Movement Assessment Battery For Children Research Articles

Effect of osteopathic manipulation using SSDV protocol on improving motor coordination and hand eye coordination in children with developmental coordination disorder: a protocol for randomized controlled trial

Developmental Coordination Disorder (DCD) significantly impacts motor coordination and hand-eye coordination in children, affecting their daily activities and academic performance. This study aims to investigate the efficacy of Physical Rehabilitation utilizing the Sensory Stimulation and Developmental Vestibular (SSDV) protocol in improving motor coordination and hand-eye coordination in children diagnosed with DCD. Children diagnosed with DCD will be recruited and randomly allocated to either the intervention group receiving Physical Rehabilitation using the SSDV protocol or the control group receiving standard care. The intervention will involve a structured program incorporating sensory stimulation and developmental vestibular activities tailored to the individual needs of participants. Motor coordination and hand-eye coordination will be assessed using standardized measures such as the Movement Assessment Battery for Children (MABC) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). Assessments will be conducted at baseline, post-intervention, and follow-up time points. This randomized controlled trial seeks to evaluate the effectiveness of Physical Rehabilitation using the SSDV protocol in enhancing motor coordination and hand-eye coordination in children with DCD. By employing standardized measures, this study aims to provide objective insights into the impact of the intervention. Findings from this trial may contribute to the development of evidence-based interventions for children with DCD, potentially improving their motor skills and overall functioning in daily life and academic settings. Registration: CTRI/2024/03/064467

DOES MOTOR PROFICIENCY INFLUENCE SLEEP, PHYSICAL ACTIVITY AND MENTAL WELLBEING IN AUSTRALIAN CHILDREN?

INTRODUCTION Motor impairments such as poor timing, balance, sequencing, and dexterity often impact on the child’s quality of life, both physically and emotionally. Sleep and physical activity are modifiable behaviours that have a bi-directional association with mental health outcomes. However, there is very limited research on sleep in children with motor difficulties. The aim of this study is to examine if level of motor proficiency influences physical activity, sleep behaviour, and mental well-being. METHODS Children aged between 6 and 12 years attended one ∼90-minute testing session where they completed the Movement Assessment Battery for Children (MABC; 2nd edition), the Test of Gross Motor Development (TGMD; 3rd edition), and a brief physical activity assessment. Questionnaire were completed by the children and parents (Adolescents Motor Competence Questionnaire (AMCQ), Short Moods and Feelings, Kids Screen, Strength and Difficulties Questionnaire, Children’s Sleep Habits Questionnaire (CSHQ). RESULTS Currently, 15 children (9 males, mean age 9.2 ± 1.97 yrs) have completed the study. Preliminary results show a mean TGMD index of 104.93 ±1.97, suggesting motor skills performed to an average level. The MABC percentile rank was 56.93 ±27.05, one participant below 5th percentile (motor impairment). AMCQ mean 87.00±8.9, however four participants had perceived low motor competence. Interestingly mean sleep score suggests high sleep disturbance among the sample (CSHQ mean 42.33 ± 9.73) with 9 out of 15 participants identifying with a paediatric sleep disorder (three low motor competence and six high motor competence has a paediatric sleep disorder). CONCLUSION Results indicate some interesting findings with both high and low motor competence children demonstrating a sleep disorder. Further analysis looking at actigraph sleep data, sleep diary and physical activity collected over 7 days will be presented during the conference.

Modification of the relative age effect on 4-6-year-old schoolchildren’s motor competence after an intervention with balance bike

