs can be an important clue, especially in an individual considered at high risk for autism. Motor and communication (both verbal and non-verbal) skills are connected and a pathogenetic role of early motor dysfunctions in the development of autism can be hypothesized. From this, derives the importance of an early enabling intervention aimed at improving motor skills, which could also have favorable effects on other aspects of development.
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Affiliation(s)
- Annio Posar
- IRCCS Istituto delle Scienze Neurologiche di Bologna, UOSI Disturbi dello Spettro Autistico, 40139 Bologna, Italy;
- Dipartimento di Scienze Biomediche e Neuromotorie, Università di Bologna, 40126 Bologna, Italy
- Correspondence: ; Tel.: +39-051-6225111
| | - Paola Visconti
- IRCCS Istituto delle Scienze Neurologiche di Bologna, UOSI Disturbi dello Spettro Autistico, 40139 Bologna, Italy;
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3
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Kamphorst E, Cantell M, Van Der Veer G, Minnaert A, Houwen S. Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes. Front Psychol 2022; 12:759480. [PMID: 35027900 PMCID: PMC8751626 DOI: 10.3389/fpsyg.2021.759480] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 11/01/2021] [Indexed: 11/24/2022] Open
Abstract
A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.
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Affiliation(s)
- Erica Kamphorst
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Marja Cantell
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Gerda Van Der Veer
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Suzanne Houwen
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
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Gandotra A, Csaba S, Sattar Y, Cserényi V, Bizonics R, Cserjesi R, Kotyuk E. A Meta-analysis of the Relationship between Motor Skills and Executive Functions in Typically-developing Children. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1979554] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Affiliation(s)
- Aditi Gandotra
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd Universit, Budapest, Hungary
| | - Sára Csaba
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Yasar Sattar
- Icahn School of Medicine at Mount Sinai-Elmhurst Hospital
| | - Vanda Cserényi
- MTA ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd Universit, Budapest, Hungary
| | - Róbert Bizonics
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd Universit, Budapest, Hungary
| | - Renata Cserjesi
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Eszter Kotyuk
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- MTA ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd Universit, Budapest, Hungary
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Albert P, Romski M, Sevcik RA, Morris RD. Patterns of Cognition, Communication, and Adaptive Behavior in Children With Developmental Disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 126:324-340. [PMID: 34161562 DOI: 10.1352/1944-7558-126.4.324] [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: 06/26/2020] [Accepted: 11/19/2020] [Indexed: 06/13/2023]
Abstract
Young children with developmental disabilities (DD) exhibit a range of strengths and weaknesses in cognitive, language, and adaptive skills. Identifying individual patterns of abilities across these domains is important for informing interventions. This study examines how 129 toddlers with significant developmental delays and less than 10 spoken words perform across different developmental domains and assessment methods (i.e., caregiver report and clinician-administered tests). Children exhibited statistically and clinically meaningful strengths and weaknesses across developmental domains, which may have important implications for differential interventions. Caregiver-reported and clinician-rated measures of cognition, language and adaptive functioning were highly related. However, the relation between caregiver report and clinician ratings was weaker for a subgroup of children with relatively more limited expressive language compared to other children in the sample.
