Gross Motor Skills Research Articles

Gross motor skills of South African preschool-aged children across different income settings

ObjectivesNo studies have investigated gross motor skill (GMS) proficiency of preschool-aged children across different income settings in South Africa. Research from high-income countries suggests that children from low-income settings display poorer GMS proficiency compared to higher-income peers. This study aimed to (1) describe GMS proficiency of preschool-aged children in urban high-income (UH), urban low-income (UL) and rural low-income (RL) settings; and (2) explore differences in proficiency between income settings and sex. DesignDescriptive cross-sectional study. MethodsThe Test of Gross Motor Development-Edition 2 (TGMD-2) was used to assess GMS. The TGMD-2 gross motor quotient, standardised scores and raw scores were used to describe proficiency. ResultsGMS proficiency was assessed in n=259 3–6-year-old children (n=46 UH, n=91 UL, n=122 RL). Overall, 93% of the children were classified as having ‘average’ or better GMS. According to TGMD-2 standardised scores, the RL children performed significantly better than UH and UL children (p=0.028 and p=0.009, respectively). RL children were significantly more proficient than UH and UL children in the strike and horizontal jump when comparing raw scores. Overall, boys performed significantly better than girls in the strike, stationary dribble, kick and leap when comparing raw scores (all p<0.001). ConclusionsThis study reports high GMS proficiency in preschool-aged children across income settings in South Africa. The factors associated with higher GMS in low-income settings are not immediately obvious. Thus, future research should explore potential factors and identify opportunities to ensure that GMS proficiency is capitalised on as preschool-aged children enter formal schooling.

Effect of virtual reality video games on gross motor function of children with cerebral palsy

Objective To explore the effect of virtual reality video games on gross motor skills of children with cerebral palsy. Methods The 56 patients with cerebral palsy treated in the Fifth Affiliated Hospital of Zhengzhou University from April 2015 to April 2017 were selected as the subjects.The age of the patients was (5.4±1.2) years old (5-7 years old). According to the results of Gross Motor Function Classification System (GMFCS) assessment, all patients belonged to level Ⅰ-Ⅱ.All patients were randomly divided-into 2 groups: video-game group and conventional exercise group for 6 weeks of functional exercise.The evaluation criteria included the average exercise time, the 6-minute walk test (6MWT) and general motion function challenge module (GMFMS-CM) measurement and evaluation. Results The average exercise time of video games in video game group was (44.2 ± 6.1) minutes.The encouragement from the therapists in the intervention process was very important.The technical problems also had a relatively high proportion, and the technical guidance and training should be emphasized at the beginning of the study.The ave-rage score of the Likert scale showed that the practice program was suitable for the patients; GMFMS-CM in video-game group was significantly higher [mean difference was 4.8, the quartile (IQP) was 4.68, Z=-2.025, P=0.035], while conventional exercise group showed an increasing trend which was not significantly different; 6MWT showed a significant increase in the mean level of video-game group (mean difference was 69.1 m, IQR was 40.2 m, Z=-2.108, P=0.045), conventional exercise group was significantly lower than the average level of subjects in video-game group and there was no significant change in the study period. Conclusion For children with cerebral palsy, routine functional rehabilitation exercise plus family-style virtual reality video game practice, on the one hand to improve patient compliance with the treatment, on the other hand can significantly improve their physical movement function, which is conducive for the patients′ quality of life and self-care ability. Key words: Virtual reality; Video game; Cerebral palsy; Motor function

The impact of sleep on complex gross-motor adaptation in adolescents.

