Motor Skills Scores Research Articles

The Effect of Combined Core Stability and Coordination Exercises on the Motor Skills of Intellectual Disability With DCD

Purpose: Developmental Coordination Disorder (DCD) is common among intellectual disability children that can worsen motor problems, especially motor skills. The purpose of the study was to examine the effect of combining core stability exercises with coordination exercises on motor proficiency of intellectual disability children with DCD. Methods: The population was boys with intellectual disability and DCD studying in Golestan School of Tabriz randomly that were divided into two groups of 15 subjects in the experimental group and 15 in the control group. Motor skills were evaluated using the Bruininks-Oseretsky Test of Motor Proficiency-Short Form in the pre- and post-test. The experimental group performed three sessions (every week) of 60 minutes of combined core stability with coordination training for eight weeks. SPSS v. 21, dependent t-test, and analysis of covariance at the significance level of P<0.05 were used for statistical analysis. Results: Comparing the means of the two groups showed a positive significant difference in running speed and agility (P=0.001), balance (P=0.001), two-way coordination (P=0.001), strength (P=0.001), upper limb coordination (P=0.001), response speed (P=0.001), speed motor vision control (P=0.001), upper limb agility (P=0.001), and the overall gross and fine motor skills scores (P=0.001) and the combined score of the short scale (P=0.001). Conclusion: The results indicated that combining core stability with a coordination training program can be used to enhance the motor skills of DCD children with intellectual disabilities. Thus, sports coaches and experts, and specialists in other related fields are recommended to use these exercises to enhance the gross and fine motor skills of students with intellectual disabilities, especially those with DCDs.

Associations Between Parent Perspectives and Motor Competence in Children With CHARGE Syndrome

Children with CHARGE syndrome, an extremely complex, highly variable genetic disorder, are significantly delayed in the onset of their motor milestones in comparison with children without disabilities due to sensory and motor deficits as well as lengthy hospitalizations and reduced physical activity. Currently, the role of parents’ perceptions and participation in the motor development of their child with CHARGE is unknown. The purpose of this study was to examine the associations between parents’ perceptions and their child’s motor competence, comparing parents of children with and without CHARGE syndrome. Participants included 33 children with CHARGE and 38 children without disabilities. Parents completed the Child’s Movement Skills Research parent survey and children were assessed on their gross motor skills. Parental ratings of locomotor ability and time spent participating with their child predicted the locomotor, ball skill, and total motor skill scores in the CHARGE group. Control group parents’ rating of ball scores predicted ball skill and total skill scores. The results indicate that parents may play an important role in their child with CHARGE syndrome’s motor development. Parents who are more involved with their child’s movement activities can positively influence their motor competence.

The impact of maternal emotional intelligence on young children’s motor development

ABSTRACT This study examined the relationship between the mother’s emotional intelligence (EI) and children’s motor development. Iranian preschool children (N = 148) in the range of 4–6 years were selected from daycare centres using a multi-stage cluster sampling. The BarOn Emotional Quotient Inventory and Bruininks-Oseretsky Test of Motor Proficiency 2 Short-Form were used to assess EI and child motor development. Results indicated a significant relationship between family income, mother’s education, mother’s EI, and child motor development. Structural equation modelling (SEM) revealed a reliable goodness of fit for the relation between EI and motor development. Also, there was statistically significant association between EI and motor development with an effect size of 45%, thus suggesting that the mother’s EI could predict motor development. Whereas all EI dimensions had some positive influence on the child’s motor development, interpersonal skills highlighted the overall impact. Among the four scales of motor proficiency, the highest effect of EI was with fine-motor skills (55%). Overall, and arguably the most profound finding was that higher EI scores were significantly associated with higher child motor skill scores. In conclusion, these findings support the notion that a mother’s EI could have a significant impact on a child’s motor development.

Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment

ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.