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Affiliation(s)
- Phebe Albert
- Phebe Albert, MaryAnn Romski, Rose A. Sevcik, and Robin D. Morris, Georgia State University
| | - MaryAnn Romski
- Phebe Albert, MaryAnn Romski, Rose A. Sevcik, and Robin D. Morris, Georgia State University
| | - Rose A Sevcik
- Phebe Albert, MaryAnn Romski, Rose A. Sevcik, and Robin D. Morris, Georgia State University
| | - Robin D Morris
- Phebe Albert, MaryAnn Romski, Rose A. Sevcik, and Robin D. Morris, Georgia State University
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Gill SV, Shin D, Ayoub M, Keegan L, Desrochers PC, Helfrich CA. Pivoting in Context: Using the Forging Alliances in Interdisciplinary Rehabilitation Research Model to Collaborate During COVID-19. Am J Phys Med Rehabil 2021; 100:519-525. [PMID: 33782276 PMCID: PMC8131232 DOI: 10.1097/phm.0000000000001749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
ABSTRACT With the onset of the COVID-19 pandemic, researchers have been faced with challenges in maintaining interdisciplinary research collaborations. The purpose of this article is to apply and expand a previously introduced model to sustaining new interdisciplinary research collaborations: Forging Alliances in Interdisciplinary Rehabilitation Research (FAIRR). FAIRR is a logic model that can be used as a guide to create interdisciplinary rehabilitation research teams. In this article, the authors propose expanding FAIRR by including strategies for sustaining interdisciplinary rehabilitation research collaborations: modifying inputs (resources needed to assemble a team and to conduct research activities), shifting activities (steps taken to move the interdisciplinary collaboration forward), and examining what impacts the fit between inputs and activities. Two examples are used to highlight the application of the FAIRR model to interdisciplinary collaborations during COVID-19.
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Affiliation(s)
- Simone V. Gill
- College of Health and Rehabilitation Science: Sargent College, 677 Beacon Street, Boston University, Boston, MA 02215, USA
| | - Danny Shin
- College of Health and Rehabilitation Science: Sargent College, 677 Beacon Street, Boston University, Boston, MA 02215, USA
| | - Maria Ayoub
- College of Health and Rehabilitation Science: Sargent College, 677 Beacon Street, Boston University, Boston, MA 02215, USA
| | - Laura Keegan
- College of Health and Rehabilitation Science: Sargent College, 677 Beacon Street, Boston University, Boston, MA 02215, USA
| | - Phillip C. Desrochers
- College of Health and Rehabilitation Science: Sargent College, 677 Beacon Street, Boston University, Boston, MA 02215, USA
| | - Christine A. Helfrich
- American International College, Division of Occupational Therapy, 1000 State Street, Springfield, MA 01109
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Motor Chunking in Internally Guided Sequencing. Brain Sci 2021; 11:brainsci11030292. [PMID: 33652707 PMCID: PMC7996945 DOI: 10.3390/brainsci11030292] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Revised: 02/10/2021] [Accepted: 02/19/2021] [Indexed: 11/25/2022] Open
Abstract
Motor skill learning involves the acquisition of sequential motor movements with practice. Studies have shown that we learn to execute these sequences efficiently by chaining several elementary actions in sub-sequences called motor chunks. Several experimental paradigms, such as serial reaction task, discrete sequence production, and m × n task, have investigated motor chunking in externally specified sequencing where the environment or task paradigm provides the sequence of stimuli, i.e., the responses are stimulus driven. In this study, we examine motor chunking in a class of more realistic motor tasks that involve internally guided sequencing where the sequence of motor actions is self-generated or internally specified. We employ a grid-navigation task as an exemplar of internally guided sequencing to investigate practice-driven performance improvements due to motor chunking. The participants performed the grid-sailing task (GST) (Fermin et al., 2010), which required navigating (by executing sequential keypresses) a 10 × 10 grid from start to goal position while using a particular type of key mapping between the three cursor movement directions and the three keyboard buttons. We provide empirical evidence for motor chunking in grid-navigation tasks by showing the emergence of subject-specific, unique temporal patterns in response times. Our findings show spontaneous chunking without pre-specified or externally guided structures while replicating the earlier results with a less constrained, internally guided sequencing paradigm.
