Motor Difficulties In Children Research Articles

A Cross-Cultural Adaptation of the Czech Version of the Developmental Coordination Disorder Questionnaire: The Content Validity Part.

The Developmental Coordination Disorder Questionnaire (DCDQ) is a widely used parent questionnaire for screening motor coordination disorders in children aged 5-15 years. Despite increasing motor difficulties in children, a validated version is lacking in Central Europe. In addition, previous studies pointed out that several DCDQ items were shown to be problematic in different cultural environments. We found that the majority of these studies did not assess the item's content validity approach for keeping the semantic form and linguistic intelligibility of the original items. Therefore, this study aimed to translate the DCDQ, determine the content validity of items, and adapt the DCDQ for Czech children aged 6-10 years, where the identification of motor difficulties is crucial. Back-translation was employed, and face validity was consulted with linguistic experts and occupational therapists. A sample of 25 bilingual parents and practitioners evaluated the translated version, with content validity assessed using the Content Validity Ratio coefficient (CVR). Initial CVR scores ranged from 0.6 to 1.0. Lower scores were found for items 14 and 15, which were shown to be problematic in previous studies. The reason for the lower content validity in these items was due to double negation. Following linguistic modifications, the CVR values improved (range: 0.87-1.0), indicating content and semantic stability. Our findings underscore the importance of considering content validity and language specificity, including issues like double negation, during cross-cultural questionnaire validation to mitigate potential psychometric concerns in the future. The adapted Czech version exhibits significant content validity, thereby warranting further validation of its psychometric properties.

Low Motor Competence or Developmental Coordination Disorder? An Overview and Framework to Understand Motor Difficulties in Children

Low Motor Competence or Developmental Coordination Disorder? An Overview and Framework to Understand Motor Difficulties in Children

Predictive value of Bayley-III Motor Index for later motor difficulties in children born extremely preterm.

To investigate the predictive ability of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) Motor Index, in children born extremely preterm (<27 gestational weeks) without cerebral palsy. Children from the EXPRESS study (all extremely preterm births in Sweden, 2004-2007) without neurosensory impairments assessed with Bayley-III at 2.5 years corrected age and Movement Assessment Battery for Children, Second Edition (MABC-2), at 6.5 years comprised the eligible study population (n=282). Motor difficulty was defined as MABC-2 ≤5th percentile. Motor difficulties were found in 57 of 282 children (20.2%) at 6.5 years. The Bayley-III explained 18.0% of the variance in the MABC-2 (p < 0.001). The area under the receiver operating curve was 0.71 (95% confidence interval 0.64-0.79, p < 0.001). At a Bayley-III cut-off value of 85, sensitivity, specificity and positive and negative predictive values for motor difficulties were 26.3% (15.5-39.7), 92.9% (88.1-95.9), 48.4% (33.0-64.0) and 83.3% (80.9-85.4). Likelihood ratios were inconclusive. The Bayley-III at 2.5 years corrected age was a modest predictor of motor outcome in children born extremely preterm at 6.5 years, and underestimated the rate of motor difficulties. Children require follow-up beyond preschool age.

Multidimensional motor performance in children with autism mostly remains stable with age and predicts social communication delay, language delay, functional delay, and repetitive behavior severity after accounting for intellectual disability or cognitive delay: A SPARK dataset analysis.

When motor difficulties continue into adolescence/adulthood, they could negatively impact an individual with autism spectrum disorder (ASD)'s daily living skills, physical fitness, as well as physical and mental health/well-being. Few studies have examined motor difficulties in children with ASD as a function of sex or age; however, greater cognitive challenges are associated with worse general motor performance. Based on the Developmental Coordination Disorder-Questionnaire (DCD-Q) data from the SPARK study sample, 87%-88% children with ASD were at-risk for a general motor impairment that persisted until 15 years and was related to their core and co-occurring difficulties. Bhat et al. confirmed motor difficulties in children with ASD on multiple motor dimensions that predicted core and co-occurring conditions after accounting for age and sex. However, presence of intellectual disability (ID) or cognitive delay was not controlled in the previous analysis. Additionally, the effects of age, sex, and cognitive ability on multidimensional motor difficulties of the SPARK sample have not been discussed before. Therefore, this analysis examines the effects of age, sex, and cognitive ability (presence of ID or level of cognitive delay) on the motor performance of children from the SPARK sample using the DCD-Q. Except fine motor skills, multiple motor domains did not change with age in children with ASD. Females without ID improved their fine motor scores with age, and performed better compared to males without ID. Children with ASD and ID had greater motor difficulties across multiple motor domains than those without ID. Even after controlling for age, sex, and presence of ID/cognitive delay; motor performance was predictive of social communication skills, repetitive behavior severity, as well as language and functional delays. Gross motor skills contributed more than fine motor and general motor competence skills in predicting social communication delay. However, fine motor and general motor competence skills contributed more than gross motor skills in predicting repetitive behavior severity and language delay. Both, fine and gross motor skills predicted functional delay. In light of consistent findings on motor difficulties in children with ASD, adding motor issues as a specifier within the ASD definition could provide a clear clinical route for movement clinicians to address motor difficulties of individuals with ASD.

