Статті в журналах: "Motor development, language development, crawling, motor coordination skills"

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Kim, Hyun Uk. "Development of Early Language and Motor Skills in Preschool Children with Autism." Perceptual and Motor Skills 107, no. 2 (October 2008): 403–6. http://dx.doi.org/10.2466/pms.107.2.403-406.

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The present study investigated whether the onset of babbling was related (a) to later language ages, (b) later Fine and Gross Motor Ages, and (c) the onset of crawling to later language ages or preschool children with autism. Parents or caregivers of 32 children (6 girls, 26 boys) were given the Vineland Adaptive Behavior Scales to assess general adaptive behaviors. The onset of babbling and or first words were significantly correlated; however, babbling onset was not related to later language ages nor was it related to Gross and Fine Motor Ages. No significant correlation was observed between the onset of crawling and later language ages.

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Dere, Zeynep. "Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students." Journal of Education and Learning 8, no. 2 (March 3, 2019): 176. http://dx.doi.org/10.5539/jel.v8n2p176.

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Early childhood education aims to support children’s whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it’s a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students’ level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children’s early literacy skills. For this reason, children’s visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.

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López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.

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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.

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Dubovyk, Kostiantyn. "Prevalence of motor disorders and repetitive movements among children with Autism spectrum disorders and Tics disorders." Psychosomatic Medicine and General Practice 3, no. 3 (October 10, 2018): e0303133. http://dx.doi.org/10.26766/pmgp.v3i3.133.

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Background. Children with autism spectrum disorders (ASD) have difficulties in the development of simulating, gross and fine motor skills, hand-eye coordination and language skills. Tics and repetitive movements often associated with ASD, intellectual deficiency. Aim. To identify a relationship between tic disorders and specific developmental disorders: motor skills, speech, cognitive functions in children with ASD. Methods. There were randomized 79 children aged 4-6 years with ASD, 38 children among them with comorbid tics disorders (TD). For the diagnosis of ASD were used diagnostic criteria of ICD-10, Autism Diagnostic Interview-Revised (ADI-R), Autism Diagnostic Observation Schedule (ADOS). The development of motor skills, speech, and cognitive function was assessed using Psycho-educational Profile (PEP-R). For the diagnosis of comorbid mental disorders ware conducted using The Development and Well-Being Assessment (DAWBA). As motor disorders considered tics, abnormal movements associated with ADHD, anxiety and obsessive-compulsive disorders. Tics were assessed by Yale Global Tic Severity Scale (YGTSS). Results. In children with ASD and comorbid TD was noted retardation of formation of gross motor skills in comparison with the control group by PEP-R. It was also noted delay in the formation of skills in receptive speech and gross motor skills in accordance with the results of evaluation by using Vineland-II.

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Varuzza, Cristiana, Barbara D’Aiello, Giulia Lazzaro, Fabio Quarin, Paola De De Rose, Paola Bergonzini, Deny Menghini, Andrea Marini, and Stefano Vicari. "Gross, Fine and Visual-Motor Skills in Children with Language Disorder, Speech Sound Disorder and Their Combination." Brain Sciences 13, no. 1 (December 28, 2022): 59. http://dx.doi.org/10.3390/brainsci13010059.

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Increasing evidence shows that children with Communication Disorders (CDs) may show gross, fine, and visual-motor difficulties compared to children with typical development. Accordingly, the present study aims to characterize gross, fine and visual-motor skills in children with CDs, distinguishing children with CDs into three subgroups, i.e., with Language Disorders (LD), Speech Sound Disorders (SSD), and LD+SSD. In Experiment 1, around 60% of children with CDs (4 to 7 years; 21 with LD, 36 with SSD, and 90 with LD+SSD) showed clinical/borderline scores in balance skills, regardless of the type of communication deficit. However, children with LD, SSD, and LD+SSD did not differ in gross and fine motor skills. In Experiment 2, a higher percentage of children with CDs (4 to 7 years; 34 with LD, 62 with SSD, 148 with LD+SSD) obtained clinical/borderline scores in Visual Perception skills. Moreover, children with LD+SSD performed significantly worsen in Visual Perception and Fine Motor Coordination skills compared to children with SSD only. Our results underlined that CDs are generally associated with gross motor difficulties and that visual-motor difficulties are related to the type of communication deficit. Paying earlier attention to the motor skills of children with CDs could help clinicians design effective interventions.

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Reeves, Lynda. "Construct Validity of the Motor Profile with Preschool Children with Speech-Language Delays: Component of the Early Screening Profiles." Perceptual and Motor Skills 85, no. 1 (August 1997): 335–43. http://dx.doi.org/10.2466/pms.1997.85.1.335.

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The purpose of this study was to assess whether the Motor Profile (Bruininks, Rynders, & Ilmer, 1990) is a reliable, objective, and valid assessment tool of gross and fine motor skills for children ( N = 60) between the ages of 3 yr., 0 mo. to 5 yr., 11 mo., classified only as speech-language-delayed. Strong test-retest and inter-rater agreement were indicated. Higher cognitive processing, static and dynamic balance may have played a critical role in the children's performance of items that loaded on Factor 1, while eye-foot and eye-hand coordination may have influenced performance on those of Factor 2. The Motor Profile is a valid assessment instrument identifying the current motor development of this population.

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Alekseieva, Natalia. "THE INFLUENCE OF MUSIC ART ON SPEECH DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS." Problems of Modern Teacher Training, no. 2(26) (September 22, 2022): 111–17. http://dx.doi.org/10.31499/2307-4914.2(26).2022.267727.

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The author substantiates the role and importance of music in encouraging child’s speech and language development. The purpose of this article is to determine the effect of music presence in learning process, analyse the changes in speech development of elementary school students through musical interaction and justify the need for computer music technologies.This paper highlights the importance of developing the foundational skills (reading, writing, listening, speaking) and sub-skills (grammar, stylistic, pronunciation and vocabulary) by using a wide range of music technologies. The use of computer music technologies stimulates brain function that leads to an improvement students’ mental health and well-being, increasing cognitive function (concentration, attention, imagination, memory and thinking), developing important social skills.The article defines the use of logarithmics in preparation child's breathing, an auditory analyzer and speech production system for child's speech and language activity. Logopedic rhythmics is an effective method of development of mental cognitive processes, internal sense of rhythm, gross and fine motor skills, improving coordination and the personality spheres. Logarithmics is a correctional technique, which include speech and motor exercises, psychogymnastics and dance-rhythmic exercises. It was recommended to use this method not only in the treatment for children with speech disorders, psychomotor poverty or intellectual disability.The author has been making recommendations aimed at creating a positive psychological microclimate, activation of cognitive activity of children, engaging in creative self-expression and exploration of their capabilities, which help to accelerate the language development. Keywords: language development; music art; music computer technologies; speech development; speech skills; logarithmics; psychogymnastics; dance-rhythmic exercises; elementary school students; speech production system.

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Wahyuningrum, Puji, and Nur Susanti. "PENATALAKSANAAN FISIOTERAPI PADA DELAY DEVELOPMENT DENGAN HALLIWICK DAN NEURO DEVELOPMENT TREATMENT UNDERWATER IN YPAC SURAKARTA." Pena Jurnal Ilmu Pengetahuan dan Teknologi 35, no. 1 (April 5, 2021): 25. http://dx.doi.org/10.31941/jurnalpena.v35i1.1345.

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Delay Development is a delay in growth and development of children in the form of significant lagging in physical activities including crawling, sitting, standing and walking, cognitive abilities, behaviors, emotions or social development in children when compared to normal children his age. Problems that arise in Delay Development conditions namely postural development hypotonic, growth delay motoric development, postural imbalance and functional limitation. Objective Halliwick to improve bodily functions and maintain balance in water and the Neuro development treatment underwater aims to improve the tone of posture in water. This research was conducted at YPAC Surakarta with a descriptive analytic the research design used is a case study design. The subjects of this study were patients with Delay development conditions who would be given physiotherapy interventions using the Halliwick and Neuro development treatment underwater methods. Methods of data collection and data analysis using the Heteroanamnesis. The research instrument consisted of an examination of Growth and Development assessed 4 aspects, namely: social social, fine motor skills, abusive language and Examination of Motor Muscle Strength with MMT, examination of spontaneous motion reaction reflexes with empty reflexes, Sensory Examination consisting of Visual, hearing, aroma, taste, touch, touch, proprioception and vestibular and Examination of Functional Activity Ability with GMFM. Results After 5 treatment, the following results were obtained: (1) There was an increase in DDST, (2) Increased muscle strength, (3) There was no increase in reflexes, (4) There is a sensory increase in vestibular, (5) There is an increase in functional ability T1=63% to 68%. Conclusion From this research that physiotherapy modality with Halliwick and Neuro development treatment underwater can reduce problems in Delay development conditions. Suggestion Patients are asked to exercise regularly at home so that there is a significant increase.