The Effect of Treadmill Exercises and Computer Games on Motor Skills of Educable Girls with Intellectuall Disability: A Randomized Clinical Trial Study

Introduction : The purpose of this study was to investigate the effect of treadmill training and computer games on motor skills of educable girls with intellectuall disability. Materials and Methods : This study was a randomized clinical trial. Among the aducable children registered in intellectuall disability society of Alborz Province, Iran, 24 educable girls were selected from Kahrizak Rehabilitation Center, and randomly assigned into 3 groups of computer games, treadmill exercises, and control. At first, basic motor skills were measured, and then training sessions were conducted for 8 weeks, 3 sessions per week for experimental groups. The untreated control group did not receive any training during this time, and went through the usual routine of the center program. After the training sessions, motor skills were re-measured. Data were analyzed using analysis of covariance method. Results : The motor skill scores in treadmill group were significantly higher than of the computer game (P = 0.012) and untreated control group (P = 0.001). In other words, treadmill training significantly improved motor skill scores (P < 0.05), while computer game had no significant effect over the untreated control group (P = 0.066). Conclusion : The results showed the significant effect of treadmill training on motor skills of educable mentally retarded children. Based on the results, it is suggested that treadmill exercises can be offered in the education and treatment centers for the children with intellectuall disability.

Endoscopic part-task training box scores correlate with endoscopic outcomes

Competency in endoscopy has traditionally been based on number of procedures performed. With movement towards milestone-based accreditation, new standards of establishing competency are required. The Thompson Endoscopic Skills Trainer (TEST) is a training device previously shown to differentiate between novice and expert endoscopists. This study aims to correlate TEST scores to other markers of performance in endoscopy. Trainees of a gastroenterology fellowship program were guided through the TEST. Their scores and sub-scores were correlated to their endoscopic metrics of performance, including adenoma detection rate, cecal intubation rate, cecal intubation time, withdrawal time, fentanyl usage, midazolam usage, pain score, overall procedure time, and performance on the ASGE Assessment of Competency in Endoscopy Tool (ACE Tool). The Overall Score positively correlated with the ACE Tool Total Score (r = 0.707, p = 0.010) and sub-scores (Cognitive Skills Score: r = 0.624, p = 0.030; Motor Skills Score: r = 0.756, p = 0.004), and negatively correlated with cecal intubation time (r = -0.591, p = 0.043). The Gross Motor Score positively correlated with cecal intubation rate (r = 0.593, p = 0.042), ACE Tool Total Score (r = 0.594, p = 0.042) and Motor Skills Score (r = 0.623, p = 0.031), and negatively correlated with cecal intubation time (r = -0.695, p = 0.012). The Fine Motor Score positively correlated with the ACE Tool Polypectomy Score (r = 0.601, p = 0.039), and negatively correlated with procedure time (r = -0.640, p = 0.025), cecal intubation time (r = -0.645, p = 0.024), and withdrawal time (r = -0.629, p = 0.028). This study demonstrates that performance on the TEST correlate to endoscopic measures. Given these results, the TEST may be used in conjunction with existing assessment tools for demonstrating competency in endoscopy.

Improvement of the functional recovery of the upper limb in hemiplegic patients by the use of the technique of induced stress therapy

Objectives: To investigate the effects of the induced stress therapy technique in functional recovery of the upper limb in hemiplegic patients. Methods: We conducted a longitudinal study that consisted in following the evolution of the functional recovery of the upper limbs of 60 hemiplegic subjects of the center for physical disabilities of Kinshasa subjected to a program of induced stress therapy for a period of six months from April 2018 to October 2018. The Fugl Meyer scale and Action Research Arm test allowed us to see the effects of this treatment. The parametric t test of student allowed us to compare the averages before and after the treatment.Results: After 6 months of the study, the results of our cases showed a very significant difference between the mean values of global motor skills scores at Action Research Arm between the beginning (51 ± 21%) and the end of treatment (64 ± 20%; p &amp;lt; 0.05). The difference in mean values at the Fugl Meyer scale was also very significant, both at overall scores and under-scores (p &amp;lt; 0.05). There is a very significant difference between older and younger patients compared to the mean values of their overall scores on the motor and independence scales (p &amp;lt; 0.05).Conclusions: We found that induced stress therapy significantly improved the level of functional recovery and autonomy at the Action Research Arm and Fugl Meyer scales. In addition, this improvement was a little slower in the hand than in the other segments of the upper limb.

Neurodevelopmental outcomes at 3 years for infants with congenital heart disease and very-low birthweight.