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Rantalainen K, Paavola-Ruotsalainen L, Alakortes J, Carter AS, Ebeling HE, Kunnari S. Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies. Infant Behav Dev 2021; 62:101525. [PMID: 33472097 DOI: 10.1016/j.infbeh.2020.101525] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 12/22/2020] [Accepted: 12/22/2020] [Indexed: 11/26/2022]
Abstract
The aim of this longitudinal study was to investigate early vocabulary development and its relationships with prelinguistic communication skills and social-emotional/behavioral (SEB1) problems and competencies. The participants were 58 healthy Finnish-speaking children (30 girls, 28 boys). First, the concurrent relationships were investigated at the age of 18 months. Second, the relationships between prelinguistic communication skills and SEB problems and competencies at 18 months, and subsequent vocabulary scores at 24 and 30 months, were examined. Parental reports on early vocabulary (MacArthur Communicative Developmental Inventories; MCDI), prelinguistic communication skills (The Infant-Toddler Checklist of the Communication and Symbolic Behavior Scales Developmental Profile; ITC), SEB problems and competencies (Brief Infant-Toddler Social and Emotional Assessment; BITSEA) were gathered. Compared to boys, girls scored significantly higher on ITC Speech Composite at 18 months and expressive vocabulary measures at 18, 24, and 30 months. Vocabulary, as well as prelinguistic communication measures, correlated with SEB competencies at 18 months. Furthermore, vocabulary, as well as ITC Symbolic Composite and Total Score, correlated negatively with externalizing problem and SEB Total Problem scores. With regard to subsequent vocabulary development, all of the prelinguistic communication measures at 18 months correlated with vocabulary at 24 and 30 months. However, when accounted for gender and earlier vocabulary, only the associations with ITC Speech Composite and Total Score at 24 months remained significant. SEB Competencies at 18 months correlated positively, while externalizing problems at 18 months correlated negatively with vocabulary at 24 and 30 months, however, these associations did not remain significant, when accounted for gender and earlier vocabulary.
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Affiliation(s)
- Katariina Rantalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Sanapolku Oy, Therapy Center, Kouvola, Finland.
| | - Leila Paavola-Ruotsalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Attentio Oy, Therapy Center, Oulu, Finland
| | - Jaana Alakortes
- Unit of Child Psychiatry, Health Care Services for Families with Children, Family Services, Kainuu Social and Health Care Joint Authority, Kajaani, Finland; PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Alice S Carter
- Department of Psychology, University of Massachusetts, Boston, USA
| | - Hanna E Ebeling
- PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Sari Kunnari
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland
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Houwen S, Kamphorst E, van der Veer G, Cantell M. The degree of stability in motor performance in preschool children and its association with child-related variables. Hum Mov Sci 2021; 75:102722. [PMID: 33412454 DOI: 10.1016/j.humov.2020.102722] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 08/23/2020] [Accepted: 11/21/2020] [Indexed: 11/30/2022]
Abstract
Understanding the stability of individual differences in motor performance during the early years of life, despite normative age-related growth in motor performance, has important implications for identification of motor coordination difficulties and subsequently, early remediation. Therefore, the aims of the present study were to examine the degree of rank-order and individual-level stability in motor performance in young children with different levels of motor skill proficiency. Subsequently, we explored the influence of child variables (i.e., age, gender, and behavioural self-regulation) on different aspects of stability. In this longitudinal study, a community sample of 68 participants (49% girls) with a mean age of 3 years and 11 months (SD = 7 months) were assesses in three six-monthly waves. The total standard score of the Movement Assessment Battery for Children-2 (MABC-2) was used as the measure of motor performance. Rank-order stability was examined with zero-order Pearson correlations. Individual-level stability was examined by means of stability in classifications (at risk for motor coordination difficulties versus typically developing). In addition to examining stability in group classification, the Reliable Change Index (RCI) was calculated to examine if the difference in a child's scores over time exceeded (increased or decreased relative to) the expected change. The results showed moderate to high rank-order stability between time points. No significant differences in degree of rank-order stability were found between boys and girls and between 3-year old and 4-year old children. In terms of stability of classification, it was shown that for ~50% of the children with motor coordination difficulties and ~ 90% of typically developing the classification based on the cut-off score on the MABC-2 was stable. Based on the RCI, over 90% showed individual-level stability. The level of behavioural self-regulation at T1 (as measured with the Head-Toes-Knees-Shoulders task) was not significantly related to individual-level stability in motor performance. In conclusion, our findings highlight the importance of a careful choice of stability measures and a reflection on the implications of their results. More research is needed to understand which child and environmental variables impact on stability.