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Γώγου, Αναστασία, Σταυρούλα Σταυρακάκη, Γιώργιος Γρούϊος, and Νικόλαος Τσιγγίλης. "Language deficits and motor asymmetry in children with SLI." Psychology: the Journal of the Hellenic Psychological Society 20, no. 3 (October 15, 2020): 285. http://dx.doi.org/10.12681/psy_hps.23542.

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The present study aims at investigating whether a link between language deficits and upper and lower limb motor asymmetry can be established. We assessed language skills, handedness, and footedness in a group of 13 children with Specific Language Impairment (SLI) and two control groups matched on language age (LA) and chronological age(CA) respectively. Specifically, we tested the production of object wh questions, object relative clauses and sigmatic past tense production for novel non-rhyming verbs, and administered hand and foot preferencequestionnaires. While significant between group differences were found in the language tasks, as participants with SLI performed significantly below CA controls, the same level of performance was shown for hand and foot preference. Further analysis revealed no correlation between foot and hand preference for the SLI group in contrast to typically developing children. Additional regression analysis showed that the non-right foot preference could predict participation in the SLI group. These results may be indicative of poor hand-foot coordination in the SLI group and increased chance for SLI individuals to be grouped as non-right footed. We interpret these findings as showing immature motor development in SLI and pointing to a weak correlation between motor laterality and language deficits. We discuss the implications of our findings for the characterisation of the deficit in SLI.

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Budiarti, Erna, Emma Rahmani, Erlin Yusnita, Cucum Sumiati, and Yunaini Yunaini. "Pengaruh Penerapan Oral Motor Untuk Anak Speech Delay Usia 2-4 Tahun." Jurnal Pendidikan Indonesia 3, no. 10 (October 20, 2022): 953–60. http://dx.doi.org/10.36418/japendi.v3i10.1417.

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Speech is one aspect of child development that starts from birth. By talking, children can communicate to those around them about themselves, about their condition and about what they want to convey. A child is said to be late in speaking if at the age the ability to process vocals and communicate is not in accordance with the age of the development period or is below the average age of the child. The impact that will be very visible and clearly felt is when communicating with the environment and experiencing difficulties in adaptation and socialization. Oro motor is the movement of the mouth (oral). In newborns this ability is carried out reflexively, then through the learning process an automatic and skilled oromotor will be achieved. Oral motor training is the coordination and movement of hard tissue, soft tissue, vascular system, and control of the nerves in the face and mouth areas that form the function of oral motor. Coordination of these structures is essential for speech, chewing and swallowing with a wide variety of food textures. In general, this paper is to review the results of research that identifies oral motor stimulation increasing the function of orofacial muscles in speech delay children. Method; qualitative descriptive with SSR (Single Subject Research) technique. Literature Review: The oral motor stimulation program includes activities to improve tongue literacy, lip control and chewing power. Oral motor stimulation includes active exercises and passive exercises. Results: The oral motor stimulation program can improve the function of orofacial muscles in children such as pronouncing letters, swallowing food and breathing properly. Language and speech disorders are a type of communication disorder which is indicated by a disturbance in the symbolic process. Language and speech disorders can be caused by disorders of the nervous system or abnormalities in organs related to language and speech processes. Oral motor stimulation can improve the functional ability of the muscles in the mouth area. Good oral motor skills will support the child's speech process.

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Filho, Edson, and Jean Rettig. "Team coordination in high-risk circus acrobatics." Interaction Studies 19, no. 3 (December 31, 2018): 499–518. http://dx.doi.org/10.1075/is.16035.fil.

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Abstract To advance understanding of the mechanisms allowing for team coordination (TC) in complex motor actions, we conducted a qualitative study with eight elite hand-to-hand circus acrobats. Data collection consisted of field observations, an open-ended interview with the participants’ head coach, and focus group interviews with all acrobats. Data analysis yielded three higher order themes: TC, collective efficacy (CE), and TC-CE linkage. Teammates’ shared and complementary mental models, as well as implicit and explicit communication dynamics, emerged as formative sub-themes of TC; self-efficacy and other’s-efficacy emerged as reflective sub-themes of CE. Our findings also suggest that TC is likely inter-related to CE in a systemic fashion. Practitioners should encourage the development of both shared and complementary models of thinking, while promoting verbal and non-verbal communication skills. Finally, increasing teammates’ confidence in themselves and in their teammates can help in the development of CE as well as the enhancement of TC.

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Volynets, G. V., and A. I. Khavkin. "Problem of adaptation and communication skills of schoolchildren." Voprosy praktičeskoj pediatrii 16, no. 6 (2021): 122–26. http://dx.doi.org/10.20953/1817-7646-2021-6-122-126.

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This literature review aims to analyze problems associated with children's communication in the context of school education. The following factors were found to be related to the problem of communication: language skills, motor skills, visual and visualspatial perception, visual memory, auditory-motor and visual-motor coordination, the level of motivational readiness for school, poorly organized activity, which is associated with the immaturity of the regulatory structures of the brain, and are closely related to school maladaptation. The problem of attention deficit hyperactivity disorder is emphasized. We also described the factors affecting the formation of communication at school. We provided the criteria for defining the term ‘communication’ according to the International Classification of Functioning, Disability and Health (ICF) Conclusion. The child should have well-developed communication skills to assimilate the information received and acquire necessary social skills. Any problems with this interaction lead to school maladaptation. The school environment for children with limitations associated with communication should be equipped with special technical devices that address the issues of improper perception and transmission of information, promote the development of communication skills, expand the sphere of communication, and integrate the child into public life as much as possible. Key words: children, school age, limitations of activity, ability to communicate

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Wardana, Wardana. "PEREMPUAN DAN PENDIDIKAN ANAK USIA DINI." AN-NISA 10, no. 1 (July 26, 2019): 51–66. http://dx.doi.org/10.30863/annisa.v10i1.384.

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This paper examines the neighbors of women and early childhood education. Early childhood is a group of children who are in the process of growth and development that is unique, in the sense of having a pattern of growth and development (fine and coarse motor coordination), intelligence (thinking power, creativity, emotional intelligence, and spiritual intelligence), emotional social ( Attitudes and practices and religions), language and communication that are specific to the level of growth and development of children. Early childhood learning activities include aspects, morals, religion, discipline, language ability, thinking power, creativity, emotion, social skills, socializing, and skills. The Role of Women in Early Childhood Education is nurturing; Give birth, nurture and nurture children, teach children about manners based on religious norms. The most influential person in performing character formation is the mother who gave birth to them and PAUD teachers who are generally women.

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Musiyenko, Olena, Alisher Muminov, and Volodymyr Artiukh. "The influence of training with free-fight means on motor skills, sensory functioning and quality of life of a child with autism (unique case)." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 11(157) (December 1, 2022): 108–12. http://dx.doi.org/10.31392/npu-nc.series15.2022.11(157).25.

