Motor Skills Research Articles

Sitting Acquisition and Early Communication Development: Are There Associations in Very Preterm Infants at Six Months of Corrected Age?

Background: Research in typically and some atypically developing populations showed associations between early motor and communication development, documenting how postural development can support communicative advancements. However, these relations have scarcely been investigated in the preterm population. Aims: The present study aimed to describe motor (gross and fine motor) and communication (receptive and expressive) skills of very preterm infants at six months of corrected age and their associations, focusing on sitting posture achievement and early vocal production. Methods: Seventy very preterm infants (≤32 weeks) with no major brain injuries were assessed with the BSID-III for gross and fine motor skills, receptive and expressive language skills, and cognitive skills and were categorized as mastering (sitters), partially mastering (emerging sitters), or not mastering (non sitters) unsupported sitting. The proportional duration of sitting postures (caregiver supported, arms supported, and unsupported) in an observative section was coded with the Interact software (version 20.8.3.0). Frequency per minute of vocal utterances (vocalizations, babbling, and total) during a parent-infant play interaction was coded with the CHILDES software v11. Results: Correlational analyses showed significant positive associations between motor composite score and language scores (composite and expressive scaled) and between gross motor and expressive language scaled scores but a negative association between arms supported sitting duration and vocal utterances. In addition, ANCOVAs showed that sitters had significantly higher BSID-III expressive language scaled scores and vocal utterances than non sitters and emerging sitters. Conclusions: These findings brought new evidence linking early motor and vocal development in very preterm infants, emphasizing the importance of using observational tools alongside standardized ones to identify developmental delays and plan tailored intervention programmes.

Updated and revised Russian consensus on the use of multilevel injections of abobotulinumtoxin A in children

One of the modern components of complex rehabilitation of patients with spasticity is the use of botulinum toxin type A (BTA) preparations. International experience with the use of botulinum therapy in children spans more than 30 years. Abobotulinum toxin A has been used to treat spasticity since 1994. Clinical studies have shown the high efficacy of abobotulinumtoxin A in relieving spasticity of the lower and upper extremities in cerebral palsy (CP) and other disorders, which is associated with a significant increase in muscle tone, thereby increasing motor skills and achieving individual patient goals. The article presents a consensus of Russian experts on the approach to selecting target muscles and calculating the dose of abobotulinumtoxin A in multilevel injections, and discusses the planning of repeat injections, ethical and legal aspects of botulinum therapy in children, the combination of botulinum therapy with other methods of correcting spasticity in CP, the use of BTA in dystonia and sialorrhea, and factors potentially influencing the effectiveness of botulinum therapy. This consensus summarizes the views of Russian experts on creating an injection protocol depending on individual clinical data and treatment goals, which can be used as a guide for practical work.

Improving the learning skills of autistic students using social robotics technologies

Teachers are instrumental in advancing the cognitive and motor skills of children with autism. Despite their importance, the incorporation of both educators and robotic aids in the educational frameworks of specialized schools and centers is infrequent. Extensive research has been conducted to evaluate the impact of robotic assistance on the learning outcomes for children with autism. This study investigates the effects of the Furhat robot on the educational experiences of autistic children in schools, analyzing its utility both with and without the presence of teachers. Interviews with educators were carried out to gauge the effectiveness of implementing Furhat robots in these settings. Data collected from sessions with autistic children were analyzed using ANOVA tests, offering insights into the Furhat Social Robot’s potential as a significant tool for fostering engagement and interaction. The findings highlight the robot’s effectiveness in enhancing social interaction and engagement, thereby contributing to the ongoing discussion on how social robots can improve the developmental progress and well-being of children with autism. Moreover, this paper underlines the innovative aspects of our proposed model and its wider implications. By presenting specific quantitative outcomes, our aim is to extend the reach of our findings to a broader audience. Ultimately, this research delineates significant contributions to the understanding of social robots, such as Furhat, in improving the overall well-being and developmental trajectories of children with autism.

A clinical examination of OPTIMAL theory application in people with multiple sclerosis: a proof-of-concept study and implications for rehabilitation practice.