The aims of this study were to explore: 1) the relative age effect (RAE) on aiming and catching (A&C), balance (Bal) and manual dexterity (MD) skills in 4-6-year-old schoolchildren; 2) the effect of the balance bikes program intervention; 3) the effect of this program based on gender. The Movement Assessment Battery for Children-2 (MABC-2) was administered to 50 schoolchildren [26 boys (52%) and 24 girls (48%)], aged between 4 and 5 years (M = 4.46 ; SD = 0.503), from an educational centre in Galicia (Spain), at the beginning and at the end of the intervention program. The results showed that there were statistically significant differences before the application of the intervention program with respect to the quarter of birth in MD (p = .013); A&C (p = .02) and TTS (p < .001) but not in Bal (p = .137). After the intervention, it is observed that the previous differences disappear [MD (p = .755); A&C (p = .806); TTS (p = .507)], in addition, all scores are better than before the application of the intervention program. Regarding gender, no statistically significant effect is observed either before or after applying the intervention program on the variables studied. The results obtained suggest that the application of an intervention using balance bikes could positively influence the improvement of MC in preschool children (boys and girls) and reduce the differences produced by the RAE.

Spatial Accuracy and Variability in Dart Throwing in Children with Developmental Coordination Disorder and the Relationship with Ball Skill Items.

The present study aimed to examine precision and variability in dart throwing performance and the relationships between these outcomes and bouncing, throwing and catching tasks in children with and without DCD. Children between the ages of 8 and 10 years (n = 165) were classified according to results obtained on the Movement Assessment Battery for Children (MABC-2) and divided into three groups: 65 children with severe DCD (s-DCD), 45 with moderate DCD (m-DCD) and 55 typically developing children (TD). All children performed the dart throwing test and the ball skill items of the Performance and Fitness Test (PERF-FIT). The accuracy and variability of dart throwing tasks were significantly different between TD and s-DCD (p < 0.01), and also between m-DCD and s-DCD (p < 0.01). Participants with s-DCD were also found to perform significantly worse on all PERF-FIT ball skill items than m-DCD (p < 0.001), and m-DCD were significantly poorer than TD (p < 0.001). The dart score and coefficient of variation of the long-distance task appear to be significant predictors for the ball skills and explain between 24 to 29% of their variance. In conclusion, poor results in aiming tasks using darts in children with DCD corroborate with the explanation of deficits in predictive control since the tasks require ballistic movements.

A comparative study on fundamental movement skills among children with autism spectrum disorder and typically developing children aged 7-10.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition with unique differences in social interaction, communication, and a spectrum of behavioral characteristics. In the past, motor disturbance in individuals with ASD has not been considered a significant core deficit due to the predominant focus on sociability and communication issues. However, recent studies indicate that motor deficits are indeed associated with the fundamental symptoms of ASD. As there is limited research on the motor behavior of children with ASD, particularly in China, the objective of this study is to investigate the development of fundamental movement skills (FMS) in children with ASD and compare them to typically developing children. The study recruited 108 children with ASD (87 boys, 21 girls) aged 7-10 years from two special education rehabilitation centers in Wuhan, China. For comparison, a control group of 108 typically developing children, matched by age and gender, was randomly selected from three local primary schools. FMS were assessed using the Movement Assessment Battery for Children - Second Edition (MABC-2), which evaluates manual dexterity, aiming and catching, as well as static and dynamic balance. Group differences on MABC-2 percentile scores were analyzed using descriptive statistics and Mann-Whitney U test. Effect sizes were also calculated for practical significance. Findings from the study showed that a significant majority, around 80%, of children with ASD either displayed motor challenges or were at risk of developing such delays. When comparing to their typically developing peers, children with ASD scored notably lower in areas of manual dexterity, ball skills, and both static and dynamic balance (with all these findings being statistically significant at p < 0.001). Interestingly, gender did not show a significant influence on these results (p > 0.05). In addition to addressing the other skill development areas outlined in the diagnostic manual for ASD, clinicians diagnosing and treating children with ASD should also assess the presence of motor skill development. For individuals with ASD who have co-existing motor difficulties, it is essential to offer evidence-based interventions tailored to their specific needs.

Is It Possible to Improve Motor Competence through a Structured Balance Bike Program in Preschool Children Aged 3 to 6 Years?