Sleep has been shown to facilitate the consolidation of newly acquired motor memories in adults. However, the role of sleep in motor memory consolidation is less clear in children and adolescents, especially concerning real‐life gross‐motor skills. Therefore, we investigated the effects of sleep and wakefulness on a complex gross‐motor adaptation task by using a bicycle with an inverse steering device. A total of 29 healthy adolescents aged between 11 and 14 years (five female) were either trained to ride an inverse steering bicycle (learning condition) or a stationary bicycle (control condition). Training took place in the morning (wake, n = 14) or in the evening (sleep, n = 15) followed by a 9‐hr retention interval and a subsequent re‐test session. Slalom cycling performance was assessed by speed (riding time) and accuracy (standard deviation of steering angle) measures. Behavioural results showed no evidence for sleep‐dependent memory consolidation. However, overnight gains in accuracy were associated with an increase in left hemispheric N2 slow sleep spindle activity from control to learning night. Furthermore, decreases in REM and tonic REM duration were related to higher overnight improvements in accuracy. Regarding speed, an increase in REM and tonic REM duration was favourable for higher overnight gains in riding time. Thus, although not yet detectable on a behavioural level, sleep seemed to play a role in the acquisition of gross‐motor skills. A promising direction for future research is to focus on the possibility of delayed performance gains in adolescent populations.

A comprehensive service delivery model for preschoolers with special educational needs: Its characteristics and effectiveness

BackgroundThe compartmentalization between early intervention services and early childhood special education programs is a worldwide phenomenon, which results in the fragmentation of services for preschoolers with special educational needs (SEN). AimsTo address this fragmentation of services, an intervention program in Hong Kong adopted a comprehensive service delivery model with six characteristics: 1) multidisciplinary approach, 2) integration of services across different contexts, 3) multimodal intervention with direct and indirect services, 4) capacity building for systems, 5) inclusive environment, and 6) high program intensity. MethodsThe program evaluation was a quasi-experiment with a control group (n = 60) matched to the experimental group (n = 60). ResultsAt the end of the school year, the experimental group made significant improvement in most measures including cognitive skills, receptive language skills, expressive language skills, gross-motor skills, fine-motor skills, and self-direction skills. School heads in the experimental group also agreed that the program had empowered their teachers and reinforced their school systems. ConclusionDespite its exploratory nature, the study has shed light on the future directions of services for preschoolers with SEN. The comprehensive service delivery model offers a response to the fragmentation of services and reveals the importance of integration of services across different contexts with multidisciplinary approach.

Motor Learning of Gross-Motor Skills under Variable Practice Conditions

Research background and hypothesis. For both the athlete and the coach, the purpose and goal of training is the same: to enhance performance. Research aim. This study investigated the effect of differential learning on basketball free throw and volleyball strike. Research methods. In the basketball experiment, in pre-, post- and retention test design, the free throw performance was measured (number of successful shots). Aiming to investigate transfer performance, jump shots were tested. In the volleyball experiment, movement variability during the strike was further increased by the application of an elastic constraint. The second intervention and quasi-control group trained under constant practice conditions. Ball velocity and accuracy were analysed with a constant and a variable test.Research results. No signifi cant differences were observed for either the free throw (p &gt; 0.05) or the transfer performance (p &gt; 0.05). However, a positive trend for the variable group was observed in the transfer situation. For the strike in volleyball, the differential learning group had a signifi cant advantage with respect to velocity in a variable test situation (p &lt; 0.05) whereas in the constant situation (p &gt; 0.05) and measurements for accuracy (p &gt; 0.05) it did not reveal similar results.Discussion and conclusions. In both experiments, the set variability leads to benefi ts in variable (transfer) situations. However, as a practical consequence, especially for constant situations, certain moderator variables such as training age or background in other sports or activities must be kept in mind to adjust the amount of external or intervention-induced variability.Keywords: differential learning, variability, adaptability, ball sports.

The effect of affordances in the home environment on children’s fine- and gross motor skills

ABSTRACT Objective: This study investigated the effects of motor affordances in the home environment on fine- and gross motor skills of young children aged of 18–42 months. Methodology: Homes were assessed using the Persian translation of the Affordances in the Home Environment for Motor Development-Self-Report, while motor skill behaviour was evaluated with the Ages and Stages Questionnaires (ASQ-3). Findings: Results indicated that the home and its varied dimensions had a significant relationship with the status of fine- and gross motor skill behaviour. Specifically, the dimension of Inside Space was the most important predictor of gross-motor skill development, while the availability of Fine-Motor Toys was a significant predictor of fine- motor skill. In addition, SES (income, parental education) was associated with level of affordances in the home. Conclusions: These results add to the growing understanding that home motor affordances can have a significant influence on a young child’s motor skills development.