Discrepancies between Parent and Teacher Reports of Motor Competence in 5-10-Year-Old Children with and without Suspected Developmental Coordination Disorder.

Parents and teachers have knowledge of children’s daily motor performance yet may make different judgments about the levels of competence observed at home and school. The current study aimed to examine the discrepancies between parent and teacher reports using the Movement ABC-2 Checklist and the Developmental Coordination Disorder Questionnaire (DCDQ) on children with and without suspected Developmental Coordination Disorder (DCD). The Movement ABC-2 Test was administered to 1276 children aged 5–10 years in China. The Movement ABC-2 Checklist and DCDQ were completed by both parents and teachers of all children. A total of 172 children achieving a score below the 15th percentile on the Movement ABC-2 Test were identified as children with suspected DCD. Both parents and teachers showed suitable agreement in judging children’s motor competence but low sensitivity in identifying children with DCD. Parent scores of children’s motor competence were more closely associated with test performance scores compared to teacher scores. Teachers tended to over-rate children’s motor competence. The motor difficulties identified by parents were associated with low Movement ABC-2 Test scores on Manual Dexterity and Balance components, while motor difficulties identified by teachers were associated with the Balance component only. The results demonstrated discrepancies between parent and teacher reports, suggesting the importance of using a range of measures to identify and describe motor difficulties in children.

Characterising the Early Presentation of Motor Difficulties in Autistic Children.

This study aimed to explore the rates of motor difficulties in children from the Australian Autism Biobank, and how early motor concerns impacted on children functionally. Children with autism aged 2-7years, including 441 with a Vineland Adaptive Behavior Scale (VABS-II) motor subscale and 385 with a Mullen Scales of Early Learning (MSEL) fine motor subscale were included (n total = 514; 80% male). Approximately 60% of children on the MSEL and ~ 25% on the VABS-II had clinically significant motor impairments. More children with delayed sitting and walking motor milestones had early childhood parent reported motor difficulties (p < 0.001). Early motor delays or concerns may assist identifying individuals who will likely benefit from early ongoing developmental monitoring and early support.

Understanding motor difficulties in children with ADHD: A fixel-based analysis of the corticospinal tract

AimsChildren with attention deficit hyperactivity disorder (ADHD) often present with deficits in fine motor control. The cortico-spinal tract (CST) is critical for voluntary motor control. Although neuroimaging work has identified anomalous microstructural properties in the CST in ADHD, no study to date has attempted to investigate the link between deficits in fine motor performance and microstructural properties of the CST in children with ADHD. This study aimed to address this gap using a novel fixel-based analysis (FBA). MethodsParticipants were 50 right-handed medication naïve children with a history of ADHD and 56 non-ADHD controls aged 9–11 years. Fine motor control was assessed using the Grooved Pegboard task. Children underwent high angular resolution diffusion MRI. Following pre-processing, FBA was performed and the semi-automated deep-learning TractSeg was used to delineate the CST bilaterally. Fibre density (FD), fibre cross-section (FC-log), and fibre density/cross-section (FDC) were extracted for each tract. ResultsChildren with ADHD performed significantly worse than non-ADHD children on the Grooved Pegboard task when using their non-dominant hand. They also demonstrated widespread significantly lower diffusion metrics in both CSTs compared to non-ADHD controls. However, no correlations were observed between Grooved Pegboard performance and diffusion metrics for the CST in either hemisphere. ConclusionsWhile we failed to detect a significant relationship between fine motor skill and FBA metrics in either group, this paper extends previous work by showing that children with ADHD and reduced fine motor competence demonstrate atypical microstructure within the CST relative to non-ADHD controls.