Both congenital heart disease (CHD) and very-low birthweight (VLBW) infants are at a very high risk of neurodevelopmental delay. We investigated neurological development at 3years in pediatric patients with CHD after surgical intervention, those of VLBW, and healthy controls. We enrolled pediatric patients with CHD (n=67), VLBW (n=67), and healthy controls (n=81). Infants with CHD were grouped into those with single ventricle and two ventricles, and infants with VLBW were grouped into those with birthweights of <1000 and 1000-1499g. Neurodevelopmental outcomes at 3years were evaluated using the Bayley Scales of Infant and Toddler Development, Third Edition. Compared with healthy controls, a significant deficit in the language, cognition, and motor skills scores were observed in infants with CHD and VLBW. Infants with a single ventricle exhibited significantly low scores in language and gross motor skills. No statistically significant difference was observed between the birthweight groups of <1000 and 1000-1499g. Neurodevelopmental outcomes for infants with both CHD and VLBW showed impairment. Notably, neurodevelopmental delays in infants with a single ventricle were remarkable. Thus, because infants with both CHD and VLBW are at high risk of neurodevelopmental disorders, periodic developmental screenings and support are warranted for these children.

Physical activity and motor skill outcomes of a 10-week intervention for children with intellectual and developmental disabilities ages 4–13: A pilot study

BackgroundChildren with intellectual and developmental disabilities (IDD) often experience increased barriers to engaging in physical activity (PA) which can stem from lack of gross motor function (GMF) development. Intervening on GMF at an early age can create better opportunities for children with IDD to engage in regular PA. In turn, increased PA can improve health outcomes and increase social skills. ObjectiveThe primary objective of this pilot study was to explore the effectiveness of a community-based GMF-focused PA intervention for improving overall motor skills and PA for children with IDD. MethodsAll study participants (n = 24) engaged in 10 weeks of programming for 1 h each week. A convenience sample was utilized. ResultsResults indicated no statistically significant changes pre to post for motor skill scores. However, a visual analysis of mean changes showed a consistent pattern of increased scores from pre to post on most skills. Additionally, we found that a change in participant locomotor skills significantly predicted change in Moderate to Vigorous Physical Activity (MVPA), F (1,11) = 5.16, Adj R2 = .26, p = .04. ConclusionsThese results suggest individualized attention on GMF may help to increase motor skills for children with IDD. This study adds to the small but growing amount of research examining the efficacy of community based adapted PA interventions. Further, study results should support continued exploration of effective approaches to address the motor delays experienced by children with IDD.

Development of children born from freeze-only versus fresh embryo transfer: follow-up of a randomized controlled trial

To compare the longer-term development outcomes in children born after freeze-only versus fresh embryo transfer (ET) in women with an ovulatory cycle. Long-term follow-up study (NCT04099784) of babies born alive after the first ET in a randomized controlled trial (RCT) comparing ongoing pregnancy and live birth rates after use of a freeze-only versus fresh ET strategy (NCT02471573). Private clinic. Of 391 couples randomized to each treatment group in the RCT, 132 (97 singleton/35 twins) and 123 (95 singleton/28 twins) in the freeze-only and fresh ET groups had live birth; 113 parents (86%) from the freeze-only group (147 babies) and 99 (80%) from the fresh ET group (120 babies) returned questionnaires for this follow-up study. Use of a freeze-only or fresh ET strategy after controlled ovarian hyperstimulation with a follicle-stimulating hormone/gonadotropin-releasing antagonist protocol. Developmental status at ≥2 years after birth, determined using the Developmental Red Flags and Ages & Stages Third Edition (ASQ-3) Questionnaires. Mean age of children at the end of follow-up was 37 months. Height (95.0 ± 6.1 vs. 95.7 ± 5.6 cm) and weight (14.9 ± 2.6 vs. 14.8 ± 2.6 kg) were similar in the freeze-only and fresh ET groups (results were similar when singletons and twins were analyzed separately). Overall, ASQ-3 scores for problem solving were significantly better in the freeze-only versus fresh ET group (overall: 53.6 ± 8.4 vs. 51.1 ± 10.2), with no significant between-group difference when singletons (52.3 ± 10.1 vs. 51.0 ± 9.9) and twins (55.0 ± 5.5 vs. 51.4 ± 11.1) were analyzed separately. Fine motor skills scores were numerically higher (with P values approaching statistical significance) in the freeze-only versus fresh ET group in the overall analysis (47.8 ± 11.6 vs. 44.9 ± 12.6) and twins (49.85 ± 8.72 vs. 43.93 ± 12.71), but not singletons (46.0 ± 13.4 vs. 45.4 ± 12.6). The overall proportion of children with abnormal ASQ-3 (6.8% vs. 8.3%) or abnormal Red Flags (5.4% vs. 6.7%) findings in the freeze-only and fresh ET groups was low and did not differ significantly between groups. These data provide physicians with additional information on which to base decisions about the relative merits of different approaches to infertility treatment. There do not appear to be any grounds for concern about worse outcomes after use of a freeze-only strategy. However, additional studies comparing childhood development after a freeze-only strategy, fresh ET, and natural cycles are needed before firm conclusions can be drawn.