P205 - Understanding Parenting Practices and Values Related to Physical Activity with Preschoolers: A Qualitative Study to Inform Intervention Design

Background (Background, Rationale, Prior Research, and/or Theory): Parents create the social and physical environment that allows preschoolers to participate in physical activity (PA) and learn gross motor skills (GMS). Understanding parenting practices and values related to PA is important for designing effective interventions. Objective: To understand the beliefs, values and practices of low-income parents related to their preschoolers' PA and GMS to inform development of a nutrition and PA intervention. Study Design, Setting, Participants, Intervention: Participants were recruited from five Head Start/preschool centers in rural Colorado. Semi-structured, in-person interviews were conducted to explore parents' experiences with PA and GMS, their preschoolers' current PA and GMS, and parents' engagement with GMS. Outcome Measures and Analysis: Interviews were audio-recorded, transcribed verbatim, and coded and analyzed using an iterative approach. Results: Participants (n = 31) were 80% female and 37% Hispanic. Parents predominately viewed PA as a way to spend time with family and model an active lifestyle. PA was promoted for both child-centric (physical health, development) and parent-centric (behavior management) reasons. Parents enjoyed playing with their preschooler and appreciated their child's creativity and imagination. GMS were valued as a way to build confidence, enhance coordination, and enable social interactions. Parents reported being confident in their ability to teach their preschoolers basic skills. Many believed that GMS are “naturally learned” and were ambivalent towards the need to deliberately teach their preschooler GMS. Common practices included creating a physical and social environment conducive to their preschooler participating in PA and encouraging their child's attempts at learning GMS. Conclusions and Implications: Parents valued their preschoolers' participation in PA and development of GMS as part of a healthy lifestyle and as a way to bond with family. Intervention strategies should promote positive parent-child interaction during PA and educate parents on the need to teach and practice GMS with preschoolers, thus building physical literacy in children. Funding: NIFA.

The Importance of Early Identification and Intervention for Children with Developmental Delays

The purpose of the study to examine a)To identity the prevalence of developmental delays involving physical development (specifically gross and fine motor skills); communication skills; and social and personal skills; b)Educate parents about the connection between brain growth and the normal stages of development, and the importance of the first three years of life to the overall development of the brain, c) Provide a means for early detection of children slipping behind in their milestone development d) Provide individualised developmental strategies based on the results of the extensive milestone checking in attempt to facilitate development in areas where the child may be slipping behind. Children (boys & girls) who referred by doctors for early intervention assessment and skill development, referred at NKPSIMS and Lata Mangeshkar Hospital central India Nagpur were included in the study (n=41 boys 20 and21 girls). An Analysis of variance showed early childhood intervention programmes in improving learning capacities for children with developmental delays are positive significant. Conclusion and recommend - Early intervention program parental involvement was significant component. Of particular importance is measures of social competence, motivation, family functioning, and problem-solving skills.

School Intervention: The New Standard of Cardiac Follow-Up Care

Program Background: Children with acquired and congenital heart disease (CHD) are at risk for neurodevelopmental delays and deficits due to changes in oxygenation and blood flow affecting brain development and functioning. Past research shows that children with CHD score lower in hand-eye coordination, fine and gross motor skills, social-emotional functioning, and language development than their typically developing peers. Frequent attention problems and behavioral concerns are additionally reported in …

The effect of sequential, comprehensive, preventive intervention on the development of premature infants′ intelligence