This study aimed (1) to investigate the effect of a brief 9-week bike program on preschool motor competence levels and (2) to know the effects of the intervention program on gender. A total of 98 schoolchildren (3.86 ± 0.91 years) from La Coruña (Spain) participated. A pre-post-test quasi-experimental design was used with a control group (CG) made up of 39 students (18 boys) and an experimental group (EG) made up of 59 students (29 boys). Data were gathered using the Movement Assessment Battery for Children-2 (MABC-2). The data demonstrate that the CG and the EG differ significantly from one another before the intervention program in favour of CG in manual dexterity (MD; p < 0.001), balance (Bal; p = 0.003), total test score (TTS; p = 0.001), and total percentile score (TPS; p < 0.001), except in aiming and catching (A&C, p = 0.588). After the application of the 9-week intervention program based on the balance bike, these differences disappear (i.e., MD (p = 0.166), A&C (p = 0.372), Bal (p = 0.219), TTS (p = 0.306), and in TPS (p = 0.259)). The information gathered indicates that implementing intervention programs such as the one applied in this study could have a positive impact on improving motor competence in preschool-aged boys and girls, increasing its level.

Exploring the presence and impact of sensory differences in children with Developmental Coordination Disorder

BackgroundChildren with Developmental Coordination Disorder (DCD) can experience sensory differences. There has been limited exploration of these differences and their impact on children with DCD. Aimsi) To explore the presence and impact of sensory differences in children with DCD compared to children without DCD; ii) To examine whether sensory differences are related to motor ability, attention deficit hyperactivity disorder (ADHD), or autistic traits. MethodParents of children (8–12 years) with (n = 23) and without (n = 33) DCD used standardised questionnaires to report on their children’s sensory differences, autistic traits, and ADHD traits. Motor abilities were assessed through the Movement Assessment Battery for Children-2. Data were explored both categorically (between-groups) and dimensionally. ResultsChildren with DCD had significantly higher levels of sensory differences than children without DCD. Sensory differences also had a significantly greater impact on daily activities for children with DCD. Higher levels of ADHD and autistic traits, but not motor ability, were significant independent predictors of higher levels of sensory difference. ConclusionChildren with DCD experience high levels of sensory differences, which impact on their daily lives. These sensory differences may be a marker for additional neurodivergence in children with DCD. Practitioners should consider the sensory needs of children with DCD. What this paper addsThis paper provides insight into the sensory features of children with DCD and the impact that sensory differences can have on daily living. Using parent-report, we found that children with DCD had increased sensory differences relative to children without DCD. These included increased hyperresponsiveness, increased hyporesponsiveness, and increased sensory interests, repetitions, and seeking behaviours (SIRS). We also found that sensory differences had a greater impact on daily living for children with DCD compared to children without DCD. Across the whole sample, autistic traits predicted hyperresponsivity and hyporesponsivity patterns; whereas traits of hyperactivity and impulsivity predicted SIRS. Motor abilities did not uniquely predict sensory differences, suggesting that other traits of neurodivergence may contribute to the sensory differences in DCD. Taken together, these findings highlight the necessity of considering sensory needs when supporting children with DCD. They also suggest that if sensory differences are identified in children with DCD, it may be due to the presence of co-occurring neurodivergent traits or conditions.

Associations between physical activity and development in preschool-aged children born

ObjectiveTo investigate the effect of physical activity (PA) on development (motor, cognitive, social-emotional) in children 4–5 years old born <30 weeks’ gestation, and to describe subgroups of children at risk...

Kinematic Assessment of Fine Motor Skills in Children: Comparison of a Kinematic Approach and a Standardized Test.