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The motor sphere of children with autism is characterized by the presence of stereotyped movements, difficulties in the formation of objective actions and household skills, and violations of fine and gross motor skills. The aim of the work was to establish the influence of adaptive training with elements of free-fight on the development of motor skills, sensory profile and quality of life of a child with autism. A 12-year-old boy A. with a diagnosis of childhood autism, social maladaptation (disability subgroup A) was chosen for the experiment. The child does not speak, cannot read or write, has impaired coordination of movements (walking on tiptoes, motor stereotypies, motor disinhibition), insufficient understanding of language. Somatically, the boy is healthy, loves motor activity. An assessment of the child's sensory functioning was carried out according to the Short Sensory Profile method, developed and recognized by The Psychological Corporation (USA), a survey of parents about the child's quality of life before the start of training and after a forced break in training, in addition, an assessment of the quality of direct blows with the hand and foot was carried out punching bags at each session. During the research period, the boy A. performed, under the guidance of a coach, exercises for coordination of movements ("obstacle course"), interaction with the coach (gymnastic exercises, various available games with a ball), exercises for developing the strength of various muscle groups (work with "Bulgarian bag", dumbbells) and special free-fight exercises (hits with hands and feet on punching bags and a dummy). A significant improvement of the child's sensory functioning was established, namely all types of sensitivity, except auditory filtering and sensitivity to taste and smell. The child's parents noted a significant increase in the quality of life of both the boy himself and the entire family. Significant progress was observed in learning the technique and the success of the boy's performance of special free-fight exercises. Adaptive training with elements of free fight served as a significant sensory stimulus for a child with autism, contributed to the learning of motor skills, and improved the quality of life of the family.

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Valencia Román, Jonathan Eudaldo, and Rafael Tejeda Díaz. "Guía de ejercicios para mejorar la coordinación motriz de los estudiantes de bachillerato de la Unidad Educativa Atahualpa." Revista Cognosis. ISSN 2588-0578 5, no. 3 (September 28, 2020): 111. http://dx.doi.org/10.33936/cognosis.v5i3.2794.

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El artículo investigativo se centra en la importancia de la coordinación motriz en los estudiantes de bachillerato de la Unidad Educativa “Atahualpa”, debido a que es parte esencial en la ejecución de acciones locomotoras y perceptivas necesarias para la práctica deportiva y el desempeño cognitivo, con este enfoque se propuso como objetivo determinar una guía de ejercicios para mejorar la coordinación motriz de los estudiantes y así incentivarlos a participar activamente de la clase de educación física. En la investigación participaron 59 estudiantes y se aplicó un test de coordinación motriz TGMD (Tarea de desarrollo de la motricidad gruesa) y KTK (coordinación motora) en forma individual de manera consecutiva, lo que demostró en el análisis cualitativo y cuantitativo las dificultades motrices de los alumnos, y con la finalidad de contrarrestar esta realidad se planteó ejercicios relacionados a la coordinación dinámica general (desplazamientos, saltos, movimientos naturales, actividades rítmicas) y la coordinación óculo-segmentaria (lanzamientos, golpes, formas de atrapar, saltos con obstáculos), para que el docente de educación física los ejecute en la clase y así los estudiantes adquieran las competencias motrices y físicas necesarias para su correcta movilidad y alcancen los objetivos del plan curricular, se concluyó que la capacidad motriz influye en el desarrollo de las áreas cognitivas y del lenguaje y que la conexión entre el cerebro y el cuerpo son importantes para el adecuado desempeño académico e inclusive para la salud. PALABRAS CLAVES: acciones locomotoras; desempeño cognitivo; ejercicios de coordinación; habilidades motrices. EXERCISE GUIDE TO IMPROVE MOTOR COORDINATION OF HIGH SCHOOL STUDENTS OF THE ATAHUALPA EDUCATIONAL UNIT ABSTRACT The research article focuses on the importance of motor coordination in the high school students of the Educational Unit "Atahualpa", because it is an essential part in the execution of locomotive and perceptive actions necessary for sports practice and cognitive performance, with the objective of this approach was to determine an exercise guide to improve the motor coordination of the students and thus encourage them to actively participate in the physical education class. 59 students participated in the research and a motor coordination test TGMD (Gross Motor Development Task) and KTK (motor coordination) were individually applied consecutively, which demonstrated in the qualitative and quantitative analysis the motor difficulties of the students, and in order to counter this reality, exercises related to general dynamic coordination (movements, jumps, natural movements, rhythmic activities) and oculo-segmental coordination (throws, blows, ways to catch, jumps with obstacles) were proposed, so that the physical education teacher executes them in class and thus the students acquire the motor and physical competences necessary for their correct mobility and achieve the objectives of the curriculum, it was concluded that motor capacity influences the development of cognitive areas and language and that the connection between the brain and the body are important for the adequacy or academic performance and even for health. KEYWORDS: locomotive actions; cognitive performance; coordination exercises; motor skills.

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Friedman, Sonia, Jan Nielsen, Line Riis Jølving, Ellen A. Nøhr, and Bente Mertz Nørgård. "Long-term Motor and Cognitive Function in the Children of Women With Inflammatory Bowel Disease." Journal of Crohn's and Colitis 14, no. 12 (June 4, 2020): 1709–16. http://dx.doi.org/10.1093/ecco-jcc/jjaa106.

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Abstract Introduction Research on long-term outcomes of children exposed to inflammatory bowel disease [IBD] in utero is lacking. Maternal inflammation, IBD medications, or other factors may increase the risk of developmental disabilities in the offspring. Methods We used the Danish National Birth Cohort, an ongoing prospective study that includes 100 419 pregnancies of 92 274 women, in conjunction with the Danish National Registries, to evaluate cognitive and motor development of the children of women with and without IBD. We analysed basic measures of childhood development at 6-month and 18-month interviews with the mother and with validated questionnaires filled out by the parents when the child was 7 years old. We adjusted for multiple confounders, including preterm birth. Results At 6 months, we included 484 children of women with IBD and 69 571 unexposed children; at 18 months, 471 exposed and 66 018 unexposed; at 7 years, 391 exposed and 54 356 unexposed. At 18 months, exposed children were significantly less likely to ‘use word-like sounds’ but there was no difference between use of ‘sentences of 2 words’. At 6 and 18 months, there were no other obvious differences in language and motor development. At 7 years, cognitive scores [emotional, conduct, hyperactivity, peer, and social scores] and motor development [gross/fine motor skills and general coordination] were similar between the two groups. Conclusions Children exposed to IBD in utero and unexposed children scored similarly on survey-based tools assessing basic measures of neurodevelopment over 7 years. These results are reassuring for current and future parents with IBD.

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Naela Munawaroh, Lisa Nurhasanah, and Rahmi Isma AP. "Case Report of Speech and Ambulation Ability After Five Years Therapy in a Six-Year-Old Boy with Habilitation Sixth Lumbar Spina Bifida with Meningocele Post Resection and Hydrocephalus Post VP Shunt." Indonesian Journal of Physical Medicine & Rehabilitation 11, no. 01 (June 1, 2022): 13–23. http://dx.doi.org/10.36803/ijpmr.v11i01.324.

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ABSTRACT Introduction: Spina bifida, a congenital spinal cord injury, is a complex disability that results from a failure of the caudal neural tube to fuse early in embryonic development. Spina bifida affects about 300.000 newborns each year worldwide. Hydrocephalus is common in children with spina bifida, developing in 80% to 90% of children with myelomeningocele. Anatomical abnormalities in which the myelomeningocele sac occurs is associated with neurological, motor and sensory deficits. They showimpaired speech and ambulation.Case presentation: We report a six-year-old boy was taken to the hospital by his parents because he could not stand and walk since he was born. At birth there was a lump on the lower back, and the patient also had hydrocephalus, then surgery had been performed. The patient was diagnosed with sixth lumbar spina bifida and hydrocephalus with meningocele. He had some delay in gross motor, fine motor and language development. The patient had history of seizures. He received trunk control exercise, pelvic stabilityexercise, positioning and handling, coordination exercises and fine motor skills to increase independence in activities of daily life. The patient obtained 4 years exercises of speaking, comprehension, vocabulary and articulation. The child also received attention and concentration enhancement exercises.Conclusion: A patient with spina bifida requires a lifelong commitment by the patient, family, and the health care personnel involved in the treatment. The medical goal is to maintain stable neurological functioning throughout the patient’s lifetime. The wide range of extensive speech and ambulation impairments and long-term disabilities in patients with spina bifida present a considerable challenge to the management of these patients.Keywords: ambulation, hydrocephalus, meningocele, speech, spina bifida

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Bonilla-Enriquez, Gladys, and Santiago-Omar Caballero-Morales. "Communication Interface for Mexican Spanish Dysarthric Speakers." Acta Universitaria 22 (March 1, 2012): 98–105. http://dx.doi.org/10.15174/au.2012.348.