Effects of practice on visual finger-force control in children at risk of developmental coordination disorder

BackgroundThe production of finger force control is essential for a large number of daily activities. There is evidence that deficits in the mechanisms of accuracy and control of finger force tasks are associated with children's motor difficulties. ObjectiveTo compare the effect of practice of an isometric finger force/torque task between children with significant movement difficulty and those with no difficulty movement. MethodsTwenty-four children aged between 9 and 10 years (12 at risk of developmental coordination disorder and 12 with no movement difficulty – typically developing children) were asked to produce finger force/torque control in a continuous and constant 25% of maximum voluntary torque with visual feedback during 15s. Practice was given during five consecutive days with 15 trials per day. After the practice with visual feedback, children were asked to perform five trials without visual feedback. In these trials, feedback was removed 5s after the start of the trial. ResultsTypically developing children were consistently more accurate in maintaining finger force/torque control than those children at risk of developmental coordination disorder. Children from both groups improved the performance in the task according to practice sessions. Also, children at risk of developmental coordination disorder poorly performed the task without visual feedback as they did when visual feedback was available. ConclusionThe present study give support to the idea that movement difficulty is associated with finger force/torque control and children at risk of developmental coordination disorder can improve finger force/torque control with practice when visual feedback is available.

Assessing communication for children with movement disorders – a practical approach

Abstract Children with movement disorders, for example Cerebral Palsy, can have speech and language difficulties. In order to identify strengths and weaknesses within their communication profile individual assessment is required. This assessment should inform clinical decision making. The principles of a communication assessment are the same as those used with children who do not have movement disorders; however due to some children's motor difficulties accessing traditional assessments may be difficult, therefore adaptations and accommodations to the assessment may be required. Assessment at an impairment level can support in identifying areas of difficulties, however assessment of a child's functional communication is equally as important. Participation is the ultimate goal when we decide on interventions. We can only support this if we are aware of a child's present abilities, limitations and the impact of these on daily life. Thorough assessment enables us to do this and this article outlines which approaches in practice are most useful in children with both communication difficulties and movement disorder.

Motor coordination impairment in children with autism spectrum disorder: a pilot study using Movement Assessment Battery for Children-2 Checklist.

Some research suggests that children with autism spectrum disorder (ASD) experience diverse motor difficulties that appear closely related to the severity of symptomatology, including repetitive behaviors. Therefore, motor assessment in ASD has crucial relevance in order to plan a specific intervention. The aim of this study is to assess and describe the motor functioning in school-aged children with ASD and to evaluate the relationship between their motor profile and clinical features. The Movement Assessment Battery for Children - second edition (M-ABC2) Checklist was administered to twenty children with ASD, aged between 5 and 13.5 years. The motor profile of the sample was analyzed and then the relationship between the motor functioning and the clinical characteristics of subjects (age, treatment duration, intellectual functioning and repetitive behaviors) was investigated. Seventy percent of our sample has motor difficulties, especially in aiming and catching skills, balance and manual dexterity. Poorer performance was related to a higher frequency and intensity of repetitive and stereotyped behaviors. Motor difficulties in children with ASD affect specific skills that imply the ability to integrate the perception with the action for anticipating and controlling the movement in a well-coordinated way. This result, along with the finding of an increased severity of repetitive and stereotyped behaviors in these children, emphasizes the close link between motor and "core" symptoms in ASD.

The Effectiveness of a Group Motor Skill Intervention Program in Children with Developmental Coordination Disorder: Program Frequency Matters.

Purpose: The purpose of this study was to investigate the effects of two group programs on visual-motor integration, motor proficiency, gross-motor skills, and parental perception of motor difficulties in children with developmental coordination disorder (DCD). We compared whether the frequency of two programs (10 one hour sessions - once/week for 10 weeks verses 24 one hour sessions – twice/week for 12 weeks) produced different changes in motor skills. Methods: Children in the two programs were assessed before and after each program with the MABC-2, DCD-Q, BOT-2, Beery-VMI-6, and the TGMD-2 assessments. The emphasis of the programs was on group activities that required collaboration while performing skills that utilized upper-body coordination, balance, and fine-motor abilities. Results: After the 24-session intervention program, results revealed significant improvements in the Manual Coordination and Total Score of the BOT-2 (ps &lt; .05), and parents reported significantly higher scores for all categories of the DCD-Q (ps &lt; .05). No significant changes were observed after the 10-session once/week intervention program. Conclusions: We conclude that a (24 one-hour sessions- twice a week for 12 weeks) group intervention program can be an effective intervention method for improvement of motor skills in children with DCD. We recommend that allied health professionals consider the group intervention as a feasible way to promote more frequent sessions to children with DCD.