Deficits in fine motor skills have been reported in some children with neurodevelopmental disorders such as amblyopia or strabismus. Therefore, monitoring the development of motor skills and any potential improvement due to therapy is an important clinical goal. The aim of this study was to test the feasibility of performing a kinematic assessment within an optometric setting using inexpensive, portable, off-the-shelf equipment. The study also assessed whether kinematic data could enhance the information provided by a routine motor function screening test (the Movement Assessment Battery for Children, MABC). Using the MABC-2, upper limb dexterity was measured in a cohort of 47 typically developing children (7-15 years old), and the Leap motion capture system was used to record hand kinematics while children performed a bead-threading task. Two children with a history of amblyopia were also tested to explore the utility of a kinematic assessment in a clinical population. For the typically developing children, visual acuity and stereoacuity were within the normal range; however, the average standardized MABC-2 scores were lower than published norms. Comparing MABC-2 and kinematic measures in the two children with amblyopia revealed that both assessments provide convergent results and revealed deficits in fine motor control. In conclusion, kinematic assessment can augment standardized tests of fine motor skills in an optometric setting and may be useful for measuring visuomotor function and monitoring treatment outcomes in children with binocular vision anomalies.

Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

Executive functions (EFs) and motor skills are essential for many school and daily tasks. Many school-based occupational therapists need help addressing EFs. The current study aims to provide new insights into the relationship between executive functions and motor development by considering confounding factors. Ninety-six second-grade children were tested in one state-funded (public) school and another state-subsidised private school. Children were assessed with the Movement Assessment Battery for Children-2 (MABC-2), Neuropsychological Assessment of Executive Functions in Children, and Test of Perception of Differences–R. Families completed a sociodemographic questionnaire, and teachers completed a previous questionnaire and subsequently evaluated the information the occupational therapist provided. Mixed results were obtained regarding the correlation between motor and executive skills. Furthermore, children who received worse scores on the MABC-2 had more difficulties on the EFs tests. The Impulsivity Control Index was not correlated with any motor variable. Our results show that sociodemographic variables (except gender) correlate more with EFs than motor skills. The teachers showed a high degree of agreement with the occupational therapist (4.0 ± 0.8), even in children with good academic performance. They expressed the need for additional training and classroom interventions. A joint vision of motor-executive functioning can facilitate the design of effective interventions, especially in schools with more disadvantaged populations.

The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties.

Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties. Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely available tool (FUNMOVES). Four classes (n = 91) were scored by both researchers and teachers to evaluate inter-rater reliability. Researchers assessed 22 children using the Movement Assessment Battery for Children (MABC-2; considered to be the 'gold standard' in Europe for use as part of the diagnostic process for Developmental Coordination Disorder) to assess concurrent and predictive validity. Inter-rater reliability for all individual activities within FUNMOVES ranged from 0.85-0.97 (unweighted Kappa; with 95%CI ranging from 0.77-1). For total score this was lower (κ = 0.76, 95%CI = 0.68-0.84), however when incorporating linear weighting, this improved (κ = 0.94, 95%CI = 0.89-0.99). When evaluating FUNMOVES total score against the MABC-2 total score, the specificity (1, 95%CI = 0.63-1) and positive predictive value (1; 95%CI = 0.68-1) of FUNMOVES were high, whereas sensitivity (0.57, 95%CI = 0.29-0.82) and negative predictive values (0.57, 95%CI = 0.42-0.71) were moderate. Evaluating only MABC-2 subscales which are directly related to fundamental movement skills (Aiming & Catching, and Balance) improved these values to 0.89 (95%CI = 0.52-1) and 0.93 (95%CI = 0.67-0.99) respectively. Teacher-led screening of fundamental movement skills (via FUNMOVES) is an effective method of identifying children with motor difficulties. Such universal screening in schools has the potential to identify movement difficulties and enable earlier intervention than the current norm.

Early developmental intervention programmes provided post hospital discharge to prevent motor and cognitive impairment in preterm infants.

Early developmental intervention programmes provided post hospital discharge to prevent motor and cognitive impairment in preterm infants.

Effect of Yoga Intervention on Problem Behavior and Motor Coordination in Children with Autism.