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Dysarthria is a motor speech disorder due to weakness or poor coordination of the speechmuscles. This condition can be caused by a stroke, cerebral palsy, or by a traumatic braininjury. For Mexican people with this condition there are few, if any, assistive technologies to improve their social interaction skills. In this paper we present our advances towards the development of a communication interface for dysarthric speakers whose native language is Mexican Spanish. We propose a methodology that relies on (1) special design of a training normal-speech corpus with limited resources, (2) standard speaker adaptation, and (3) control of language model perplexity, to achieve high Automatic Speech Recognition (ASR) accuracy. The interface allows the user and therapist to perform tasks such as dynamic speaker adaptation, vocabulary adaptation, and text-to-speech (TTS) synthesis. Live tests were performed with a mildly dysarthric speaker, achieving accuracies of 93%-95% for spontaneous speech.

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Xu, Fei, Jing Xu, Daliang Zhou, Hao Xie, and Xuan Liu. "A Bibliometric and Visualization Analysis of Motor Learning in Preschoolers and Children over the Last 15 Years." Healthcare 10, no. 8 (July 28, 2022): 1415. http://dx.doi.org/10.3390/healthcare10081415.

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Motor learning enables preschoolers and children to acquire fundamental skills that are critical to their development. The current study sought to conduct a bibliometric and visualization analysis to provide a comprehensive overview of motor-learning progress in preschoolers and children over the previous 15 years. The number of studies is constantly growing, with the United States and Australia, as well as other productive institutions and authors, at the leading edge. The dominant disciplines were Neurosciences and Neurology, Psychology, Rehabilitation, and Sport Sciences. The journals Developmental Medicine & Child Neurology, Human Movement Science, Physical Therapy, Neuropsychology, Journal of Motor Behavior, and Journal of Experimental Child Psychology have been the most productive and influential in this regard. The most common co-citations for clinical symptoms were for cerebral palsy, developmental coordination disorder, and autism. Research has focused on language impairment (speech disorders, explicit learning, and instructor-control feedback), as well as effective intervention strategies. Advances in brain mechanisms and diagnostic indicators, as well as new intervention and rehabilitation technologies (virtual reality, transcranial magnetic stimulation, and transcranial direct current stimulation), have shifted research frontiers and progress. The cognitive process is critical in intervention, rehabilitation, and new technology implementation and should not be overlooked. Overall, our broad overview identifies three major areas: brain mechanism research, clinical practice (intervention and rehabilitation), and new technology application.

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20

Azina, E. G., S. N. Sorokoumova, and T. V. Tumanova. "USAGE OF RHYTHM IN PSYCHOCORRECTIVE DEVELOPMENT OF YOUNGER SCHOOLCHILDREN WITH DEVELOPMENTAL DELAY IN THE CONTEXT OF INCLUSIVE EDUCATION." Vestnik of Minin University 7, no. 1 (March 17, 2019): 10. http://dx.doi.org/10.26795/2307-1281-2019-7-1-10.

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Introduction: the article deals with one of psychocorrective work direction with younger schoolchildren who have developmental delay and inclusively taught at comprehensive schools. Because of psychological and pedagogical features these children are in the majority of pupils who don’t cope with traditional school curriculum requirements. For systematic and successful education any child needs potential neurobiological readiness of brain systems and subsystems that provides the development of higher mental functions necessary for schooling. The results of neuropsychological investigations demonstrate that children with developmental delay are characterized by partiality of brain systems damage with failing of separate cortical and subcortical functions and larger integrity of higher regulatory processes. The most vulnerable subcortical brain system of physically disabled children is thalamo-hypothalamic complex. Its dysfunction appears both in neurological symptoms (neurometabolic endocrine syndrome, thermoregulatory and vegetovascular dysfunction, carbohydrate metabolism disorder) and psychological problems (developmental delay, absence of orientation to adult speaking as a behavior regulator, retardation in eye-mindedness and visual active thinking formation). It is recognized that hypothalamic structures mature rhythmically. Rhythmical stimulus, coming from environment are very important for them. Understanding the laws of brain process formation we can help develop child’s brain, using external rhythms in the psychocorrective support program for younger schoolchildren with developmental delay. The method of rhythms can be used in motor sphere correction of younger schoolchildren with developmental delay. Within the context of our investigation rhythm, using in folklore is considered as a condition of motor functions development of younger schoolchildren with developmental delay. Motor correction creates a necessary basis for normal higher mental functions operation, increases total power of verbal and nonverbal thinking processes, contributes to overcoming of behavior stereotypes, produces a base for motor providing of speech and language mechanism, form skills to control own behavior, assists in coping with muscle and body tension. In such a way motor correction creates a prerequisite for full psychical processes participating in reading, writing and mathematics acquisition. Results: the article deals with the results of investigation of motor functions of younger schoolchildren with developmental delay that inclusively taught at comprehensive schools. The supplied results are before and after psychocorrective work with the using of rhythm. The measurements for result comparison are kinesthetic and dynamic praxis investigation, reciprocal movements coordination. Diagnostic tasks combined traditional psychological techniques and neuropsychological tests. After sets of samples an own system of scoring was given. Each system took into account character, degree of severity and amount of introduced mistakes. Ball scoring was determined at the base of a scale: three balls – high level of samples making (motions are carrying out correctly, fast, clear), two balls – middle level (motions are carrying out correctly, consequentially, but reaction is delayed, specularity is existed), one ball – low level (needed hands position is choosing on the basis of samples, movements are very slow, specularity, echopraxia and perseveration are existed). As a result of investigation it was found that before psychocorrective work an average ball of all samples of motion block carrying out by schoolchildren with developmental delay was 1,41 point. While examining the position of reciprocal movements coordination (slow rate, disrupted evenness, modeling of both hands) very low characteristics (1,28 point) were found. After the corrective education an average ball of all samples of motion block carrying out by schoolchildren with developmental delay was 2,33. Discussion and Conclusions: the article deals with the structure of psychocorrective work on the development of motion sphere of younger schoolchildren with developmental delay. It includes numerous motion exercises on the development of general and articulate movements, finger exercises, exercises with eponymous and heteronymous cooperation of hands, legs, eye and tong. All the exercises contribute greatly to the reciprocal coordination formation. Every exercise is carried out under the clear rhythm of folklore texts. Folklore texts kept external rhythm to constantly repeated children motions and contributed to the general rhythm of brain structure. Poetical material with clear rhythmical structure had good influence on the children’s feeling. It generated poignant interest and positive emotions, didn’t stress during plural repetition, formed motivation for lessons, decreased emotional tension, contributed to the general activity. Rhythm and switching permitted children to learn how to simultaneously listen, remember and perform motions. These skills were successfully used by children during educational activity, when it was necessary to perform some actions simultaneously, for example, to write, to reflect rules, to remember sentences and etc. So rhythm of motions contributes to the development of subcortical structures of children’s brain, help adapt younger schoolchildren to the learning environment according to the curriculum.

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Megías, Montserrat, Laura Esteban, M. Dolores Roldán-Tapia, Ángeles F. Estévez, M. Mar Sánchez-Joya, and Julio Ramos-Lizana. "Evaluación de procesos cognitivos en niños de siete años de edad nacidos pretérmino." Anales de Psicología 31, no. 3 (September 16, 2015): 1052. http://dx.doi.org/10.6018/analesps.31.3.151881.

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Introduction. Several studies have shown that the cognitive development of premature children is affected. In fact, it appears to be a close relationship between prematurity, executive deficits, learning disorders, language disorders and behavioral problems. Premature children present also difficulties in viso-perceptive tasks and functional integration tasks. Objective. The main goal of this study was to assess cognitive processes (executive functions, viso-perceptual integration, viso-motor coordination, memory, environmental knowledge, language, viso-motor processing and motor skills) in seven-year-old children who were born preterm and to compare them with those of a control group, matching in sociocultural level, sex and age. Subjects and method. 20 children ranging in age between seven years and two months and seven years and 11 months, assigned to two groups (premature vs. control) participated in the present study. A protocol including standardized neuropsychological tests was designed to assess the different cognitive mentioned domains. Results. We observed that there was worse performance in several evaluated domains (v.g., executive functions and viso-motor processing) in premature children than in the control group. Conclusions. There are few studies that explore cognitive processes in hispanic-speaking children born prematurely. In the present study we selected the seven-year age window, a time in life in which essential processes begin –reading, writing and mathematical calculation-. To detect neuropsychological problems that might be influencing the academic achievement of this population, adding new findings to the field of child neuropsychology.