Effectiveness of the Healthy Start-D\xe9part Sant\xe9 approach on physical activity, healthy eating and fundamental movement skills of preschoolers attending childcare centres: a randomized controlled trial

BackgroundSince young children spend approximately 30 h per week in early childcare centres (ECC), this setting is ideal to foster healthy behaviours. This study aimed to assess the effectiveness of the Healthy Start-Départ Santé (HSDS) randomized controlled trial in increasing physical activity (PA) levels and improving healthy eating and fundamental movement skills in preschoolers attending ECC.MethodsSixty-one ECC were randomly selected and allocated to either the usual practice (n = 30; n = 433 children) or intervention group (n = 31; n = 464 children). The HSDS intervention group was provided a 3-h on-site training for childcare educators which aimed to increase their knowledge and self-efficacy in promoting healthy eating, PA and development of fundamental movement skills in preschoolers. PA was measured during childcare hours for five consecutive days using the Actical accelerometer. Preschoolers’ fundamental movement skills were assessed using the standard TGMD-II protocol and POMP scores. Food intake was evaluated using digital photography-assisted weighted plate waste at lunch, over two consecutive days. All data were collected prior to the HSDS intervention and again 9 months later. Mixed-effect models were used to analyse the effectiveness of the HSDS intervention on all outcome measures.ResultsTotal number of children who provided valid data at baseline and endpoint for PA, food intake and fundamental movement skills were 259, 670 and 492, respectively. Children in the HSDS intervention group had, on average, a 3.33 greater point increase in their locomotor motor skills scores than children in the control group (β = 3.33, p = 0.009). No significant differences in effects were observed for object control, PA and food intake. However, results demonstrated a marginal increase in portions of fruits and vegetables served in the intervention group compared to control group (β = 0.06, p = 0.05).ConclusionOf the 12 outcome variables investigated in this study, 10 were not different between the study groups and two of them (locomotor skills and vegetables and fruits servings) showed a significant improvement. This suggests that HSDS is an effective intervention for the promotion of some healthy behaviours among preschoolers attending ECC.Trial registrationClinical Trials NCT02375490. Registered on February 24, 2015; 77 retrospectively registered.

Self- and Parent-Rated Quality of Life in School Aged Children with ADHD: The Impact of Common Comorbid Psychiatric Disorders and Motor Proficiency

Objective: The aim of the study was to investigate the relationship between the clinical key factors, that is, ADHD symptom severity, comorbidity and motor skill level, and the quality of life perceived by the child and parent. Method: A total of 81 boys, 6-10 years were evaluated. Five groups of children were compared: ADHD only (n=18); ADHD and specific learning disorder (n=17); ADHD and oppositional defiant disorder (n=16); ADHD and anxiety disorder (n=15); typical developing (n=15). The Conners’ Parent Scale- Revised Short Form and Pediatric Quality of Life Inventory Parent and Child Forms were filled out. Motor skills were evaluated using the 2nd version of the Bruininsky-Oseretsky Motor Proficiency Test. Progressive regression analysis was used to determine the extent to which the quality of life of children was predicted by the comorbid status, ADHD symptoms and severity, and motor skill scores. Results: ADHD diagnosis affects the quality of life according to both child and parent reports whether comorbid psychiatric disorder accompanies it or not. Although the comorbidity of opposition defiant disorder affects the quality of life more according to child reports, it shows that having ADHD diagnosis alone is enough to affect the quality of life of children according to parent reports. Additionally, the presence of comorbidity accompanying ADHD diagnosis, increases in ADHD symptom severity and motor skill deficiencies are important predictors of quality of life according to both child and parent reports. Conclusion: Considering different aspects of ADHD; a chronic neurodevelopmental disorder with symptoms persisting into adulthood, on the perceptions of both children and families about quality of life will contribute to improving the children’s well-being.