Children with autism exhibit more pronounced symptoms of both problem behaviors and motor coordination difficulties. Yoga, recognized as an effective intervention modality, can be valuable after assessing its efficacy in addressing problem behaviors and motor coordination challenges, ultimately contributing to symptom alleviation in autism. The randomized controlled trial (RCT) was used to divide 17 children with autism into an intervention group (n = 9) and a control group (n = 8). The intervention group participated in an 8-week yoga intervention training (three sessions/week, 45-50 min/session), and the control group did not participate in yoga training but only in daily program activities. Pre-test, mid-test, post-test, and after delayed test, teachers assessed the effect of yoga intervention on problem behaviors of children with autism through the Aberrant Behavior Checklist (ABC) and the effect of yoga intervention on motor coordination through the Movement Assessment Battery for Children-Second Edition (MABC2). Results show that the yoga intervention is effective in reducing problem behaviors and improving motor coordination in children with autism. Yoga intervention significantly reduces irritability and social withdrawal in children with autism. Yoga intervention had the most significant improvement in ball skills and static and dynamic balance.

Corpus callosum long-term biometry in very preterm children related to cognitive and motor outcomes.

The corpus callosum (CC) is suggested as an indirect biomarker of white matter volume, which is often affected in preterm birth. However, diagnosing mild white matter injury is challenging. We studied 124 children born preterm (mean age: 8.4 ± 1.1 years), using MRI to assess CC measurements and cognitive/motor outcomes based on the Wechsler Intelligence Scale for Children-V (WPPSI-V) and Movement Assessment Battery for Children-2 (MABC-2). Children with normal outcomes exhibited greater height (10.2 ± 2.1 mm vs. 9.4 ± 2.3 mm; p = 0.01) and fractional anisotropy at splenium (895[680-1000] vs 860.5[342-1000]) and total CC length (69.1 ± 4.8 mm vs. 67.3 ± 5.1 mm; p = 0.02) compared to those with adverse outcomes. All measured CC areas were smaller in the adverse outcome group. Models incorporating posterior CC measurements demonstrated the highest specificity (83.3% Sp, AUC: 0.65) for predicting neurological outcomes. CC length and splenium height were the only linear measurements associated with manual dexterity and total MABC-2 score while both the latter and genu were related with Full-Scale Intelligence Quotient. CC biometry in children born very preterm at school-age is associated with outcomes and exhibits a specific subregion alteration pattern. The posterior CC may serve as an important neurodevelopmental biomarker in very preterm infants. The corpus callosum has the potential to serve as a reliable and easily measurable biomarker of white matter integrity in very preterm children. Estimating diffuse white matter injury in preterm infants using conventional MRI sequences is not always conclusive. The biometry of the posterior part of the corpus callosum is associated with cognitive and certain motor outcomes at school age in children born very preterm. Length and splenium measurements seem to serve as reliable biomarkers for assessing neurological outcomes in this population.

Assessment of motor skills in 5-6 year old Italian children using the MABC-2: a preliminary study

The Movement Assessment Battery for Children - Second Edition (MABC-2) is a standardized test used to assess movement skills in children aged between 3-16 years old and to diagnose developmental coordination disorders (DCDs). Monitoring movement skills in children’s is crucial to ensuring their proper physical development, as movement difficulties affect other areas of learning. In particular, it was interesting to investigate the role of gender and age in relation to different movement skills, as their development is influenced by genetic potential, in order which variables can help teachers to predict movement difficulties. The aim of the present study was to quantify the children's movement performance and to analyze the influence of gender, age and the gender x age interaction on movement performance. Methods: The sample consisted of 102 children aged between 5-6 years old from kindergartens. The MABC-2 was used to assess the children's movement performance, which comprised three sub-sections: manual skills, ball skills and balance skills. MANOVA was performed to assess the impact of gender, age and gender x age on performance. Chi Square was used to test differences in movement difficulties among gender. Results: The results showed a significant impact of both gender and age on performance individually, with a significant interaction effect of gender and age on performance. Conclusions: 12 children had several movement difficulties, while only 9 were at risk of DCDs, requiring ecological intervention.