Neuropsychological evaluation and parental assessment of behavioral and motor difficulties in children with neurofibromatosis type 1

Neurofibromatosis type 1 (NF1) is an autosomal dominant multisystem disorder, with large inter and intrafamilial clinical variability and uncertain prognosis. In children with NF1 cognitive disorders, learning difficulties and behavioral problems are common.The present study aims to establish the neuropsychological and behavioral profiles of 78 patients with NF1, aged between 5 and 18 years, and to examine the relationship between these profiles and the transmission of NF1 (sporadic vs. familial), clinical manifestations, and environmental factors.We used several questionnaires completed by parents and neuropsychological tests.The results confirmed specific neuropsychological disabilities in children with NF1, especially involving visuospatial and fine motor skills, learning difficulties and behavioral problems. Cognitive difficulties were significantly more frequent in patients with familial than in those with sporadic NF1. All parental questionnaires were correlated with each other, but parental reports were not associated with FSIQ, SES, school status, and clinical manifestations of the disease.Neuropsychological tests were poorly related to parental reports of cognitive and behavioral difficulties.

Effect of Cognitive Intervention on Children with ADHD

ABSTRACTAlthough not considered a diagnostic criterion in DSM-IV, motor difficulties in children with Attention Deficit Hyperactivity Disorder (ADHD) are commonly reported. Prevalence of co-morbidity of ADHD and Developmental Coordination Disorder is as high as 50%. Cognitive Orientation to daily Occupational Performance (CO-OP) is a problem-solving approach originally developed for children with Developmental Coordination Disorder. In this approach, therapists support children to use cognitive strategies in a process of guided discovery to solve occupational performance problems. A single case experimental design (multiple baselines) was used to examine the influence of a 12-week intervention using CO-OP with six children with ADHD. Outcome measures included the Canadian Occupational Performance Measure (COPM), Goal Attainment Scaling and the Bruininks–Oseretsky Test of Motor Proficiency and Performance (BOTMP). The results of this study demonstrated improvements in both goals and motor performance in the participants due to the intervention. These results provide some support for the use of CO-OP with children with ADHD. Further research into the application of CO-OP with children with ADHD is warranted based on these preliminary positive findings regarding the efficacy of this intervention to address motor-based performance difficulties.

296. The Relationship Between Benign Joint Hypermobility Syndrome and Motor Difficulties in Children

296. The Relationship Between Benign Joint Hypermobility Syndrome and Motor Difficulties in Children

Striking the right balance: motor difficulties in children and adults with dyslexia

Balance difficulties are an enduring feature of dyslexia research, however results have been inconsistent. We propose that between-study heterogeneity may be attributable to variability in balance tasks, balance measurement, participant age, and inclusion of comorbid disorders such as ADHD. This study attempted to clarify these issues, employing quantitative, continuous measures of balance and blindfolded balance, and using both adult and child participants without comorbid ADHD. Eighty-seven individuals participated: dyslexic adults (n = 17), matched adult controls (n = 30), dyslexic children (n = 16) and matched child controls (n = 24). The study found significant balance deficits for the child dyslexic group in the eyes-open task and a result approaching significance in the blindfolded task. By contrast, the adult dyslexic group showed significant deficits in the blindfolded task only. This result is interpreted in terms of lack of sensitivity of the non-blindfolded balance task for adults, owing to ceiling effects. This highlights the need for the use of age-appropriate tests, and may explain some of the heterogeneity in the literature. It is concluded that there is a significant incidence of balance difficulties in children and adults with dyslexia, even for those without comorbid attention deficit.