A four-week fundamental motor skill intervention improves motor skills in eight to 10-year-old Irish primary school children

Aim: To determine if a four-week fundamental motor skills intervention improves fundamental motor skills in Irish school children. Methods: 100 Primary School boys (n = 58) and girls (n = 42) participated in this study (Age 9 ± 1 years, equally divided into a control and intervention group. Proficiency was assessed qualitatively using the Fundamental Motor Skills Quotient (FMSQ) pre and post intervention, and between gender. Results: There was no change in the control group over time (p = 0.54; Mean change = 0.06 [−0.14 to 0.26]; Cohen’s d = 0.01 [Trivial]). In the intervention group, both the male (p ≤ 0.001; Mean diff = 0.893 [7.79 to 10.08]; Cohen’s d = 2.24 [V. Large]), and female group (p ≤ 0.001; Mean diff = 11.85 [10.45 to 13.25]; Cohen’s d = 3.54 [V. Large]) significantly improved fundamental motor skills scores. A four-week intervention is effective at improving FMSQ.

Is visuomotor training an effective intervention for children with autism spectrum disorders?

PurposeInvestigation of autism spectrum disorder (ASD) is somewhat dependent on addressing main core features of ASD. But it is not clear which kind of investigation can effect on more difficulties features. So, this study examines the effect of the visuomotor, motor, and computer-based training programs on social behavior, motor skills, and repetitive behaviors of children with ASD.Patients and methodsSixty children with ASD aged 6–12 years were recruited and assigned to one of the three experimental groups and the control group (each group n=15). Training was provided in 30 sessions, scheduled 3 times a week. Social behavior and repetitive behaviors were determined objectively using the observation method, and motor skills were evaluated by the Test of Gross Motor Development-2.ResultsOur results suggested that children in the visuomotor group showed a significant reduction in the repetitive behaviors and an increase in gross motor skill scores in the post-test and follow-up. Also, the results exhibited that motor training group significantly improved in social behavior either in the post-test or follow-up. Although the post-test illustrated a considerable improvement of gross motor skills, this difference was not significant in follow-up. Similarly, no significant change was observed in visual training and control groups in relation to study variables.ConclusionGiven the improvement of repetitive behaviors and gross motor skills in post-test and follow-up, it seems that this investigation had a positive effect with a good retention effect on two core features of children with ASD. But according to group-based training protocol in motor training group and improvement in social communication, and mutual effect on gross motor skills, it seems that group-based practice can also be used to achieve the benefits of social communication in the investigations.

Developmental trajectories of motor skills during the preschool period.

Children with developmental coordination disorder also manifest difficulties in non-motor domains (attentional, emotional, behavioral and socialization skills). Longitudinal studies can help disentangle the complex relationships between the development of motor skills and other cognitive domains. This study aims to examine the contribution of early cognitive factors to changes in motor skills during the preschool period. Children (N = 1144) from the EDEN mother-child cohort were assessed for motor skills with the Copy Design task (NEPSY battery) and the parent-rated Ages and Stages Questionnaire (fine and gross motor skills scores) at ages 3 and 5-6years. At 3years, language skills were evaluated using tests from the NEPSY and ELOLA batteries. Emotional problems, conduct problems, inattention and hyperactivity symptoms, peer relationships and pro-social behavior were assessed with the Strengths and Difficulties Questionnaire (SDQ) also at 3years. Linear and logistic regression models were performed to examine whether positive and negative changes in motor skills between 3 and 5-6years are associated with specific cognitive skills at 3years, while adjusting for a broad range of pre- and postnatal environmental factors. In the linear regression model, the SDQ Inattention symptoms score at 3years was associated with negative changes in motor skills (standardized β = - 0.09, SD = 0.03, p value = 0.007) and language skills at 3years were associated with positive changes in motor skills (standardized β = 0.05, SD = 0.02, p value = 0.041) during the preschool period. In logistic regression models, the SDQ Inattention symptoms score at 3years was associated with a higher likelihood of a declining trajectory of motor skills (OR [95% CI] = 1.37 [1.02-1.84]). A higher language skills score at 3years was associated with an increased likelihood of a resilient trajectory (1.67 [1.17-2.39]). This study provides a better understanding of the natural history of developmental coordination delays by identifying cognitive factors that predict changes in motor skills between the ages of 3 and 5-6years.