We investigated the potential to improve motor learning and performance in people with multiple sclerosis (PwMS) with OPTIMAL theory conditions. OPTIMAL theory predicts that three main factors [i.e. autonomy support (AS), enhanced expectancies (EE), and external focus (EF)] facilitate performance and learning. We examined whether the implementation of all three combined in a consecutive manner during practice would be beneficial for the motor learning and performance in a clinical population facing physical, cognitive, and emotional challenges. Thirty PwMS with mild-to-moderate disability (Expanded Disability Status Scale = 2.0-5.0) were randomly assigned to one of two groups (optimized and control) and practiced a novel motor-cognitive task involving rapid square-stepping to memorized patterns. Following a pretest (no group difference), optimized group participants practiced under each of three factors across practice phase (EE: feedback after good trials; AS: choice of mat color; and EF: external focus to the mat). Control group participants practiced under neutral conditions. The optimized group had significantly shorter movement times than the control group in the practice phase [174.7 (27.4) s vs. 236.8 (35.8) s, P < 0.0001], on the 24-h retention test [69.3 (9.3) s vs. 159.7 (15.5) s, P < 0.0001], and the 24-h transfer test [146.1 (14.9) s vs. 223.1 (38.9) s, P < 0.0001]. Thus, optimized practice combining AS, EF, and EE enhanced motor skill learning. Key factors in the OPTIMAL theory can be used to improve patients' motor learning. Further studies are warranted to extend these proof-of-concept observations for potential clinical applications.

ASSESSMENT OF DYNAMIC BALANCE IN PEOPLE WITH DOWN SYNDROME

The ability to maintain a stable position of the body in motion and in different positions influences all motor actions. A low level of dynamic balance causes problems related to motor skills both in daily activities and for learning sport-specific motor skills. This paper aims to assess dynamic balance in people with Down syndrome before and after attending a specially designed education program applied during training lessons. Balance education was also achieved through the sport of bocce, which was played by the participants in this study. The research involved 14 athletes (aged 20.29 ± 2.74 years) with Down syndrome (IQ below 75) who participated in bocce training over three months. The assessment was performed using the OptoJump device for the 30-second march-in-place test during two stages. A number of anthropometric measurements were also used, namely: height (162.29 ± 10.57 cm), weight (69.08 ± 13.96 kg), body mass index (26.22 ± 4.94 kg/m2) and foot length (23.94 ± 5.17 cm). Between the two testing sessions, people with Down syndrome took part in bocce lessons during which they performed various specific exercises to educate their dynamic balance. In addition, the lessons included means for the development of bocce-specific skills, which involved the use of balance but also other psychomotor abilities. The results obtained for the recorded parameters helped maintain gains in psychomotor abilities. We believe that the implementation of a specially designed program associated with specific movement skills contributes to maintaining or educating dynamic balance in people with Down syndrome.

Design and socialization of elderly-friendly hydraulic toilets for Elderly Shelter PCA Dau, Malang

The spirit of improving the welfare of the elderly is the concern of Amal Usaha Aisyiyah, an autonomous organization under Muhammadiyah by establishing a Shelter for the Elderly in the Dau area, under the management of the Aisyiyah Dau Branch Leadership. One thing that is a serious problem is the need for infrastructure that supports the ease of movement of the elderly. It is common knowledge that the elderly's movements slow down and their motor skills are greatly reduced due to physical factors and age. This is what causes them to fall easily and get injured. And the majority of falls occur in the bathroom, in addition to wet conditions that can cause slipping, also because the toilet is not suitable, or is not friendly to the elderly. This community service is aimed at creating a special toilet design that provides convenience and safety when used. The method applied is by conducting anthropometric observations, interviews with elderly users and administrators and caregivers, conducting design calculations, fabrication followed by product testing and socialization to users. Finally, this community service succeeded in building an elderly-friendly hydraulic toilet with special specifications and has been given to the Shelter for the Elderly. The handover of the product was carried out simultaneously with testing and socialization. This product is expected to increase comfort for the elderly and reduce the occurrence of accidents involving falls in the bathroom.

A review of the association between in vitro fertilization and children's neurocognitive development.