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Walter, Tomas, Isidora De Andraca, Patricia Chadud, and Carmen G. Perales. "Iron Deficiency Anemia: Adverse Effects on Infant Psychomotor Development." Pediatrics 84, no. 1 (July 1, 1989): 7–17. http://dx.doi.org/10.1542/peds.84.1.7.

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In a double-blind, placebo-control prospective cohort study of 196 infants from birth to 15 months of age, assessment was made at 12 months of age of the relationship between iron status and psychomotor development, the effect of a short-term (10-day) trial of oral iron vs placebo, and the effect of long-term (3 months) oral iron therapy. Development was assessed with the mental and psychomotor indices and the infant behavior record of the Bayley Scales of Infant Development in 39 anemic, 30 control, and 127 nonanemic iron-deficient children. Anemic infants had significantly lower Mental and Psychomotor Developmental Index scores than control infants or nonanemic iron-deficient infants (one-way analysis of variance, P < .0001). Control infants and nonanemic iron-deficient infants performed comparably. No difference was noted between the effect of oral administration of iron or placebo after 10 days or after 3 months of iron therapy. Among anemic infants a hemoglobin concentration < 10.5 g/dL and duration of anemia of > 3 months were correlated with significantly lower motor and mental scores (P < .05). Anemic infants failed specifically in language capabilities and body balance-coordination skills when compared with controls. These results, in a design in which intervening variables were closely controlled, suggest that when iron deficiency progrsses to anemia, but not before, adverse influences in the performance of developmental tests appear and persist for at least 3 months despite correction of anemia with iron therapy. If these impairments prove to be long standing, prevention of iron deficiency anemia in early infancy becomes the only way to avoid them.

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23

Cervino, M., P. Castrillo, and R. Guijarro. "Non-verbal learning disorder: Neuropsychological profile and neural correlates. A structural magnetic resonance imaging study." European Psychiatry 41, S1 (April 2017): S344. http://dx.doi.org/10.1016/j.eurpsy.2017.02.310.

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Non-verbal learning disorder (NVLD) is a neurological condition which is considered to be a learning disability. It is characterised by a specific dysfunction in motor, visuospatial and social skills in patients with a normal intellect and development of language. Warning signs in school are poor psychomotor coordination, arithmetic skills and drawing activities. Social judgment and social problem solving are also typically impaired. Furthermore, these patients seem to have increasing risk of emotional disorders. Most of imaging studies and current theories suggest that a dysfunction of white matter in the right hemisphere could be the cause. However, there is a lack of consensus among experts regarding whether NVLD exists and what could be the underlying causes for NVLD symptoms. The aim of this paper is to clarify the neural correlates underlaying the cognitive functioning of these patients. With this objective, we analyzed a sample of brains of children with and without NVLD. We used the structural MRI technique and the voxel-based morphometry analysis. The diagnosis of the children were based on neuropsychological data. The present study suggests that not only white matter of the right hemisphere is dysfunctional in these patients. Some other gray matter areas such as precuneus (superior parietal lobule) may also be affected in NVLD.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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24