Anticipatory postural adjustments in a bimanual load‐lifting task in children with developmental coordination disorder

Postural control is a fundamental component of action in which deficits have been shown to contribute to motor difficulties in children with developmental coordination disorder (DCD). The purpose of this study was to examine anticipatory postural adjustments (APAs) in children with DCD in a bimanual load-lifting task. Sixteen children with reported motor problems (two females, 14 males; mean age 9 y; SD 2 y) and 16 typically developing, age-matched children (six females, 10 males; mean age 9 y; SD 2 y) took part in the study. The task required the children to maintain a stable elbow angle, despite imposed or voluntary unloading of the forearm. APAs were assessed using electromyography and kinematics analysis. Although children with DCD could compensate for the consequences of unloading, the results demonstrated that APAs were less efficient in children with DCD than in typically developing children. A positive and significant coefficient of regression between the flexor inhibition latency and the postural stabilization was only found in typically developing children. The impaired fine-tuning of the muscle contribution and the poor stabilization performances demonstrate poor predictive modelling in DCD.

Outcomes of an Occupational Therapy School-Based Consultation Service for Students with Fine Motor Difficulties

This paper reports on a study that was conducted to address the perceived occupational performance changes among school-aged children who received occupational therapy services for fine motor difficulties. It also addressed teacher awareness and the degree of implementation of occupational therapy recommendations by teachers. The study sample included 91 school-aged children referred for occupational therapy services for fine motor difficulties. The children were assessed, before and after intervention. Outcome measures used were the Canadian Occupational Performance Measure (COPM) and the Teacher Awareness Scale (TAS). Significant change scores in both scales of the COPM were (Performance = 1.50, p < 0.001; Satisfaction = 1.92, p < 0.001). Regression analyses showed that lower teacher ratings of the students'performance and satisfaction of performance on the initial COPM resulted in significantly greater COPM change scores in the students'performance and satisfaction of performance at reassessment. The greater the degree of implementation of occupational therapy strategies by the teacher, the greater the COPM performance and satisfaction change scores. The greater the degree of teacher awareness of students'special needs resulted in greater COPM performance change scores. Teachers may benefit from more education regarding fine motor difficulties in children and how the implementation of occupational therapy strategies are helpful to improve children's fine motor difficulties.

Motor coordination difficulties in 5–6‐year‐old children with severe behavioural and emotional problems

Incidence, severity and types of motor difficulties in children with severe behavioural and emotional problems were evaluated. A group of 6‐year‐olds (n = 29) with such problems and controls (n = 29) were compared on the Movement Assessment Battery for Children (M‐ABC). The groups were compared on total scores as well as manual dexterity, ball skills and balance. Individual M‐ABC profiles were compared with Teacher's Report Form profiles. It was found that 62.1% in the high‐risk group and 20.7% in the control group showed motor coordination difficulties. In the high‐risk group 55.2% fulfilled the criteria of the DSM‐IV for developmental coordination disorder, compared to 3.4% controls. The high‐risk group showed significant difficulties within all sub‐areas of the M‐ABC. There was a significant relationship between attention problems and manual dexterity difficulties. The combination of problems identified makes these children vulnerable with regard to school inclusion and in need of proper assessment and intervention.

Motor difficulties in children with developmental disorders of speech and language.

The motor hand function of 16 children, aged between 4 and 7 years, with developmental speech and language disorders, was compared with that of 16 control children. The children with developmental speech and language disorders were significantly slower than controls on three out of four motor tasks. They were also more likely than controls to have mixed hand preference although this results was not significant. Children with developmental speech and language disorders should be assessed to ensure that motor deficits are diagnosed and that appropriate support is given.

Muscle complications of malnutrition in children: a clinical and electromyographic study

The authors report the clinical and electromyographic (EMG) findings in a series of 13 children with a pseudomyopathic motor deficit in the context of malnutrition (Body Mass Index < or = 3rd percentile) caused by primary protein-calorie deficiency or secondary to chronic disease. The infants (nine cases) manifested a regression or stagnation of motor abilities, with hypotonia and amyotrophy; older children and adolescents (four cases) presented clear amyotrophy with a deficit in muscle strength consisting primarily of proximal muscular weakness. Detection and stimulation-detection EMG demonstrated myogenic signs in at least two muscles in all patients. Myogenic signs were dominant in all proximal muscles. Latencies were normal in all patients. Motor nerve conduction velocities were slowed in three infants and in one adolescent. A temporal dispersion of motor responses was observed in 11 proximal muscles. The muscle biopsy, performed in five cases, revealed an inequality in the calibre of fibres, with atrophy dominating in type II fibres. The authors emphasize the value of EMG in disclosing the myopathic process, thereby contributing to the etiological diagnosis of motor difficulties in children suffering from malnutrition or a chronic disease.