Analysis of the acquisition of motor development and language in children with autism spectrum disorder: systematic review

The relationship between motor development and language skills has important implications for autism spectrum disorder (ASD). The aim of the present study was to analyze the acquisition of motor development and language in children with ASD. Guiding questions: Is the acquisition of language and motor development altered in children with ASD? What instruments are used to measure these aspects? Methods: A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Searches were conducted in the PubMed (National Library of Medicine), Scopus and Web of Science databases using the following search terms: “Autism Spectrum Disorder” AND “Language” OR “Language Development” AND ¨Motor” OR “Motor Skills Disorders” in the period between April and June 2022. Results: A total of 1262 articles were retrieved from the electronic databases. After the discerning selection process, five articles were included in the present systematic review. Conclusion: The findings suggest that children with low motor development have a certain delay in the acquisition of language. The main instruments used for the assessment of these skills are the Mullen Scales of Early Learning, Peabody Developmental Motor Scales-2, Movement Assessment Battery for Children 2, Vineland Adaptive Behavior Scales II and British Picture Vocabulary Scale III.

Relationships between Math Skills, Motor Skills, Physical Activity, and Obesity in Typically Developing Preschool Children.

There is evidence of a relationship between motor and cognitive development. The literature has shown that of all the motor skills, fine motor skills are those that contribute most to mathematical performance in preschool children. As this is a sensitive period in the development of motor skills, low levels of physical activity in this period can compromise their development and contribute to weight gain and obesity. The aim of this study was therefore to analyze the relationship between mathematical and motor skills, physical activity levels, and obesity. The sample consisted of 62 preschool children (32 males) with an average age of 4.63 ± 0.81. The Weschler preschool and primary scale of intelligence-revised arithmetic test was used to assess mathematical skills. The tests to assess fine motor skills were the "Adapted Threading Beads Test" and the "Adapted Visuomotor Integration Test". The movement assessment battery for children-2, band 1, "Aiming & Catching", and "Balance" tests were used to assess gross motor skills. Levels of physical activity were assessed using the "Preschool-age physical activity questionnaire" and obesity using the body mass index. The results indicated that only the fine motor skills of visuomotor integration were included in the multiple linear regression model (F < 0.001; r = 0.464; R2 = 0.215; p < 0.001), with the exclusion of gross motor skills, physical activity levels, and obesity levels. Thus, it was concluded that mathematical skills were only directly and significantly influenced by visuomotor integration. However, visuomotor integration was positively and significantly associated with gross motor skills (r = 0.269; p < 0.05) and not with levels of physical activity and obesity. Thus, gross motor skills could contribute to improving visuomotor integration directly and consequently mathematical skills indirectly. The results of this study suggest that the implementation of structured physical activity programs can contribute to mathematical performance.

Cumulative Prenatal Risk Factors and Developmental Coordination Disorder in Young Children.

To examine the effect of cumulative prenatal risk factors (RFs) on the presence of Developmental Coordination Disorder (DCD) in young children. Participants (N = 589, 338 boys, Mage = 4.5 ± 0.5years) were from a larger cohort study, the Coordination and Activity Tracking in Children (CATCH). Motor coordination was assessed using the Movement Assessment Battery for Children- 2nd Edition. Children were classified as at risk for DCD (DCDr) based on European Academy of Childhood Disability guidelines. RFs were obtained through a parent-completed survey. A multiple logistic regression was conducted to examine the effect of the RFs on DCD. Results showed that the odds of a child having DCDr are significantly higher with a greater total number of prenatal RFs, after adjustment for mother's age at child's birth, child's sex, child's age, marital status and total annual household income (OR = 1.48, p < 0.01). These findings warrant further investigation into the cumulative impact of multiple prenatal RFs and whether specific combinations of RFs might be more strongly linked to DCD than others. These results provide additional insight into possible causes and prevention of DCD.