Objective To explore the effect of sequential and comprehensive preventative measures on the development of premature infants′ intelligence. Methods A cohort of 120 premature infants was randomly divided into an observation group and a control group, each of 60. Both groups were given routine premature infant care, but the observation group was additionally provided with sequential and comprehensive preventive intervention. It included neonatal screening, inpatient-outpatient link-up, and their parents′ watching CDs explaining early childhood education and health education. All of the infants were followed up from birth to 3 years old. Their adaptive capacity, fine motor skills, language acquisition, gross motor skills and social communication were evaluated at 12, 24 and 36 months old using a child intelligence developmental scale for neurological development. Development intelligence quotients (DQs) were calculated and compared. Results After 12 months, significant inter-group differences were observed in adaptability and fine motor control. At 24 and 36 months old there were also significant differences in language skills. At one, two and 3 years old the average DQ of the observation group was significantly higher than that of the control group. Significant within-group differences in average DQ were observed in both groups between 1 and 2 years old, but not between 2 and 3. Conclusion Intervention within two years after birth is critical for premature infants. Timely, sequential, integrated, preventive intervention can promote the development of intelligence and better life quality for premature infants. Key words: Premature infants; Preventative intervention; Intellectual development; Parent education

Increasing Gross Motor Skill Through Fundamental Skill Development Program

The aim of this study was to examine Canadian movement program called fundamental skill development programs implemented in Indonesia to increase children’s gross motor skills. By using a quasi-experiment, the matching-only pretest-posttest control group design, the sample was divided into two groups (N = 25 to the experimental group, N = 25 to the control group). The Gross motor skills were measured using the Test of Gross Motor Development - Second Edition TGMD - 2 Ulrich (2000). The experimental group was given training for eight weeks, 1 session per week and each session lasting 60 minutes. Statistical analysis was performed using paired sample t-test and independent sample t-test. The results showed that there is an increase in gross motor skills in the experimental group with P < 0.05. Then the results of independent sample t-test by comparing the Gain score between experimental group and the control group is significant difference with P < 0.05. It can be concluded that the fundamental skill development programs significant effect on gross motor skills in the first-grade student.

Assessment of intellectual development in preschool children in the East of Menoufia Governorate, Egypt

Objective The aim of the present study was to assess the intellectual development and other developmental domains in apparently normal preschool children in the east of Menoufia Governorate, Egypt. Background Assessing suspected developmental delays (SDDs) in preschool children is necessary for early intervention and decreasing developmental disabilities, because subtle disabilities, such as language impairment, mild intellectual and learning disabilities, are associated with poor health status. Patients and methods This cross-sectional study included 510 kindergarten children of both sexes chosen from the age group 24–60 months in the east of Menuofia Governorate, Egypt. The mean age of the children was 48.4 ± 10.2 years. The study was carried out in two stages. In the first stage, all children were screened by using the Ages and Stages Questionnaire (ASQ); those who scored below the cutoff point of the ASQ (which is specific for each age) were considered as having SDD, and were then passed onto the second stage for further evaluation (detailed history taking, clinical examination, and intelligence quotient and genetic counseling). Results Our results showed that the prevalence of SDD in the age group 24–60 months is 2.9%, and that of communication, problem-solving, fine motor, social and personal, and gross motor skills was 2.7, 2.2, 1.7, 0.6, and 0%, respectively. SDD was found to be more common among boys. Significant associations were found between children with SDD and paternal education, as well as consanguinity (P ≤ 0.001 and 0.01, respectively), which may indicate that the risk posed by genetic and environmental factors on child development is high. The most observed problem in children with SDD was a specific language disorder, followed by learning disability. Conclusion Developmental surveillance and screening is an important method of detecting delays in preschool children and the ASQ is the most valid and reliable developmental screening test, and should be used in our community.