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Affiliation(s)
- Suzanne Houwen
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| | - Erica Kamphorst
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| | - Gerda van der Veer
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| | - Marja Cantell
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
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Van Der Veer G, Kamphorst E, Cantell M, Minnaert A, Houwen S. Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children. Front Psychol 2020; 11:2208. [PMID: 33041890 PMCID: PMC7530178 DOI: 10.3389/fpsyg.2020.02208] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 08/06/2020] [Indexed: 11/25/2022] Open
Abstract
There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of task-specific and latent relationships between a range of motor skills and EFs in preschool children. The sample consisted of 198 3- to 5-year-old children (102 boys; 51.5%). Motor skills were assessed using the Movement Assessment Battery for Children Second Edition. EFs were assessed with the performance-based tasks ‘Day/Night,’ ‘Hand Tapping,’ ‘Forward Corsi Block,’ ‘Forward Digit Recall,’ and ‘Conflict Task,’ and a rating-based EF measure (i.e., the Behavior Rating Inventory of Executive Functioning - Preschool version). Task-specific relationships were examined using zero-order Pearson correlations. Latent factors of motor skills and EFs were examined using confirmatory factor analysis and exploratory structural equation modeling. Structural equation modeling (SEM) was used to examine latent relationships. The results of the Pearson correlation analyses showed statistically significant albeit weak correlations between specific motor and EF items (r = 0.15 to r = 0.23). SEM showed non-significant weak relationships between a general motor factor (as a unitary latent construct) on the one hand, and performance-based EFs and rating-based EFs (as latent EF components) on the other hand. In conclusion, this study suggested only weak relationships between motor skills and EFs in preschool children with no clear differences between their task-specific and latent relationships.
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Affiliation(s)
- Gerda Van Der Veer
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Erica Kamphorst
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Marja Cantell
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Suzanne Houwen
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
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11
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Gill SV, Abplanalp SJ, Keegan L, Fulford D. Effort-Based Decision-Making and Gross Motor Performance: Are They Linked? Brain Sci 2020; 10:brainsci10060347. [PMID: 32512760 PMCID: PMC7349528 DOI: 10.3390/brainsci10060347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Revised: 05/26/2020] [Accepted: 06/01/2020] [Indexed: 11/16/2022] Open
Abstract
The purpose of this study was to investigate the relationship between effort-based decision making and gross motor performance. Effort-based decision making was measured using a modified version of the Effort Expenditure for Rewards Task (EEfRT), in which participants pressed a button on a keyboard to fill a bar on a screen for monetary reward. Participants received monetary rewards that were commensurate with the level of effort that they were willing to expend. Gross motor performance was measured with a walking task, in which participants matched their steps to the beat of an audio metronome; they walked to metronome beats that were slower and also faster than their normal walking pace. We hypothesized that increased effort during the effort-based decision making task would be paired with an increase in steps taken per minute during the gross motor task. However, the results of this study indicated a lack of a statistically significant relationship between the effort-based decision making task and the gross motor task. Planning rather than decision-making may have been the cognitive construct that governed our gross motor task. These findings can be beneficial when thinking about potential interventions for populations who experience deficits in motor performance and cognition as well as for understanding the relationship between both cognitive and motor performance in healthy adults.
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Affiliation(s)
- Simone V. Gill
- Department of Occupational Therapy, Boston University, Boston, MA 02215, USA; (S.J.A.); (L.K.); (D.F.)
- Department of Medicine, Boston University, Boston, MA 02215, USA
- Department of Psychology & Brain Sciences, Boston University, Boston, MA 02215, USA
- Correspondence: ; Tel.: +1-(617)-353-7513
| | - Samuel J. Abplanalp
- Department of Occupational Therapy, Boston University, Boston, MA 02215, USA; (S.J.A.); (L.K.); (D.F.)
| | - Laura Keegan
- Department of Occupational Therapy, Boston University, Boston, MA 02215, USA; (S.J.A.); (L.K.); (D.F.)
| | - Daniel Fulford
- Department of Occupational Therapy, Boston University, Boston, MA 02215, USA; (S.J.A.); (L.K.); (D.F.)