This review investigated the current research on the association between in vitro fertilization and children's neurocognitive development. Twenty studies were analyzed, encompassing over 23,000 children conceived through IVF, and compared to those conceived naturally. The findings on overall cognitive function were mixed, as measured by IQ. Some studies showed no significant differences between IVF and naturally conceived children, while others suggested slight variations. There is emerging evidence that IVF might correlate with specific cognitive domains like language and motor skills, although more research is needed. Several established factors, including maternal age, education level, and birth weight, are associated with children's cognitive development, regardless of conception method. Future research should explore how these factors interact with IVF and investigate a broader range of cognitive domains. Socioeconomic background and parental involvement are essential considerations for understanding a child's developmental trajectory. The inconclusive nature of some findings highlights the need for further research with larger sample sizes, more extended follow-up periods, and robust methodologies. This research has potential implications for parents considering IVF or ICSI, healthcare professionals providing guidance, and future efforts to tailor support systems for children conceived through assisted conception techniques. Open communication about the current state of knowledge and responsible communication of research findings is crucial.

Parenting Style and Stimulation of Psychosocial Development on the Psychosocial Development of Pre-School Children with Stunting

Stunting is a condition of impaired growth in children under five caused by chronic malnutrition, particularly within the first 1,000 days of life, resulting in children being too short for their age. This issue is crucial because stunting also impacts children's motor skills and psychosocial development. The problem of malnutrition predominantly occurs in developing countries, where approximately 80% of stunted children are found in 24 countries across Asia and Africa. Indonesia has the highest prevalence, followed by India, China, Nigeria, and Pakistan. This study analyzes the influence of parenting styles and psychosocial stimulation on preschool-aged children experiencing stunting development. The research design uses an analytical observational method with a cross-sectional approach. The study sample consists of stunted children aged 3-6 years and their parents in Nganjuk Regency, totaling 150 respondents. Sampling was conducted purposively, and data were collected through the PSDQ questionnaire for parenting style, the EC HOME for psychosocial stimulation, and the KMME for psychosocial development. Multiple linear regression analysis was employed, with a significance level of (α=0.05). The analysis results indicate a significant effect of psychosocial stimulation on the psychosocial development of stunted children, with a p-value of 0.001≤α=0.05. Responsive parenting and active parent-child interaction are crucial in supporting children's development. Therefore, it is essential to improve children's nutritional status through proper caregiving approaches to ensure they grow with normal nutritional status and achieve optimal development in the future.

Enhancing Communication and Swallowing Skills in Children with Cri Du Chat Syndrome: A Comprehensive Speech Therapy Guide.

Background: A specific deletion on the short arm of chromosome 5 (5p) is the hallmark of the rare genetic syndrome called Cri du Chat Syndrome (CdCS). It causes severe difficulty with swallowing, speech, motor skills, and cognitive deficiencies. These arise from characteristic laryngeal abnormalities and oral-motor dysfunctions. Objective: This study aims to investigate the effectiveness of speech and language intervention in addressing the multifaceted challenges of CdCS, including speech and language impairments, feeding difficulties, and social communication deficits. Methods: A narrative review was conducted to synthesize existing studies from the last 35 years on therapeutic interventions for individuals with CdCS. This review focused on interventions targeting speech, language, and swallowing therapy. Comprehensive searches were performed in the PubMed and Scopus databases using descriptors such as "Cri du Chat", "swallowing disorders", "speech disorders", "speech and language disorders", and "speech and language therapy." From the identified records, 40 peer-reviewed English-language publications that addressed speech, language, and swallowing interventions were selected based on relevance and inclusion criteria. Data extraction was performed independently by four reviewers, working in two teams. Any disagreements between the teams were resolved through discussion with an independent researcher to ensure reliability and minimize bias. Results: The findings demonstrate that speech and language therapy (SLT) significantly enhances speech clarity, articulation, and oral-motor coordination. Augmentative communication systems effectively bridge gaps in nonverbal communication, fostering improved social interaction. Specific interventions reduce aspiration risks and improve feeding safety, enhancing the overall quality of life. Early multidisciplinary approaches and tailored therapeutic strategies are key to maximizing the benefits of SLT. Conclusions: SLT is crucial for improving communication, swallowing, and social integration in individuals with CdCS. Regular early intervention involving individualized programs and family participation is recommended to achieve optimal outcomes. Further research is needed to evaluate long-term effects and develop cultural and technologically adaptable therapies.