Exploring the relationship between participation in a structured sports program and development of gross motor skills in children ages 3 to 6 years

ABSTRACTThis study looked at the relationship between participation in a structured sports program and gross-motor-skills development in children aged 3 to 6 years. Twenty-seven children participated in the study, with 16 children receiving an eight-week sports program intervention. Children were assessed at pre- and postintervention using a modified version of the Peabody Developmental Motor Scales, called the Sportball Assessment of Gross Motor Development. The two groups were comparable at baseline, but significant differences were found at posttest with increases in gross-motor scores within the experimental group. Findings from this study add to the body of evidence that can inform development of programming for promoting childhood gross-motor skills.

Exploring Relations Between Gross Motor Skills, Attention, and Inhibition in Adolescents

PURPOSE: Scientific literature addressing the association between Gross Motor Skills (GMS), attention, and inhibition is scarce. Studying these relations helps better understand the interactions and their behavioral repercussions. The aim of this study is to search for relations between gross motor skills, attention, and inhibition. METHODS: GMS of adolescents (n=220, range=13-17; mean 15.0±1.4 yrs) were assessed using protocols from UQAC-UQAM research team. Measures included: Arm and Leg Limb Speed, Agility, Coordination, Balance and Simple Reaction Time. Attention and inhibition measurements were collected using a Continuous Performance Test (CPT) protocol. Reaction times, number of errors, types of errors and derived measures from the CPT were used. Statistical analysis includes Spearman correlation test and Kruskal Wallis ANOVA. Both parents and adolescents gave their written consents. RESULTS: Reaction Time was in relation with all agility measurements (Circle Run: r = .19, p < .01; Shuttle Run: r = .17, p = .01; Slalom Run: r = .17, p = .01), but also with Limb Speed measures (r = -.21, p < .01). Variability of Reaction Time was correlated with Agility (Circle Run test; r = .16, p < .05), (Slalom Run test; r = .15, p < .05), Limb Speed (r = .24, p < .01) and Balance (r = .15, p < .05). Girls showed more correlations between GMS and neuropsychological measures. CONCLUSIONS: Some neuropsychological measures obtained with CPT protocol were related to Limb Speed, Agility, Balance and Reaction Time in adolescents. This conclusion suggests that motor and psychomotor development may play a role in helping adolescents to better perform in attention and inhibition ability. The relations between functions were affected by gender. Future research is needed to better understand the role of motor and psychomotor development program on psychological measurements.

Parents’ and Early Childhood Educators’ Attitudes and Practices in Relation to Children’s Outdoor Risky Play

This study contributes to the understanding of early childhood educators’ and parents’ attitudes and practices in relation to outdoor risky play for children. This study included 26 early childhood educators and 112 parents in rural and metropolitan areas of Australia and the United States. Participants completed an online survey about their perspectives and practices related to the provision of opportunities for children to engage in outdoor risky play. Questions also investigated reasons that prevented participants from providing such opportunities for children. Findings indicated that most educators thought it was important for children to be provided opportunities for outdoor risky play and did provide appropriate activities. Types of outdoor risky play opportunities fell into the categories of supporting large motor skills, supporting free exploration of the environment, and supporting assessment of risk. However, educators located in Australia rated outdoor risky play opportunities as significantly more important compared to educators in the US. Many parents also felt outdoor risky play was important and provided appropriate activities. Opportunities provided by parents fell into the same categories as educators, with additional features of nervousness and a desire to avoid hovering. Many parents identified the young age of the child and safety concerns as barriers. Implications for research and practice are discussed.

Gross Motor Skills in Children With Idiopathic Clubfoot and the Association Between Gross Motor Skills, Foot Involvement, Gait, and Foot Motion.