- Department of Psychology & Brain Sciences, Boston University, Boston, MA 02215, USA
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12
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Wang LJ, Hsieh HY, Chen LY, Ko KL, Liu HH, Chou WJ, Chou MC, Tsai CS. Adjunctive sensory integration therapy for children with developmental disabilities in a family-based early intervention program. TAIWANESE JOURNAL OF PSYCHIATRY 2020. [DOI: 10.4103/tpsy.tpsy_26_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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13
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Boonzaaijer M, van Wesel F, Nuysink J, Volman MJM, Jongmans MJ. A home-video method to assess infant gross motor development: parent perspectives on feasibility. BMC Pediatr 2019; 19:392. [PMID: 31664955 PMCID: PMC6819354 DOI: 10.1186/s12887-019-1779-x] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Accepted: 10/10/2019] [Indexed: 11/20/2022] Open
Abstract
Background Current use of smartphone cameras by parents create opportunities for longitudinal home-video-assessments to monitor infant development. We developed and validated a home-video method for parents, enabling Pediatric Physical Therapists to assess infants’ gross motor development with the Alberta Infant Motor Scale (AIMS). The objective of the present study was to investigate the feasibility of this home-video method from the parents’ perspective. Methods Parents of 59 typically developing infants (0–19 months) were recruited, 45 parents participated in the study. Information about dropout was collected. A sequential mixed methods design was used to examine feasibility, including questionnaires and semi-structured interviews. While the questionnaires inquired after the practical feasibility of the home-video method, the interviews also allowed parents to comment on their feelings and thoughts using the home-video method. Results Of 45 participating parents, 34 parents returned both questionnaires and eight parents agreed to an interview. Parent reported effort by the infants was very low: the home-video method is perceived as similar to the normal routine of playing. The parental effort level was acceptable. The main constraint parents reported was time planning. Parents noted it was sometimes difficult to find the right moment to record the infant’s motor behavior, that is, when parents were both at home and their baby was in the appropriate state. Technical problems with the web portal, reported by 28% of the parents were also experienced as a constraint. Positive factors mentioned by parents were: the belief that the home videos are valuable for family use, receiving feedback from a professional, the moments of one-on-one attention and interaction with their babies. Moreover, the process of recording the home videos resulted in an increased parental awareness of, and insight into, the gross motor development of their infant. Conclusion The AIMS home-video method is feasible for parents of typically developing children. Most constraints are of a practical nature that can be addressed in future applications. Future research is needed to show whether the home-video method is also applicable for parents with an infant at risk of motor development problems.
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Affiliation(s)
- M Boonzaaijer
- Research Group Lifestyle and Health, Institute of Human Movement Studies, HU University of Applied Sciences, PO Box 12011, 3501, AA, Utrecht, The Netherlands.