West Syndrome: spectrum of disorders with diagnostic and therapeutic challenges

Introduction: West syndrome (WS) is a rare epileptic encephalopathy of multifactorial etiology, characterized by epileptic spasms, psychomotor delay, and hypsarrhythmia on electroencephalogram. Its prevalence is 1.5 to 2 per 10,000 children under 10 years, with an incidence of 1 per 2,000-4,000 live births. Objective: This article describes the clinical characteristics of a pediatric patient with WS in a developing country context. Materials and methods: With informed consent, the clinical history was performed, detecting psychomotor delay at 6 months, manifested by loss of social smile and gross motor skills. Physical examination revealed generalized hypotonia, desaturation, and bradycardia. Neuroimaging ruled out organic abnormalities; however, the electroencephalogram (EEG) showed hypsarrhythmia, confirming the diagnosis of West syndrome by meeting the classic clinical triad. Results and discussion: Male patient of 6 months, firstborn, born by cesarean section at 39 weeks due to hypoxic encephalopathy, with negative STORCH and toxicological tests. He presented to the emergency room with four episodes of spastic movements in the upper limbs, which spontaneously resolved without loss of consciousness, during the previous month. Currently, at 12 years old, the patient is in remission, without seizure episodes for over 10 years. He shows adequate social and family adaptation, with academic performance appropriate for his age group. Cognitive tests indicate borderline performance, suggesting the presence of ADHD, with no evidence of underlying cognitive deficit.

Association between autonomy support, academic motivation, and life skills in pre-service physical education teachers and pre-service sport coaches

This study aimed to analyze the relationships between the perception of the autonomy-support style created by the professor, the global academic intrinsic motivation and its three subtypes (to know, toward accomplishments, and to experience stimulation), and the life skills of future physical education (PE) teachers and sports coaches. The participants were 583 students (Mage = 20.77 years, SD = 2.94; 65% were men) belonging to a higher education program specialized in the training of PE teachers and sports coaches in Mexico. The results of the structural equation models showed that the perception of the autonomy-support style adopted by the professors was positively and significantly related to global academic intrinsic motivation and its three subtypes, and these were positively and significantly associated with each life skill. The mediation analyses confirmed the mediating role of global academic intrinsic motivation and subtypes between the perception of the autonomy-support style adopted by the professors and the student’s life skills. In conclusion, to promote the development of life skills in future PE teachers and sport coaches, it will not only be enough for their teachers to generate positive environments of autonomy-supportive styles, but they must also have intrinsic reasons to enhance these skills.

Using 3D immersive virtual reality interactive tasks for upper limb rehabilitation in children with cerebral palsy: A randomized controlled trial

ABSTRACT The aim of this study was to investigate the effects of the virtual reality device on the evolution of motivation, and motor, functional and kinematic parameters of the upper limb in children with cerebral palsy. Twenty children were randomly assigned in VR and control groups. VR group scored higher than the control group in the Movement Assessment Battery for Children – Second Edition (MABC-2; standardized motor skills test), exhibited an increased range of motion, and showed improved results in various movement parameters in the interaction with the 3D virtual space. All participants presented high motivation scores in the iVR sessions. This new Immertrack tool may improve the motor, kinematic parameters, and motivation in children with CP.

Association between hand grip strength and quality of life in children with cerebral palsy: a cross-sectional study.

Cerebral palsy (CP) covers a wide range of causes and symptoms. It is characterized by persistent motor and postural dysfunction caused by a non-progressing pathological lesion of the immature brain. Development of fine motor skills, such as the ability to manipulate objects with smaller muscles, is crucial for a child's development. It is evident that there is a lack of hand grip strength (HGS) and quality of life (QoL) data in children with CP compared to typically developed (TD) children. Understanding the relationship between these factors might help facilitate healthcare provision and provide insight into rehabilitation programs. The aim of this study is to investigate the relationship between HGS and health-related quality of life (HRQoL) in children with CP compared to TD children. An experimental cross-sectional study was conducted and 60 children (30 CP and 30 TD) were chosen; age, gender, height, weight, body mass index, preferred hand, number of siblings, school attendance, and housing type data were collected. HGS was measured using a standard hand dynamometer, and HRQoL was measured using the KIDSCREEN-10 item questionnaire. There was a statistically significant main effect of gender on the average HGS, F (1, 56) = 24.09, p < 0.001, and the KIDSCREEN-10 sum score, F (1, 56) = 8.66, p < 0.001, and the main effect of group on the KIDSCREEN-10 sum score, F (1, 56) = 17.64, p < 0.001. A significant correlation between HGS and the KIDSCREEN-10 sum score in the CP group (r = 0.35, p = 0.03), and the TD group (r = 0.56, p = 0.001). HGS was lower in children with CP, and girls had significantly lower HGS compared to boys in both groups, CP and TD children. HRQoL was significantly lower in children with CP, with boys reporting higher HRQoL on the KIDSCREEN-10 questionnaire compared to girls. Our data showed that the higher the KIDSCREEN-10 sum score is, the stronger the HGS of children in both groups. The results of this study indicate that hand grip strength may significantly impact the QoL of children with CP. A correlation between HGS and HRQoL points to the importance of improving strength in children with CP through interventions and directed rehabilitation programs.