Roizblatt, Daniel, Gilgamesh Eamer, Derek Roberts, Chad Ball, Joanne Banfield, Brittany Greene, Precilla Veigas, et al. "Trauma Association of Canada Annual Scientific Meeting, Westin Calgary Calgary, Alberta, Apr. 10–11, 2015Outcomes and opportunities for improvement in self-inflicted blunt and penetrating traumaAbdominal compartment syndrome in the childActive negative pressure peritoneal therapy after abbreviated laparotomy: The intraperitoneal vacuum randomized controlled trialUse of a novel combined RFA/saline energy instrument for arresting ongoing hemorrhage from solid organ injuriesHealth care costs of burn patients from homes without fire sprinklersPenetrating trauma in eastern Ontario: a descriptive analysisThresholds of rotational thrombelastometry (ROTEM) used for the diagnosis and management of bleeding trauma patients: a systematic reviewA quality indicator to measure hospital complications for injury admissionsThromboelastography (TEG) in the management of trauma: implications for the developing worldPotential role of the rural trauma team development course (RTTDC) in the United Arab Emirates (UAE)Applicability of the advanced disaster medical response (ADMR) course, Trinidad and TobagoInflammatory mediators in intra-abdominal sepsis or injury: a scoping reviewEvaluation of the online Concussion Awareness Training Toolkit (CATT) for parents, players and coachesUltrasound assessment of optic nerve sheath diameter (ONSD) in healthy volunteersThe benefits of epidural analgesia in flail chest injuriesMandatory reporting rates of injured alcohol-impaired drivers with suspected alcohol dependence in a level 1 Canadian trauma centre: a single institution’s experienceSimulation implementation in a new pediatric residency program in Haiti: trauma specificsManagement of skull fractures in children younger than 1 year of ageResource use in patients who have sustained a traumatic brain injury within an integrated Canadian trauma system: a multicentre cohort studyResource use intensity in a mature, integrated Canadian trauma system: a multicentre cohort studyRates and determinants of unplanned emergency department visits and readmissions within 30 days following discharge from the trauma service — the Ottawa Hospital experienceAlcohol — screening, brief intervention and referral to treatment (SBIRT): Is it readily available in Canadian trauma centres?Management of traumatic occult hemothorax: a survey among trauma providers in CanadaAn audit of venous thromboembolism prophylaxis: a quality assurance project at our level 1 trauma centreCatecholamines as outcome markers in traumatic brain injuryAre we missing the missed injury? The burden of traumatic missed injuries diagnosed after hospital dischargeThe use of fibrinogen concentrate in trauma: a descriptive systematic reviewVery early initiation of chemical venous thromboembolism prophylaxis after solid organ injury is safe: a call for a national prospective multicentre studyThe 2 student to 1 faculty (2:1) model of teaching the Advanced Trauma Operative Management (ATOM) courseTrauma transfusion in the elderlyCocaine and benzodiazepines are more predictive of an injury severity score greater than 15 compared to alcohol or tetrahydrocannabinol in trauma patients under 18 years oldAre we missing traumatic bowel and mesenteric injuries?The marriage of surgical simulation and telementoring for damage control surgical training of operational first-respondersAdding remote ultrasound control to remote just-in-time telementored trauma ultrasound: a pilot studyDescriptive analysis of morbidity and mortality associated with falls at a level 1trauma centreDevelopment of an ICU transition questionnaire: evaluating the transfer process from ICU, ward, and patient/family stakeholder perspectivesUse of IO devices in trauma: A survey of trauma practitioners in Canada, Australia and New ZealandTime to reversal of medication-induced coagulopathy in traumatic intracranial hemorrhageMeta-analysis of randomized control trials of hospital based violence interventions on repeat intentional injuryBlunt injury of a horseshoe kidney, case report and review of the literatureLegal consequences for alcohol-impaired drivers involved in motor vehicle collisions: a systematic reviewA characterization of major adult sport-related trauma in Nova Scotia, 2000–2013Is hockey the most dangerous pediatric sport? An evaluation of pediatric sport-related injuries treated in Nova ScotiaInterim results of a pilot randomized control trial of an ED-based violence intervention programPre-intubation resuscitation by Canadian physicians: results of a national surveyFirst-responder accuracy using SALT during mass-casualty incident simulationEmergent endotracheal intubation: medications and device choices by Canadian resuscitation physicians“Oh the weather outside is frightful”: Severe injury secondary to falls while installing residential Christmas lightsCan we speak the same language? Understanding Quebec’s inclusive trauma systemAn unusual segmental clavicle fracture treated with titanium elastic nailImpact of the age of stored blood on trauma patient mortality: a systematic reviewInterhospital transfer of traumatic brain injury: utilization of helicopter transportCheerleading injuries: a Canadian perspectivePre-hospital mode of transport in a rural trauma system: air versus groundAnalysis of 15 000 patient transfers to level 1 trauma centre: Injury severity does not matter — just drive, drive, drive!The effects of legislation on morbidity and mortality associated with all-terrain vehicle and motorcycle crashes in Puerto RicoAssessing how pediatric trauma patients are supported nutritionally at McMaster Children’s HospitalOutcomes of conservative versus operative management of stable penetrating abdominal traumaS.T.A.R.T.T. — Evolution of a true multidisciplinary trauma crisis resource management simulation courseDevelopment of criteria to identify traumatic brain injury patients NOT requiring intensive care unit monitoringAssigning costs to visits for injuries due to youth violence — the first step in a cost-effectiveness analysisThere’s no TRIK to it — development of the Trauma Resuscitation in Kids courseResilient despite childhood trauma experiencesA five-year, single-centre review of toxic epidermal necrolysis managementAll in the family: creating and implementing an inclusive provincial trauma registryLessons learned from a provincial trauma transfer systemThe NB Trauma Program: 5 years laterProvincial coordination of injury prevention: the New Brunswick (NB) experienceImproving access and uptake of trauma nursing core course (TNCC): a provincial approachULTRASIM: ultrasound in trauma simultation. Does the use of ultrasound during simulated trauma scenarios improve diagnostic abilities?Traumatic tale of 2 cities, part 1: Does being treated by different EMS affect outcomes in trauma patients destined for transport to level 1 trauma centres in Halifax and Saint John?Traumatic tale of 2 cities, part 2: Does being treated by different hospitals affect outcome in trauma patients destined for transport to Level 1trauma centres in Halifax and Saint John?Protective devices use in road traffic injuries in a developing countryFunctional and anatomical connectivity and communication impairments in moderate to severe traumatic brain injuryCaring and communicating in critical cases: Westlock trauma form, a resource for rural physiciansMonitoring of ocular nerve sheath in traumatic raised intracranial pressure (Moonstrip Study): a prospective blinded observational trialEstablishing an alcohol screening and brief intervention for trauma patients in a multicultural setting in the Middle East: challenges and opportunitiesThe poor compliance to seat belt use in Montréal: an 18 461 road user iPhone-based studyAn iPad-based data acquisition for core trauma registry data in 6 Tanzanian hospitals: 1 year and 13 462 patients later“The Triple-Q Algorithm”: a practical approach to the identification of liver topographyA pan-Canadian bicycle helmet use observational studyDoor to decompression: the new benchmark in trauma craniotomiesAre missed doses of pharmacological thromboprophylaxis a risk factor for thromboembolic complications?Complications following admission for traumatic brain injuryExcessive crystalloid infusion in the first 24 hours is not associated with increased complications or mortalitySBIRT: plant, tend, growReal time electronic injury surveillance in an African trauma centreSBIRT in concert: establishing a new initiativeReview of the current knowledge of the pathophysiology of acute traumatic coagulopathy: implications for current trauma resuscitation practicesFactors associated with primary fascial closure rates in patients undergoing damage control laparotomyFree intraperitoneal fluid on CT abdomen in blunt trauma: Is hospital admission necessary?The need for speed — the time cost of off-site helipadsEndovascular management of penetrating Zone III retroperitoneal injuries in selective patients: a case reportMeasured resting energy expenditure in patients with open abdomens: preliminary data of a prospective pilot studyTraumatic inferior gluteal artery pseudoaneurysm: case report and review of literaturePancreatico duodenectomy, SMA, SMV repair and delayed reconstruction following blunt abdominal trauma. A case report with discussion of trauma whipple and complex pancreatico duodenal injuriesA retrospective evaluation of the effect of the Trauma Team Training program in TanzaniaDoes procalcitonin measurement predict clinical outcomes in critically ill/injured adults managed with the open abdomen technique?In trauma, conventional ROTEM and TEG results are not interchangeable but are similar in clinical applicabilitySevere trauma in the province of New Brunswick: a descriptive epidemiological studyPartnering for success — a road safety strategy for London and regionEvaluation of a patient safety initiative of rapid removal of backboards in the emergency departmentActive negative pressure peritoneal therapy and C-reactive protein levels after abbreviated laparotomy for abdominal trauma or intra-abdominal sepsisA comparison of outcomes: Direct admissions vs. interhospital transfers April 2009–March 2014YEE HA or YEE OUCH! A 5-year review of large animal-related incidentsEarly goal-directed therapy for prevention of hypothermia-related transfusion, morbidity and mortality in severely injured trauma patientsImproving care of adolescent trauma patients admitted to adult trauma centres by fostering collaboration between adult and pediatric partnersExpediting operational damage control laparotomy closure: iTClam v. suturing during damage control surgical simulation trainingAre conventional coagulation tests inadequate in the assessment of acute traumatic coagulopathy?Predictors of long-term outcomes in patients admitted to emergency general surgery services: a systematic review of literatureUse of the iTClamp versus standard suturing techniques for securing chest tubes: A randomized cadaver studyiTClamp application for control of simulated massive upper extremity arterial hemorrhage by tactical policeAssessing performance in the trauma roomThe deadly need for methadone/opiate educationTrends in the management of major abdominal vascular injuries: 2000–2014Addressing high school seniors’ risky behaviours through a hospital-based and peer teaching outreach programScreening for risk of post-traumatic stress disorder after injury in acutely injured children: a systematic reviewThe impact of trauma centre designation levels on surgical delay, mortality and complications: a multicentre cohort studyHow many acutely injured children report subsequent stress symptoms?The frequency of coagulopathy and its significance in an emergency neurotrauma facilityPsychosocial care for injured children: The views of 2500 emergency department physicians and nurses from around the worldDevelopment of the Trauma Electronic Document (TED)Development of trauma team activation criteria for an urban trauma centreBrains and brawn: evaluation of a sports skills and concussion awareness campRegional trauma networks: a tale of 2 pilotsContinuous data quality improvement in a provincial trauma registryDoes the Rural Trauma Team Development Course shorten transfer time?Epidemiology of trauma in Puerto RicoCT scans facilitate early discharge of trauma patientsFeasibility of data collection in a conflict zone to assess the impact on emergency health care deliveryConsent for Emergency Research (CONfER): a national survey of Canadian research ethics board practicesMaking handover safer for our trauma patients through the lens of trauma team leadersChallenges and opportunities to improve trauma transitions of care from emergency to intensive care nursingPhysical disorder following major injury: a population-based studyToward an inclusive trauma system: regional trauma system development in OntarioTraumatic brain injury in British Columbia: current incidence, injury patterns and risk factorsAcute cytokine and chemokine profiles in brain-injured patients: relationship to sympathetic activation and outcomeMultidisciplinary trauma simulation training in a tertiary care centreNon-operative management of blunt splenic injuries: routine radiologic follow-up may reduce the time of activity restrictionModified triple layer peritoneal-aponeurotic transposition: a new strategy to close the open abdomenMesenchymal stem cells locate and differentiate to the trauma site in a blunt rat liver trauma model: preliminary resultsThree indications for the “open abdomen”, anatomical, logistical and physiological: How are they different?Development of an urban trauma centre using lean methodologyThe impact of standardized care in 191 patients with chest tube thoracostomyComplex abdominal wall reconstruction: recommendations from the Canadian Abdominal Wall Reconstruction GroupCompensatory behaviours and cognitions in persons with history of traumaDevelopment of the Kenyatta National Hospital — University of Alberta Orthopedic Trauma Assessment Tool: phase 1 resultsRisk-taking behaviour negatively affects outcome in burn patients." Canadian Journal of Surgery 58, no. 2 Suppl 1 (April 2015): S1—S42. http://dx.doi.org/10.1503/cjs.003415.

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Santos, Viviane Aparecida Pereira dos, Luciana Ferreira, Vânia de Fátima Mathias de Souza, and José Luiz Lopes Vieira. "Personal and environmental characteristics associated with coordination development disorder." Journal of Physical Education, 1989. http://dx.doi.org/10.4025/jphyseduc.v32i1.3266.