Using Functional Performance Measures to Assess Clinical Response in Patients with Sclerotic Chronic Graft Versus Host Disease: An Exploratory Study

Introduction In allogeneic hematopoietic stem cell transplant survivors, sclerotic chronic graft-versus-host disease (ScGVHD) is associated with poor quality of life (QOL) and range of motion restrictions. The latter can limit patients' ability to perform important activities of daily living (ADLs). The NIH Consensus Development Project established a standard set of measures to monitor chronic GVHD (cGVHD) progression. This includes indicators of patient-reported QOL and symptom burden, which is defined as the subjective severity and impact of physiological symptoms. Adding measures of functional performance may allow clinicians to more fully characterize the impact of ScGVHD on daily life. Objective To determine whether change in functional capacity and QOL relate to changes in symptom burden and clinician-rated cGVHD severity. Methods Between December 2008 and February 2011, patients with ScGVHD enrolled in a single-arm prospective clinical trial assessing the efficacy of imatinib mesylate. At baseline and 6 months, patients completed measures of functioning [Disabilities of the Arm, Shoulder, and Hand (DASH); Human Activity Profile (HAP); Manual Ability Measure (MAM-36)] and QOL [Short Form 36 version 2 (SF 36); Lee Symptom Scale (Lee)]. Clinicians rated patients' ADL ability [Assessment of Motor and Process Skills version 7 (AMPS)] and cGVHD symptom severity [Provider Global Score (PGS)]. Spearman's rank correlation tests evaluated the association among measures. The alpha level was set to 0.01. Results Twenty patients with ScGVHD enrolled in the trial; 13 patients were assessable for primary endpoint analysis. At study entry, patients were a median of 53 years old, a median of 53 months post-transplant, and had a median of 5 cGVHD-affected organs. Change in PGS was not correlated with change of any measures. Reduced symptom burden (Lee) correlated with improved SF 36 physical component scores (r = -0.72, p = 0.008), AMPS ADL motor skill scores (r = -0.84, p Conclusion Our results suggest the value of supplementing the Lee scale and the SF 36 with functional measures to assess clinical response to ScGVHD treatment. The association between changes in symptom burden and changes in ADL ability (AMPS and DASH scores) indicate the potential utility of these measures in this clinical population. Such scales may allow for a better understanding of patients' functional limitations, thereby promoting individualized clinical care and rehabilitative efforts. Clinician-reported cGVHD severity may not have been related to functional changes due to insufficient sensitivity of the measure or the small size of this sample. Our findings highlight the potential relevance of the AMPS and DASH in patients with cGVHD, though further exploration in larger and more diverse samples is necessary.

Epilepsy and interictal epileptiform activity in patients with autism spectrum disorders

PurposeThe purpose of this study was to determine the prevalence of epilepsy and subclinical epileptiform abnormalities in children with autism spectrum disorder (ASD), and to investigate its effects on core autistic symptoms and adaptive behavior skills. MethodsPatients with diagnosis of ASD who met full criteria on Autism Diagnostic Interview-Revised (ADI-R) were included in the study. Adaptive behavior skills were assessed by Vineland Adaptive Behavior Scale-II (VABS-II). Clinical assessment for epilepsy and video electroencephalography (EEG) (v-EEG) examinations during wakefulness and/or sleep were prospectively performed in all patients. ResultsA total of 112 patients with diagnosis of ASD of mean age 6.58 ± 3.72 were included in the study. Based on clinical and v-EEG assessments, three groups of patients were defined: 1) patients with epilepsy (n = 17; 15.2%); 2) patients with epileptiform discharges in absence of clinical seizures (n = 14; 12.5%); 3) patients without epilepsy and without epileptiform discharges (n = 81; 72.3%). There were no significant differences between three groups of patients on ADI-R subscores. Speech development was also not significantly related to epilepsy. There was a slight tendency of the VABS-II motor skills score to be higher in the group of patients with autism without clinical diagnosis of epilepsy and without subclinical epileptiform discharges (p < 0.05) in comparison with the two other groups. According to this tendency, we might claim that patients with higher scores on motor skills could have 0.88 times lower odds for having epileptiform EEG activity. ConclusionsAccording to our results, we were not able to detect differences in the ADI-R between the three populations with ASD, all with unknown etiology. Epilepsy, as well as subclinical epileptic discharges, showed small effects on Motor Skills in patients with autism, and had no effect on adaptive behavior Communication/Socialization/Daily Living Skills.