Motion sense sensitivity of the ankle is abnormal and correlated with motor performance in children with and without a probable developmental coordination disorder

This study systematically examined ankle motion sense sensitivity and its relation to motor functions in children with and without a probable developmental coordination disorder (pDCD). Seventy-two children aged 10–11 years were recruited, including thirty-six children with pDCD and 36 age- and sex-matched typically developing (TD) children. Children placed their dominant foot on a passive ankle motion apparatus that induced plantar flexion of the ankle under nine constant velocities ranging between 0.15 and 1.35°/s. The adjusted movement detection time (ADT) to passive ankle motion was obtained to measure ankle motion sense sensitivity. The results showed that, in comparison to that in the TD group, ankle ADT was significantly increased by 22–59% for the range of velocities in the pDCD group. A correlation analysis showed that mean ADTs were significantly correlated with the manual dexterity (r = −0.33, p = 0.005) and balance (r = −0.24, p = 0.046) scores on the Movement Assessment Battery for Children (MABC-2) in the combined group. Similar correlations were found between the ADTs and the manual dexterity (r = −0.37, p = 0.028) and total motor (r = −0.34, p = 0.047) scores in the TD group. This study documents that ankle motion sense sensitivity to passive foot motion is reduced and is likely to contribute to poor motor performance in children with and without pDCD.

6 Preschool Motor Skills as Predictors of School Age Cognitive and Behavioral Outcomes in Children Born Very Preterm

AbstractObjective:Motor weaknesses are frequently observed in very preterm children (VPT; gestational age [GA] &lt; 30 weeks) prior to school entry and may serve as markers of risk for school-age cognitive and behavioral deficits. The aims of the present study were to: (1) determine if weaknesses in preschool motor skills in children born VPT and a full-term comparison group (FT; GA &gt; 37 weeks) are associated with lower scores on tests of cognition and caregiver ratings of behavior in early elementary school; (2) explore the possibility that weaknesses in preschool motor abilities predict less positive changes in cognition and behavior across follow-up; and (3) determine if associations between preschool motor skills and later cognitive and behavioral functioning differed for the two groups.Participants and Methods:Thirty-eight children born VPT and thirty born FT completed measures of motor skills, global cognitive ability, and executive function and caregivers completed questionnaires assessing children's behavior at age 4 (T1; M = 4.71 years) and at ages 7 or 8 (T2; M = 7.87 years). ANCOVAs were used to examine group differences in cognitive and behavioral outcomes. Hierarchical regressions were conducted to examine the Movement Assessment Battery for Children, 2nd Ed. (MABC-2) total score at T1 as a predictor of T2 scores on cognitive tests and behavior ratings (step 1). Covariates included sex and socioeconomic status (step 1). Outcomes included the Differential Ability Scales-II (DAS-II), NIH Toolbox Dimensional Change Card Sort (DCCS), Behavior Rating Inventory of Executive Function Global Executive Composite (BRIEF GEC), Emotion Regulation Checklist, and Social Communications Questionnaire at T2. T1 status on the T2 cognitive and behavioral outcomes was included as a predictor to determine if T1 MABC-2 predicted change in these outcomes from T1 to T2 (step 2). In separate analyses, T1 MABC-2 x group interactions were included to determine if associations of the T1 MABC-2 with T2 outcomes differed by group.Results:The VPT group had significantly lower scores than the FT group on the DAS-II at T2. Lower scores on the T1 MABC-2 were significantly associated (p &lt; .05) with lower scores on the DAS-II and DCCS and more executive dysfunction on the BRIEF-GEC. These associations were stronger for the VPT group than for the FT group for the T2 DAS-II Global Cognitive Ability and Verbal composites but not for the other outcomes. Lower scores on the T1 MABC-2 were associated with less positive change on the DAS-II Nonverbal composite and the DCCS and increased executive dysfunction on the BRIEF-GEC.Conclusions:Weaknesses in motor abilities at 4 years of age were associated with cognitive and behavioral difficulties at early school age, both for children born VPT and those born FT. These weaknesses were also associated with less favorable changes in cognition and behavior across the transition from preschool to early school age. Findings suggest that early motor abilities provide a marker of generalized developmental impairment or that early motor impairments have cascading effects on development. These results support the need for early screening and intervention for motor deficits in preschoolers born either VPT or FT.