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Identify the associtation among personal and environmental characteristics on the motor development of children with probable developmental coordination disorder (DCD). The participants were 42 parents, 32 teachers and 42 preschoolers’ (3.4±0.5years). As measurement instruments: The Movement Assessment Battery for Children 2 (MABC2), the Columbia Mental Maturity test (EMMC), the Questionnaire of the Brazilian Association of Research Companies (ABEP), the Strengths and Difficulties Questionnaire (SDQ), the Swanson Nolan and Pelham IV Scale (SNAP-IV), Structured Questionnaire for parents on motor, academic, emotional and behavioral skills and Early Years Movement Skills Checklist were used. For data analysis, the Shapiro Wilk test and Binary Logistic Regression were used, adopting p <0.05. Results shown statistically significant difference for the personal characteristics associated with children with persistence DCD: 1) birth weight, age to sit, cognitive development, language problems and conduct problems; 2) For home characteristics: quality of the home environment and the parents' stable union were taken into account; 3) For day care center, the education of the classroom teacher was considered. In conclusion, children who were born with greater weight, who had higher cognitive development, live with parents in a stable relationship and who have a specialized classroom teacher were less likely to persist in DCD.

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Aasma, Gulfam Nawaz, and Faiza Jaleel. "A Comparative Study on Communication Skills of Out of School and School Going Children with Intellectual and Developmental Disabilities." Journal of Business and Social Review in Emerging Economies 8, no. 2 (June 30, 2022). http://dx.doi.org/10.26710/jbsee.v8i2.2466.

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Purpose: Communication skills are essential for all individuals in the world to interact with each other. It is the beauty of communication skills to make the population of world capable to share thoughts, experiences, and views with one another. Meaningful communication is always constructed by effective coordination of cognitive, motor, social and linguistic skills. Underlying reasons of genetic or environmental factors affect the cognitive, motor, social and linguistic skills, causing delays in language and communication skills. This comparative study envisioned to find out the communication skills of school going children with IDDs and those who are out of school. Design/Methodology/Approach: This study was descriptive in nature. A sample of 120 children with IDDSs from which 60 were school going and 60 were out of school, was selected from Punjab province of Pakistan. Parents and teachers rated the communication skills of their children with IDDs. Findings: Communication skills in school going children with IDDs significantly and remarkably higher than children with IDDs who are out of school. Study recommends to make education accessible for all and provide all children with IDDs to equitable access to schools so that their cognitive, motor, linguistic and social needs can be fulfilled. Implications: Parental training and awareness campaigns for the development of communication skills will be indispensable. Schools are important for the whole life grooming of individuals with intellectual disabilities.

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Bauer, Helen Friedericke, Jan Philipp Delling, Jürgen Bockmann, Tobias M. Boeckers, and Michael Schön. "Development of sex- and genotype-specific behavioral phenotypes in a Shank3 mouse model for neurodevelopmental disorders." Frontiers in Behavioral Neuroscience 16 (January 9, 2023). http://dx.doi.org/10.3389/fnbeh.2022.1051175.

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Individuals with a SHANK3-related neurodevelopmental disorder, also termed Phelan-McDermid syndrome or abbreviated as PMS, exhibit significant global developmental delay, language impairment, and muscular hypotonia. Also common are repetitive behaviors and altered social interactions, in line with a diagnosis of autism spectrum disorders. This study investigated the developmental aspect of autism-related behaviors and other phenotypes in a Shank3-transgenic mouse model. The animals underwent two sets of identical behavioral experiments, spanning motor skills, social and repetitive behavior, and cognition: baseline began at 5 weeks of age, corresponding to human adolescence, and the follow-up was initiated when aged 13 weeks, resembling early adulthood in humans. Interestingly, the animals displayed relatively stable phenotypes. Moreover, motor coordination and endurance were impaired, while muscle strength was unchanged. Surprisingly, the animals displayed only minor impairments in social behavior, but pronounced stereotypic and repetitive behaviors. Some behavioral tests indicated increased avoidance and anxiety. While spatial learning and memory were unchanged, knockout animals displayed slightly impaired cognitive flexibility. Female animals had similar abnormalities as males in the paradigms testing avoidance, anxiety, and cognition, but were less pathological in motor function and repetitive behavior. In all test paradigms, heterozygous Shank3 knockout animals had either no abnormal or a milder phenotype. Accurate characterization of animal models for genetic diseases is a prerequisite for understanding the pathophysiology. This is subsequently the basis for finding suitable and, ideally, translational biomarkers for therapeutic approaches and, thereby reducing the number of animals needed for preclinical trials.

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Jardim, Raquel, and Viviane Guidotti. "EDUCATIONAL EXPERIENCES." Revista Gênero e Interdisciplinaridade 3, no. 02 (April 30, 2022). http://dx.doi.org/10.51249/gei.v3i02.730.

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Psychomotricity is a science whose objective is the study of man in motion, whose movement, intellect and affection go together. It is through corporeity that our subjectivity is formed, because body and mind are not separated. However, what we perceive in many school environments is that the time devoted to the body is limited only to recess, emphasizing intellectual activity to the detriment of motor activity. We found that for a good learning the child has to experience joyful and pleasurable experiences. When we talk about learning, psychomotricity and playfulness, we understand that they are inseparable. Psychomotricity has the function of stimulating cognition, affectivity and language, it helps the child to master knowledge and psychomotor skills both broad and fine, as it works on motor coordination so important to the child’s development. According to Marinho et al, (2012) “The ludic has great educational value and can be used at school as one of the didactic resources in the teaching-learning process, contributing to the development of didactic-pedagogical activities”.

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De Waal, Elna, Anita E. Pienaar, and Dané Coetzee. "Gender differences in academic achievement of children with developmental coordination disorder." South African Journal of Childhood Education 8, no. 1 (November 19, 2018). http://dx.doi.org/10.4102/sajce.v8i1.515.

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Background: Developmental coordination disorder (DCD) has a negative impact on everyday activities and academic achievement in children, mainly owing to similar underlying motor and cognitive constructs. Academic achievement of boys and girls seems to be different, with boys being more prone to academic backlogs, especially in language-related areas.Aim: This study investigated if boys with DCD displayed more academic problems than girls with DCD.Setting: Ten-year-old children (N = 221, ±0.41) from different economic backgrounds were randomly selected for assessment as part of the NW-CHILD (North-West Child Health, Integrated with Learning and Development) longitudinal study in the North West Province of South Africa.Methods: The Movement Assessment Battery for Children, Second Edition, was used to determine DCD status in the group. The results of the Annual National Assessment and the mid-year June exam, which included six learning areas, were used to analyse academic differences between typically developing boys and girls and those who were identified with DCD (seven boys, seven girls). Independent t-testing and Mann–Whitney non-parametric tests were used to determine differences between boys and girls.Results: Boys with DCD had inferior literacy and numeracy skills, significantly poorer manual dexterity and balancing skills and also displayed statistically and large practically significant weaker mid-year grade point averages than girls. Children with DCD also portrayed poorer academic achievement than typically developing children.Conclusion: Significant differences in balancing skills and in languages between boys and girls with DCD might have contributed to the practically significant poorer maths performance of boys.

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Kaupuzs, Aivars. "BALANCE PARAMETERS IN CHILDREN WITH SPECIAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (March 30, 2017). http://dx.doi.org/10.17770/sie2017vol1.2323.