Little is known regarding gross motor skills (GMS) in children with idiopathic clubfoot (IC). This study describes GMS, specifically foot involvement and asymmetries, and analyses the association between GMS, gait, and foot status in children with IC. Gross motor tasks and gait were analyzed in children with IC and typically developed (TD) children. GMS were assessed using videotapes and the Clubfoot Assessment Protocol (CAP). The Gait Deviation Index (GDI) and GDI-Kinetic were calculated from gait analyses. Children were divided into bilateral, unilateral clubfoot, or TD groups. To analyze asymmetries, feet within each group were further classified into superior or inferior foot, depending on their CAP scores. Correlations identified associations between CAP and GDI, GDI-Kinetic, passive foot motion, and Dimeglio Classification Scores at birth in the clubfeet. In total, 75 children (mean age, 5 years) were enrolled (bilateral n=22, unilateral clubfoot n=25, TD=28). Children with clubfeet demonstrated significantly lower GMS, gait, and foot motion compared with TD children. One leg standing and hopping deviated in 84% and 91%, respectively, in at least one foot in children with clubfoot. Gross motor asymmetries were evident in both children with bilateral and unilateral involvement. In children with unilateral clubfoot, contralateral feet showed few deviations in GMS compared with TD; however, differences existed in gait and foot motion. The association between GMS and gait, foot motion, and initial foot status varied between poor and moderate. Gross motor deficits and asymmetries are present in children with both bilateral and unilateral IC. Development of GMS of the contralateral foot mirrors that of TD children, but modifies to the clubfoot in gait and foot motion. The weak association with gait, foot motion, and initial clubfoot severity indicates that gross motor measurements represent a different outcome entity in clubfoot treatment. We therefore, recommend gross motor task evaluation for children with IC. Level II-prognostic studies.

Physical therapy interventions for gross motor skills in people with an intellectual disability aged 6 years and over: a systematic review.

The systematic review was undertaken to investigate the effectiveness of physical therapy interventions for improving gross motor skills (GMSs) in people with an intellectual disability aged 6 years and older. There is a lack of physical therapy research for GMSs in this population, and no prior systematic review. People with an intellectual disability may require specific teaching approaches within therapy interventions to accommodate their cognitive and learning needs. People with an intellectual disability who suffer from GMS deficits can benefit from physical therapy to help improve their GMSs. Data sources were PubMed, CINAHL, Embase, and ProQuest. Reference lists of relevant identified articles were also hand searched. Papers published in English from 1 January 2008 to 22 October 2014 were considered for inclusion. This start date was chosen to reflect the tenets of the United Nations Convention on the Rights of Persons with Disabilities which was ratified in 2008.Eligible study designs for inclusion were randomized controlled trial (RCT), pseudo-RCT, repeated measures, and case report. Overall, 887 potential articles were identified, of which 42 were retrieved for full-text review, and seven were finally included. Critical appraisal was independently conducted by two reviewers using the Joanna Briggs Institute appraisal checklists; no articles were excluded following critical appraisal. Data extraction was performed using Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument data extraction instruments. High heterogeneity between the studies precluded meta-analysis of the results; a narrative synthesis was completed instead. Two RCTs, two pseudo-RCTs, two repeated measures studies, and one case report were included. Studies varied in regard to participants' intellectual disability, and the clinical interventions used. Interventions were well tolerated with negligible adverse effects. Significant improvements were reported for cadence and nondimensionalized gait velocity following body-weight-supported gait training; cadence following lower limb strengthening exercises; and the Gross Motor Function Measure-88 measures following adapted judo training. These results suggest that task-specific training may be useful. However, the overall quality of evidence was low. The evidence identified by this systematic review supporting physical therapy for improving GMSs in people with an intellectual disability was limited because of the low quality of studies (only two were RCTs) and only three statistically significant findings. Given the current paucity of evidence, a future systematic review, which sought to identify evidence regarding interventions used by a range of health and education professionals for improving GMSs in people with an intellectual disability, could provide a broader evidence base for clinical interventions which may be utilized by physical therapists.

Communication Deficits and the Motor System: Exploring Patterns of Associations in Autism Spectrum Disorder (ASD).