Economic Evaluation of Low-Vision Rehabilitation for Veterans With Macular Diseases in the US Department of Veterans Affairs

Examining costs and consequences of different low-vision (LV) programs provides important information about resources needed to expand treatment options efficiently. To examine the costs and consequences of LV rehabilitation or basic LV services. The US Department of Veterans Affairs (VA) Low Vision Intervention Trial (LOVIT) II was conducted from September 27, 2010, to July 31, 2014, at 9 VA facilities and included 323 veterans with macular diseases and a best-corrected distance visual acuity of 20/50 to 20/200. Veterans were randomized to receive basic LV services that provided LV devices without therapy, or LV rehabilitation that added a therapist to LV services who provided instruction and homework on using LV devices, eccentric viewing, and environmental modification. We compared costs and consequences between these groups. Low-vision devices without therapy and LV devices with therapy. Costs of providing basic LV services or LV rehabilitation were assessed. We measured consequences as changes in functional visual ability from baseline to follow-up 4 months after randomization using the VA Low Vision Visual Functioning Questionnaire. Visual ability was measured in dimensionless log odds units (logits). Of 323 randomized patients, the mean (SD) age was 80 (10.5) years, 314 (97.2%) were men, and 292 (90.4%) were white. One hundred sixty (49.5%) received basic LV services and 163 (50.1%) received LV rehabilitation. The mean (SD) total direct health care costs per patient were similar between patients who were randomized to receive basic LV services ($1662 [$671]) or LV rehabilitation ($1788 [$864]) (basic LV services, $126 lower; 95% CI, $299 lower to $35 higher; P = .15). However, basic LV services required less time and had lower transportation costs. Patients receiving LV rehabilitation had greater improvements in overall visual ability, reading ability, visual information processing, and visual motor skill scores.

Joint Relationship Between Physical Activity, Weight Status, and Motor Skills in Children Aged 3 to 10 Years.

While the relationships between physical activity (PA), obesity, and motor skills have been independently examined by previous research, this study explored both independent and combined relationships between children's PA, weight status, and motor skills within a multiple regression analysis. We measured height and weight and calculated body mass index (BMI) z scores for 96 children (3-10 years of age). We measured motor skills using the Movement Assessment Battery for Children-2nd edition (MABC-2), and we measured PA levels through accelerometry. Children with more time in moderate and moderate-to-vigorous PA had higher Total motor skill scores on the MABC-2. Further, children with higher moderate PA levels had higher Balance scores and those with moderate-to-vigorous PA demonstrated higher Aiming and Catching scores. Among children with healthier BMIs, more time spent in PA, regardless of intensity, was related to higher Aiming and Catching scores. Among children with BMI scores suggestive of overweight/obesity, both moderate and moderate-to-vigorous PA were positively related to Balance scores. In conclusion, while BMI z scores were not directly related to motor skills, PA levels were positively related to motor skills, and weight status mediated the relationship between PA and specific components of motor skills.

Gross Motor Skills and School Day Physical Activity: Mediating Effect of Perceived Competence

The purpose of this study was to examine the relationship between gross motor skills and school day steps per minute, testing various motivational constructs as potential mediators. A convenience sample of 66 sixth-grade children (mean age = 11.6 ± 0.5 years; 30 boys, 36 girls) were recruited from one public “Zoom” school. Gross motor skills were assessed using the Test for Gross Motor Development-3rd Edition. Motivational constructs were assessed using a series of validated questionnaires. Children wore a pedometer for one school week. A bootstrap mediation analysis was employed using gross motor skills scores as the predictor variable and steps per minute as the outcome variable; the motivational constructs consisted of perceived competence, enjoyment, and self-efficacy as potential mediators. The results from a bootstrap mediation analysis yielded a statistically significant average causal mediation effect (ACME) using perceived competence as the mediator (ACME = 0.022, 95% CI [0.001, 0.054], p = .018). Perceived competence mediated 30.8% of the total effect between gross motor skill scores and steps per minute, with the entire model explaining approximately 13.6% of the variance. The relationship between gross motor skills and school day physical activity may be mediated through perceived competence in sixth-grade children.