Development of fine motor skills in elementary school students: Gender and age effects

Fine motor skills are a good indicator of a child’s overall development. They underpin almost all everyday activities from self-care skills such as dressing to academic skills such as writing and drawing. In this study we examined the development of fine motor skills of early elementary school children. The sample for this study consisted of 175 children (93 boys, 82 girls, mean age= 120 months; SD = 10.7 months). attending 3rd, 4th, and 5th grades. We used Grooved Pegboard test for measuring fine motor skills. We found a medium, statistically significant, correlation between age and motor skills, with stronger correlation at younger age. In relation to child’s grade, there were statistically significant differences in motor skills between children attending 3rd and 4th grade, but no differences between children in 4th and 5th grade. As for the gender, there were no mean differences between boys and girls in the 3rd grade, but there were differences in 4th and 5th grade with girls achieving statistically significantly better scores on Grooved Pegboard test. Fine motor skills should routinely be examined in children and appropriate remediation programs should be set if a child falls behind in motor skills. We concluded a paper with several ways how elementary schools can include fine motor exercises in their curricula.

Implementasi Pembelajaran Berenang dalam Mengembangkan Keterampilan Motorik Kasar Anak Usia Dini di TK Dharma Wanita Keboansikep

One way to develop the physical motor aspect of early childhood is by applying swimming lessons. This study aims to determine the influence of the application of swimming learning in developing children's physical motor aspects. This research method uses a qualitative method. The data collection technique was carried out by conducting observations at the Keboansikep DWP Kindergarten which consisted of 2 levels of classes A and B, and conducted interviews with educators, observations and documentation at the Dharma Wanita Persatuan Keboansikep Kindergarten. The techniques to analyze the data in this study are data reduction, presenting data, and drawing conclusions. The results of the data analysis show that Dharma Wanita Persatuan Keboansikep Kindergarten prioritizes 6 aspects of child development, of course in physical motor development. Physical motor development is the growth and development of muscles and nerves in children. This can affect early childhood skills in moving. One way to improve physical motor development is by doing swimming activities. Swimming is an activity that trains the whole body, especially children's motor skills, from head to toe

기초간호과학 병리학 수업에서 팀 기반 학습의 효과

Objectives This study aimed to confirm the effects of applying the team-based learning method on self-directed learning ability, achievement motivation, learning attitude, and communication skills in basic nursing courses. Methods The participants in this study were 78 second-year nursing students enrolled in pathology classes, and the study utilized a one-group pretest-posttest design to assess the effects of applying the team-based learning method over six weeks. Data analysis was conducted using SPSS-WIN 26.0, with the reliability of the scales calculated using Cronbach’s α. The general characteristics of the participants were analyzed using frequencies and percentages, and the effectiveness of the team-based learning method on the dependent variables was assessed using paired t-tests. Results After applying the team-based learning method, self-directed learning ability (t = -2.878, p = .005) showed a statistically significant improvement. Among the subdomains of achievement motivation, the adventurous spirit (t = -3.329, p = .001) also improved significantly. Additionally, in the learning attitude subdomain, the self-concept regarding subjects (t = -3.737, p &lt; .001) improved significantly. However, there was no statistically significant difference in communication skills. Conclusions The team-based learning method has been shown to help improve self-directed learning ability in nursing students studying foundational courses. Future research is recommended to confirm its effectiveness across various departments and academic years.

Motor Competence in Autistic Children with Attention-Deficit Hyperactivity Disorder.