Many children with autism spectrum disorder (ASD) have notable difficulties in motor, speech and language domains. The connection between motor skills (oral-motor, manual-motor) and speech and language deficits reported in other developmental disorders raises important questions about a potential relationship between motor skills and speech-language deficits in ASD. To this end, we examined data from children with ASD (n = 1781), 2-17years of age, enrolled in the Autism Speaks-Autism Treatment Network (AS-ATN) registry who completed a multidisciplinary evaluation that included diagnostic, physical, cognitive and behavioral assessments as part of a routine standard of care protocol. After adjusting for age, non-verbal IQ, Attention Deficit Hyperactivity Disorder (ADHD) medication use, and muscle tone, separate multiple linear regression analyses revealed significant positive associations of fine motor skills (FM) with both expressive language (EL) and receptive language (RL) skills in an impaired FM subgroup; in contrast, the impaired gross motor (GM) subgroup showed no association with EL but a significant negative association with RL. Similar analyses between motor skills and interpersonal relationships across the sample found both GM skills and FM skills to be associated with social interactions. These results suggest potential differences in the contributions of fine versus gross motor skills to autistic profiles and may provide another lens with which to view communication differences across the autism spectrum for use in treatment interventions.

Effects of virtual reality training on limb movement in children with spastic diplegia cerebral palsy

To study the effects of virtual reality (VR) training on the gross motor function of the lower limb and the fine motor function of the upper limb in children with spastic diplegia cerebral palsy. Thirty-five children with spastic diplegia cerebral palsy were randomly assigned to VR training group (n=19) and conventional training group (n=16). The conventional training group received conventional physical therapy and occupational therapy for three months. The VR training group received VR training and occupational therapy for three months. Grip and visual-motor integration subtests in Peabody Developmental Motor Scales-2 were used to evaluate the fine movement in patients before and after treatment. The D and E domains of the 88-item version of the Gross Motor Function Measure (GMFM-88), Modified Ashworth Scale (MAS), and Berg Balance Scale (BBS) were used to evaluate the gross movement in patients before and after treatment. Before treatment, there were no significant differences in grip, visual-motor integration, fine motor development quotient, scores of D and E domains of GMFM-88, MAS score, or BBS score between the two groups (P>0.05). After treatment, all the indices were significantly improved in the VR training group compared with the conventional training group (P<0.05). VR training can effectively improve the gross motor function of the lower limb and the fine motor function of the upper limb in children with spastic diplegia cerebral palsy.

Mesenchymal Stem Cells Yield Transient Improvements in Motor Function in an Infant Rhesus Macaque with Severe Early-Onset Krabbe Disease.

Krabbe disease, or globoid cell leukodystrophy, is a rare disorder caused by deficient galactosylceramidase activity and loss of myelin‐forming oligodendrocytes, resulting in progressive demyelination and severely impaired motor function. Disease symptoms in humans appear within 3–6 months of age (early infantile) and manifest as marked irritability, spasticity, and seizures. The disease is often fatal by the second year of life, with few effective treatment options. Herein we evaluated the therapeutic potential of mesenchymal stem cells (MSCs) administered intracranially to a 1‐month‐old rhesus macaque diagnosed with severe early‐onset Krabbe disease that displayed neurologic and behavioral symptoms similar to those of human patients. The infant was subjected to physical and neurological behavior examinations and nerve conduction velocity tests to assess efficacy, and outcomes were compared with age‐matched normal infants and Krabbe‐affected rhesus monkeys with late‐onset disease. Changes in major blood lymphocyte populations were also monitored to assess host immune cell responses. MSC administration resulted in transient improvements in coordination, ambulation, cognition, and large motor skills, which correlated with increased peripheral nerve conduction velocities and decreased latencies. Improvements also corresponded to transient increases in peripheral blood lymphocyte counts, but secondary challenge failed to elicit allo‐antibody production. Nevertheless, white cell and neutrophil counts showed dramatic increases, and CD20+ B cell counts underwent a precipitous decline at late stages of disease progression. Correlative data linking MSC administration to transient improvements in motor function suggest that MSCs should be evaluated further as an experimental therapy for rare neurodegenerative diseases. Stem Cells Translational Medicine 2017;6:99–109