| | - F van Wesel
- Department of Methodology & Statistics, Utrecht University, Utrecht, The Netherlands
| | - J Nuysink
- Research Group Lifestyle and Health, Institute of Human Movement Studies, HU University of Applied Sciences, PO Box 12011, 3501, AA, Utrecht, The Netherlands
| | - M J M Volman
- Faculty of Social and Behavioral Sciences, Department of Pedagogical and Educational Sciences, Utrecht University, Utrecht, The Netherlands
| | - M J Jongmans
- Faculty of Social and Behavioral Sciences, Department of Pedagogical and Educational Sciences, Utrecht University, Utrecht, The Netherlands
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14
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Houwen S, Kamphorst E, van der Veer G, Cantell M. Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 84:3-15. [PMID: 29724641 DOI: 10.1016/j.ridd.2018.04.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 03/06/2018] [Accepted: 04/02/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND A relationship between motor performance and cognitive functioning is increasingly being recognized. Yet, little is known about the precise nature of the relationship between both domains, especially in early childhood. AIMS To identify distinct constellations of motor performance, executive functioning (EF), and verbal ability in preschool aged children; and to explore how individual and contextual variables are related to profile membership. METHODS AND PROCEDURES The sample consisted of 119 3- to 4-year old children (62 boys; 52%). The home based assessments consisted of a standardized motor test (Movement Assessment Battery for Children - 2), five performance-based EF tasks measuring inhibition and working memory, and the Receptive Vocabulary subtest from the Wechsler Preschool and Primary Scale of Intelligence Third Edition. Parents filled out the Behavior Rating Inventory of Executive Function - Preschool version. Latent profile analysis (LPA) was used to delineate profiles of motor performance, EF, and verbal ability. Chi-square statistics and multinomial logistic regression analysis were used to examine whether profile membership was predicted by age, gender, risk of motor coordination difficulties, ADHD symptomatology, language problems, and socioeconomic status (SES). OUTCOMES AND RESULTS LPA yielded three profiles with qualitatively distinct response patterns of motor performance, EF, and verbal ability. Quantitatively, the profiles showed most pronounced differences with regard to parent ratings and performance-based tests of EF, as well as verbal ability. Risk of motor coordination difficulties and ADHD symptomatology were associated with profile membership, whereas age, gender, language problems, and SES were not. CONCLUSIONS AND IMPLICATIONS Our results indicate that there are distinct subpopulations of children who show differential relations with regard to motor performance, EF, and verbal ability. The fact that we found both quantitative as well as qualitative differences between the three patterns of profiles underscores the need for a person-centered approach with a focus on patterns of individual characteristics.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Erica Kamphorst
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Gerda van der Veer
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Marja Cantell
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
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15
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Abstract
OBJECTIVE Early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve a developmentally heterogeneous population of infants and toddlers with or at risk of developmental delays or disabilities. The aim of this study was to identify empirically distinct subgroups of children in EI so as to inform early prognosis and service planning. METHODS We applied mixture modeling to developmental assessment data from 1513 children who enrolled in a large, urban EI program between 2009 and 2013. The observed variables were children's EI-entry developmental quotients (DQs) in 5 domains (communication, cognitive, motor, adaptive, and personal-social) as assessed by the Battelle Developmental Inventory, Second Edition. RESULTS A 4-class model showed the best fit to the data, revealing subgroups with distinct developmental profiles. Children in the first subgroup showed a severe delay in communication with less severe delays in the other domains. Children in the second subgroup likewise showed a severe delay in communication, but with comparably severe delays in the cognitive and motor domains. Profiles for the third and fourth subgroups showed the same overall patterns as those for the first and second subgroups, respectively, but to a less severe degree. Developmental trajectories differed by subgroup. CONCLUSION Consideration of subgroups based on children's developmental assessment scores provides insight into underlying commonalities among children with different presenting diagnoses on entry into EI. The subgroups also have clinical relevance in terms of both practitioners' and parents' understanding of children's likely service needs and developmental trajectories.
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16
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Bishop-Fitzpatrick L, Mazefsky CA, Eack SM, Minshew NJ. Correlates of Social Functioning in Autism Spectrum Disorder: The Role of Social Cognition. RESEARCH IN AUTISM SPECTRUM DISORDERS 2017; 35:25-34. [PMID: 28839456 PMCID: PMC5565224 DOI: 10.1016/j.rasd.2016.11.013] [Citation(s) in RCA: 46] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
BACKGROUND Individuals with autism spectrum disorder (ASD) experience marked challenges with social function by definition, but few modifiable predictors of social functioning in ASD have been identified in extant research. This study hypothesized that deficits in social cognition and motor function may help to explain poor social functioning in individuals with ASD. METHOD Cross-sectional data from 108 individuals with ASD and without intellectual disability ages 9 through 27.5 were used to assess the relationship between social cognition and motor function, and social functioning. RESULTS Results of hierarchical multiple regression analyses revealed that greater social cognition, but not motor function, was significantly associated with better social functioning when controlling for sex, age, and intelligence quotient. Post-hoc analyses revealed that, better performance on second-order false belief tasks was associated with higher levels of socially adaptive behavior and lower levels of social problems. CONCLUSIONS Our findings support the development and testing of interventions that target social cognition in order to improve social functioning in individuals with ASD. Interventions that teach generalizable skills to help people with ASD better understand social situations and develop competency in advanced perspective taking have the potential to create more durable change because their effects can be applied to a wide and varied set of situations and not simply a prescribed set of rehearsed situations.