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Many scientific studies have found lower performance on standard fitness tests of strength, endurance, flexibility and motor coordination, in persons with intellectual disabilities and developmental speech and language disorders. There are limited body of research on motor performance in children with borderline intellectual functioning (BIF) that manifesting as cognitive and behavioural problems and specific language impairment (SLI) that is a developmental disorder involving delayed language. The balance is one of the substantial motor skills that ensure development of normal movement patterns. The aim of the research is to find the differences of vestibular system indicators in specific groups. The data are gained during the research that was supported by National Research Program "Innovative solutions in social rehabilitation in Latvian schools in the context of inclusive education". The balance sway index (SI) was tested by digital platform BioSway using the m-CTSIB test in four positions. The research group included 17 participants with SLI and 25 children with BIF diagnosis at the 11-14 years age range who are enrolled in special schools. The normative data of m-CTSIB test was gained from 305 participants in previous researches of National Program. It was found statistically significant differences (p=0.027) of SI between BIF and SLI groups in one test position (eyes closed on foam surface). Children with disorders demonstrated significantly lower balance performance in two test positions in each group. Participants with BIF had significantly higher SI than typical children in two test positions with eyes open. Respectively on firm surface (p=0.028) and on foam surface (p=0.012). Children with SLI had significantly higher SI accordingly in two test positions on firm surface respectively eyes open (p=0.001) and eyes closed (p=0.000). The findings suggest that mechanism of vestibular adaptation in challenging environments differ with disorder diagnosis. That indicates the need for further researches in these specific groups.

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Emami, Zahra, Benjamin T. Dunkley, Robyn Westmacott, Amanda Robertson, Pradeep Krishnan, Ishvinder Bhathal, Mahendranath Moharir, Daune MacGregor, Elizabeth W. Pang, and Nomazulu Dlamini. "Abstract TMP114: Functional and Structural Network Reorganization in Higher-Order Language Following Neonatal Stroke." Stroke 51, Suppl_1 (February 2020). http://dx.doi.org/10.1161/str.51.suppl_1.tmp114.

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Introduction: Neonatal arterial ischemic stroke (NAIS) is a common form of pediatric stroke often affecting classical language areas in the brain’s left hemisphere. While children with NAIS can acquire basic language skills, adolescence typically reveals the emergence of deficits in higher-order language, such as syntactic language. The reorganization of functional and structural brain networks may provide insight into later-emerging language outcomes and serve as a biomarker in prognostication. Methods: A cross-sectional study of eight children with unilateral NAIS (5F; 12.3±3.3 years) and seven neurotypical children (2F; 13.4±2.7 years) was conducted. Participants listened to syntactically correct and incorrect sentences while magnetoencephalography was recorded, and task-related functional connectivity in the time window and frequency band of interest was determined. Structural connectivity between brain regions was investigated using DTI tractography, and language outcomes were assessed using neuropsychological tests. Results: An analysis of the syntactic language network (4-7 Hz, 1.2-1.4s) indicated that unlike the typical correlation between left-lateralized functional connectivity and language skill ( p <0.01), good outcome in patients is correlated with bilateral frontal connectivity (p<0.01). Furthermore, patients exhibit a significant reduction in structural connectivity between the left and right supplementary motor area, compared with controls ( p =0.007), and the bilateral structural connectivity of this region is positively correlated with measures of working memory and information processing ( p =0.036). Conclusions: The preliminary results suggest that reorganization of functional networks towards bilateral connectivity may support language outcome following early stroke. The supplementary motor area’s role in coordination of interhemispheric functions and in information processing may position it as a key structural region in supporting the compensatory reorganization of functional networks underlying language. Ultimately, measures of functional and structural networks may be used as a prognostic tool for language development in pediatric stroke in order to improve long-term outcomes.

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Onesimo, R., E. Sforza, V. Giorgio, D. Rigante, E. Kuczynska, C. Leoni, F. Proli, et al. "Predicting the clinical trajectory of feeding and swallowing abilities in CHARGE syndrome." European Journal of Pediatrics, February 17, 2023. http://dx.doi.org/10.1007/s00431-023-04841-4.

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AbstractTo date, the feeding and oral-motor abilities of patients with CHARGE syndrome (CS) have not been longitudinally assessed. This study aims to investigate the level of these abilities at different ages and evaluate how they evolve during growth. We retrospectively analysed oral-motor features of 16 patients with molecularly confirmed CS (age range 4–21 years old; mean 11 years; SD 6 years; median 10 years). Nearly 100% of CS new-borns had weak sucking at birth, and half of them demonstrated poor coordination between breathing and swallowing. Over time, the percentages of children with tube feeding dependence (60% at birth) faced a slow but steady decrease (from 33% at 6 months, 25% at 12 months, to 13% at school age) in tandem with the decreasing risk of aspiration. The ability of eating foods requiring chewing was achieved at school age, after the acquisition of an adequate oral sensory processing. A mature chewing pattern with a variety of food textures was not achieved by more than half of patients, including those requiring artificial enteral nutrition. Most patients started prolonged oral-motor treatments with speech language therapists in early childhood.Conclusions: Although feeding and swallowing disorders are constant features in CS patients, a slow and gradual development of feeding abilities occurs in most cases. Rehabilitation plays a key role in overcoming structural and functional difficulties and attaining appropriate eating skills. What is Known:• Feeding problems and swallowing dysfunction have been noted in CHARGE syndrome.• The involvement of multiple factors, including structural problems in the mouth, throat, or esophagus, and neurological impairment, make feeding a complicated task in CHARGE individuals. What is New:• Dysphagia gradually improves in most CHARGE children over time, though with a wide interindividual variability.• The percentages of children with tube feeding dependence decrease over time from 60% at birth to 33% at 6 months and 13% at school age.

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Zakraoui, Jezia, Moutaz Saleh, Somaya Al-Maadeed, and Jihad Mohamad AlJa’am. "A study of children emotion and their performance while handwriting Arabic characters using a haptic device." Education and Information Technologies, August 5, 2022. http://dx.doi.org/10.1007/s10639-022-11246-7.

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AbstractEmotion and focus of children during handwriting are essential for language learning. Handwriting for young children is challenging because it needs deep motivation and willingness to complete the task regardless of its difficulty. Recently, emerged haptic guidance systems have a good potential to offer children a better sense of engagement to keep their interests awake. Yet, handwriting in 3D is more challenging for children due to many reasons including demotivation, out of focus, and visuomotor coordination difficulties. In this paper, we study the effectiveness of a haptic device in analyzing schoolchildren emotion, attentiveness and handwriting performance of Arabic letters. We conducted the experiments for a period of four weeks with an immersive environment where the subjects practiced writing in VR environment using a haptic device-controlled stylus. We assessed the childrens’ emotions to get insights into their engagement during such hard learning environment. We found that our approach improved the participants’ fine-motor skills and handwriting quality. However, our analysis revealed that such task was effective on detecting emotions (angry/neutral) only as a negative/positive contributor of performance. Overall, the obtained findings can well contribute to the understanding of the relationship between students’ emotions and other variables in an attempt to support the development of adaptive learning technologies.

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Mansour, Yusra, Alyson Burchell, and Randy J. Kulesza. "Central Auditory and Vestibular Dysfunction Are Key Features of Autism Spectrum Disorder." Frontiers in Integrative Neuroscience 15 (September 29, 2021). http://dx.doi.org/10.3389/fnint.2021.743561.

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by repetitive behaviors, poor social skills, and difficulties with communication. Beyond these core signs and symptoms, the majority of subjects with ASD have some degree of auditory and vestibular dysfunction. Dysfunction in these sensory modalities is significant as normal cognitive development depends on an accurate representation of our environment. The hearing difficulties in ASD range from deafness to hypersensitivity and subjects with ASD have abnormal sound-evoked brainstem reflexes and brainstem auditory evoked potentials. Vestibular dysfunction in ASD includes postural instability, gait dysfunction, and impaired gaze. Untreated vestibular dysfunction in children can lead to delayed milestones such as sitting and walking and poor motor coordination later in life. Histopathological studies have revealed that subjects with ASD have significantly fewer neurons in the auditory hindbrain and surviving neurons are smaller and dysmorphic. These findings are consistent with auditory dysfunction. Further, the cerebellum was one of the first brain structures implicated in ASD and studies have revealed loss of Purkinje cells and the presence of ectopic neurons. Together, these studies suggest that normal auditory and vestibular function play major roles in the development of language and social abilities, and dysfunction in these systems may contribute to the core symptoms of ASD. Further, auditory and vestibular dysfunction in children may be overlooked or attributed to other neurodevelopmental disorders. Herein we review the literature on auditory and vestibular dysfunction in ASD. Based on these results we developed a brainstem model of central auditory and vestibular dysfunction in ASD and propose that simple, non-invasive but quantitative testing of hearing and vestibular function be added to newborn screening protocols.

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