Children with autism exhibit deficits in fundamental motor skills, which are intensified when associated with attention-deficit/hyperactivity disorder (ADHD). To correlate motor competence in children with autism, autism levels according to the CARS scale, and the association with ADHD. This cross-sectional study assessed motor competence using the Motor Competence Assessment (MCA), the severity of Autism Spectrum Disorder by Childhood Autism Rating Scale (CARS), and the presence of clinical signs for ADHD using Swanson, Nolan, and Pelham (SNAP-IV) questionnaire. A total of 68 children were recruited; however, 23 were not included due to non-acceptance and/or were excluded because of associated pathologies, high autism severity. Consequently, 45 children (11 with ADHD) between the ages of 5 and 11 (Mean: 8.15; ±1.75) with 83.72% being male. Multiple linear regression revealed a significant inverse correlation between MCA scores and raw CARS data (p = 0.01), indicating that greater autism severity is associated with lower motor competence. The correlation was also observed in CARS classifications, with higher autism severity corresponding to lower motor percentiles (p = 0.05). However, the correlation between the presence of ADHD and motor competence in children with ASD did not reach significance. Overall, a significant correlation was observed (p = 0.006) when analyzing all variables (CARS scores, SNAP scores, and CARS classification). Therefore, it is believed that children with autism exhibit deficits in functional motor skills, with severity impacting motor competence. The findings underscore the need for systematic motor skill assessments in children with autism, emphasizing the importance of monitoring and intervention in this aspect of their development.

Evaluation of Potential Developmental Precursors to Executive Function in Young Children with Motor Delays: Exploratory Study.

This study aimed to explore whether early developmental abilities are related to future executive function (EF) in children with motor delays. Fourteen children with motor delays (Mean age = 10.76, SD = 2.55) were included from a larger study. Object interaction and developmental outcomes (Bayley-III) were evaluated at baseline and 3, 6, and 12 months post-baseline. Bayley-III and EF assessments (Minnesota Executive Function Scale) were conducted at 36 months post-baseline. Children with high EF demonstrated advanced early bimanual, visual-bimanual, receptive language, expressive language, and fine motor skills compared to children with low EF. Significant positive correlations between later Bayley-III and EF scores were found for cognitive, expressive language, and fine motor scores. These preliminary results suggest that early developmental skills support the emergence of EF in children with motor delays.

The Effects of the Nocturnal Sleep on Learning of a Complex Motor Skill in Young and Older Adults

ABSTRACT Background/Study context Research on older adults has shown impairments in nocturnal sleep, impacting motor memory consolidation and learning. However, previous studies primarily focus on simple tasks, limiting generalization to complex motor activities. Moreover, no evidence exists on how sleep influences adaptability and relearning in older adults. Methods Sixty older adults and 60 young adults practiced an underarm dart-throwing task. The participants were divided into 2 sub-groups: SLEEP, which practiced in the evening and was retested on the morning of the following day, and CONTROL, which practiced in the morning and was retested in the evening on the same day. The practice and retention phases were spaced 12 hours. We analyzed motor learning through persistence, adaptability and relearning rate. Results Sleep did not enhance motor learning for any group. While young adults exhibited retention, older adults did not, especially after nocturnal sleep. There was no difference between sub-groups in adaptability. Older adults demonstrated inferior relearning compared to young adults, independently of sleep. Conclusion Nocturnal sleep did not influence memory consolidation in any group. On the contrary, our findings suggest that nocturnal sleep harms retention in older adults. Age-related characteristics induce a worse relearning rate regardless of sleep occurrence.

Exploring the impact of emotional intelligence on university students’ social interaction

ABSTRACT Emotional intelligence is not just a theoretical notion but a practical ability that can be used in professional and personal life. This study aimed to use the cross-sectional research design to examine the effect of each dimension of emotional intelligence on the everyday social interaction of university students. The data was collected using the Emotional Intelligence Scale and Social Interaction Questionnaire from 424 University students. The collected data was analyzed using SPSS, and Structural Equation Modeling analysis was carried out using AMOS. The results showed a strong to moderate correlation between the dimensions of emotional intelligence and social interaction. Self-awareness and self-regulation had a negative impact on social interaction, and a positive impact was felt on motivation, social awareness, and social skills in social interaction among the students. The study provides suggestions and development strategies for EI to enhance self-competence among the students.