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17
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Schneider ML, Moore CF, Adkins M, Barr CS, Larson JA, Resch LM, Roberts A. Sensory Processing in Rhesus Monkeys: Developmental Continuity, Prenatal Treatment, and Genetic Influences. Child Dev 2017; 88:183-197. [PMID: 27338151 PMCID: PMC5424533 DOI: 10.1111/cdev.12572] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Neonatal sensory processing (tactile and vestibular function) was tested in 78 rhesus macaques from two experiments. At ages 4-5 years, striatal dopamine D2 receptor binding was examined using positron emission tomography. At ages 5-7 years, adult sensory processing was assessed. Findings were: (a) prenatal stress exposure yielded less optimal neonatal sensory processing; (b) animals carrying the short rh5-HTTLPR allele had less optimal neonatal sensory scores than monkeys homozygous for the long allele; (c) neonatal sensory processing was significantly related to striatal D2 receptor binding for carriers of the short allele, but not for animals homozygous for the long allele; and (d) there was moderate developmental continuity in sensory processing from the neonatal period to adulthood.
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Affiliation(s)
- Mary L Schneider
- Department of Kinesiology, University of Wisconsin-Madison
- Harlow Center for Biological Psychology, University of Wisconsin-Madison
- Department of Psychology, University of Wisconsin-Madison
| | - Colleen F Moore
- Department of Psychology, University of Wisconsin-Madison
- Department of Psychology, Montana State University-Bozeman
| | - Miriam Adkins
- Department of Kinesiology, University of Wisconsin-Madison
| | | | - Julie A Larson
- Department of Kinesiology, University of Wisconsin-Madison
- Harlow Center for Biological Psychology, University of Wisconsin-Madison
| | - Leslie M Resch
- Department of Kinesiology, University of Wisconsin-Madison
- Harlow Center for Biological Psychology, University of Wisconsin-Madison
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18
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Travers BG, Bigler ED, Duffield TC, Prigge MDB, Froehlich AL, Lange N, Alexander AL, Lainhart JE. Longitudinal development of manual motor ability in autism spectrum disorder from childhood to mid-adulthood relates to adaptive daily living skills. Dev Sci 2016; 20. [PMID: 27061223 DOI: 10.1111/desc.12401] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2015] [Accepted: 11/30/2015] [Indexed: 11/28/2022]
Abstract
Many individuals with autism spectrum disorder (ASD) exhibit motor difficulties, but it is unknown whether manual motor skills improve, plateau, or decline in ASD in the transition from childhood into adulthood. Atypical development of manual motor skills could impact the ability to learn and perform daily activities across the life span. This study examined longitudinal grip strength and finger tapping development in individuals with ASD (n = 90) compared to individuals with typical development (n = 56), ages 5 to 40 years old. We further examined manual motor performance as a possible correlate of current and future daily living skills. The group with ASD demonstrated atypical motor development, characterized by similar performance during childhood but increasingly poorer performance from adolescence into adulthood. Grip strength was correlated with current adaptive daily living skills, and Time 1 grip strength predicted daily living skills eight years into the future. These results suggest that individuals with ASD may experience increasingly more pronounced motor difficulties from adolescence into adulthood and that manual motor performance in ASD is related to adaptive daily living skills.
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Affiliation(s)
- Brittany G Travers
- Department of Kinesiology, University of Wisconsin-Madison, USA.,Waisman Laboratory for Brain Imaging and Behavior, Waisman Center, University of Wisconsin-Madison, USA
| | - Erin D Bigler
- Department of Psychology and Neuroscience Center, Brigham Young University, USA.,Department of Psychiatry, University of Utah, USA
| | - Tyler C Duffield
- Department of Psychology and Neuroscience Center, Brigham Young University, USA
| | | | | | - Nicholas Lange
- Department of Psychiatry, Harvard University, USA.,Department of Biostatistics, Harvard University, USA.,Neurostatistics Laboratory, McLean Hospital, Belmont, MA, USA
| | - Andrew L Alexander
- Waisman Laboratory for Brain Imaging and Behavior, Waisman Center, University of Wisconsin-Madison, USA.,Department of Medical Physics, University of Wisconsin-Madison, USA.,Department of Psychiatry, University of Wisconsin-Madison, USA
| | - Janet E Lainhart
- Waisman Laboratory for Brain Imaging and Behavior, Waisman Center, University of Wisconsin-Madison, USA.,Department of Psychiatry, University of Wisconsin-Madison, USA
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19
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Mosconi MW, Wang Z, Schmitt LM, Tsai P, Sweeney JA. The role of cerebellar circuitry alterations in the pathophysiology of autism spectrum disorders. Front Neurosci 2015; 9:296. [PMID: 26388713 PMCID: PMC4555040 DOI: 10.3389/fnins.2015.00296] [Citation(s) in RCA: 66] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2015] [Accepted: 08/06/2015] [Indexed: 01/23/2023] Open
Abstract
The cerebellum has been repeatedly implicated in gene expression, rodent model and post-mortem studies of autism spectrum disorder (ASD). How cellular and molecular anomalies of the cerebellum relate to clinical manifestations of ASD remains unclear. Separate circuits of the cerebellum control different sensorimotor behaviors, such as maintaining balance, walking, making eye movements, reaching, and grasping. Each of these behaviors has been found to be impaired in ASD, suggesting that multiple distinct circuits of the cerebellum may be involved in the pathogenesis of patients' sensorimotor impairments. We will review evidence that the development of these circuits is disrupted in individuals with ASD and that their study may help elucidate the pathophysiology of sensorimotor deficits and core symptoms of the disorder. Preclinical studies of monogenetic conditions associated with ASD also have identified selective defects of the cerebellum and documented behavioral rescues when the cerebellum is targeted. Based on these findings, we propose that cerebellar circuits may prove to be promising targets for therapeutic development aimed at rescuing sensorimotor and other clinical symptoms of different forms of ASD.
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Affiliation(s)
- Matthew W Mosconi
- Clinical Child Psychology Program and Schiefelbusch Institute for Life Span Studies, University of Kansas Lawrence, KS, USA ; Center for Autism and Developmental Disabilities, University of Texas Southwestern Dallas, TX, USA ; Department of Psychiatry, University of Texas Southwestern Dallas, TX, USA ; Department of Pediatrics, University of Texas Southwestern Dallas, TX, USA
| | - Zheng Wang
- Center for Autism and Developmental Disabilities, University of Texas Southwestern Dallas, TX, USA ; Department of Psychiatry, University of Texas Southwestern Dallas, TX, USA
| | - Lauren M Schmitt
- Center for Autism and Developmental Disabilities, University of Texas Southwestern Dallas, TX, USA ; Department of Psychiatry, University of Texas Southwestern Dallas, TX, USA
| | - Peter Tsai
- Center for Autism and Developmental Disabilities, University of Texas Southwestern Dallas, TX, USA ; Department of Psychiatry, University of Texas Southwestern Dallas, TX, USA ; Department of Pediatrics, University of Texas Southwestern Dallas, TX, USA ; Department of Neurology and Neurotherapeutics, University of Texas Southwestern Dallas, TX, USA ; Department of Neuroscience, University of Texas Southwestern Dallas, TX, USA
| | - John A Sweeney
- Center for Autism and Developmental Disabilities, University of Texas Southwestern Dallas, TX, USA ; Department of Psychiatry, University of Texas Southwestern Dallas, TX, USA ; Department of Pediatrics, University of Texas Southwestern Dallas, TX, USA
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