scholarly journals The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review

2015 ◽  
Vol 18 (6) ◽  
pp. 697-703 ◽  
Author(s):  
Irene M.J. van der Fels ◽  
Sanne C.M. te Wierike ◽  
Esther Hartman ◽  
Marije T. Elferink-Gemser ◽  
Joanne Smith ◽  
...  
Keyword(s):  
Systematic Review ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The Relationship

scholarly journals The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review

2021 ◽  
Vol 18 (14) ◽  
pp. 7516
Author(s):  
Dagmar F.A. A. Derikx ◽  
Suzanne Houwen ◽  
Vivian Meijers ◽  
Marina M. Schoemaker ◽  
Esther Hartman
Keyword(s):  
Systematic Review ◽  
Home Environment ◽  
Motor Performance ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Factors Associated ◽  
The Social ◽  
Social Environmental ◽  
Social Environmental Factors ◽  
The Relationship

Motor performance during childhood is important for prosperity in life, and the social environment may contain potentially important and modifiable factors associated with motor performance. Therefore, the aim of this systematic review was to identify social environmental factors associated with motor performance in 3- to 12-year-old typically developing children. Four electronic databases were searched, which resulted in 31 included studies. The methodological quality was determined using the Quality of Prognosis Studies in Systematic Reviews tool. Most studies were conducted in 3–6-year-old children. In the home environment, parental beliefs in the importance of physical activity and parental behaviors matching these beliefs were related to better motor performance of children, although these relationships were often sex-dependent. The school and sports environments were investigated much less, but some preliminary evidence was found that being better liked by peers, attending a classroom with a smaller age range, having more interaction with the teacher and classmates, and having a higher educated teacher was related to better motor performance. Further research is required to further unravel the relationship between the social environment and motor skills, with a specific focus on 6–12-year-old children and environments outside of the home environment.

scholarly journals The impact of reduced sleep on school related outcomes for typically developing children aged 11–19: A systematic review

2020 ◽  
Vol 41 (6) ◽  
pp. 569-594
Author(s):  
Ben Hayes ◽  
Josie Bainton
Keyword(s):  
Experimental Data ◽  
Systematic Review ◽  
Literature Review ◽  
School Performance ◽  
Cognitive Outcomes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The World ◽  
The Impact ◽  
The Relationship

This systematic literature review examines the relationship between restricted and reduced sleep and school performance, learning and cognitive functioning in typically developing adolescents. Correlational and experimental data were evaluated from 17 studies which included participants ranging from 11 to 19 years in studies from seven countries around the world. The review found that there is evidence that restricted and reduced sleep is negatively associated with school performance and cognitive outcomes, although the findings were mixed. Implications for psychologists working with schools are discussed. More research and evaluation is needed to establish how these factors relate to each other conclusively.

Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time

2020 ◽  
pp. 002246692094080
Author(s):  
W. Catherine Cheung ◽  
Hedda Meadan ◽  
Sa Shen
Keyword(s):  
Motor Skills ◽  
Cognitive Skills ◽  
Children With Disabilities ◽  
Fine Motor ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Socioemotional Skills ◽  
Over Time

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.

scholarly journals Tools and Techniques Used With Robotic Devices to Quantify Upper-Limb Function in Typically Developing Children: A Systematic Review

2020 ◽  
Vol 9 ◽  
pp. 117957272097901
Author(s):  
Stephan CD Dobri ◽  
Hana M Ready ◽  
Theresa Claire Davies
Keyword(s):  
Systematic Review ◽  
Outcome Measures ◽  
Motor Function ◽  
Upper Limb ◽  
Rate Of Change ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Upper Limb Function ◽  
Robotic Devices ◽  
Tools And Techniques

Background: Robotic devices have been used to quantify function, identify impairment, and rehabilitate motor function extensively in adults, but less-so in younger populations. The ability to perform motor actions improves as children grow. It is important to quantify this rate of change of the neurotypical population before attempting to identify impairment and target rehabilitation techniques. Objectives: For a population of typically developing children, this systematic review identifies and analyzes tools and techniques used with robotic devices to quantify upper-limb motor function. Since most of the papers also used robotic devices to compare function of neurotypical to pathological populations, a secondary objective was introduced to relate clinical outcome measures to identified robotic tools and techniques. Methods: Five databases were searched between February 2019 and August 2020, and 226 articles were found, 19 of which are included in the review. Results: Robotic devices, tasks, outcome measures, and clinical assessments were not consistent among studies from different settings but were consistent within laboratory groups. Fifteen of the 19 articles evaluated both typically developing and pathological populations. Conclusion: To optimize universally comparable outcomes in future work, it is recommended that a standard set of tasks and measures is used to assess upper-limb motor function. Standardized tasks and measures will facilitate effective rehabilitation.

Assessment and treatment of anxiety in children and adolescents with ASD: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Celal Perihan ◽  
Mack D. Burke ◽  
Lisa Bowman-Perrott ◽  
Joel Bocanegra
Keyword(s):  
Systematic Review ◽  
Empirical Evidence ◽  
Implementation Fidelity ◽  
Autism Spectrum ◽  
Anxiety Symptoms ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Pilot Studies ◽  
Content Type ◽  
Children With Asd

Purpose The purpose of this study was to investigate the quality of current studies that assess and treat anxiety symptoms in children with autism spectrum disorder (ASD). More specifically the study aimed to answer the following questions: What are the qualities of the current studies using cognitive behavioral therapies (CBTs) to treat anxiety symptoms in children with ASD? Did studies make necessary modifications and adaptations to CBTs according to the evidence-based strategies and implement these versions of CBTs with precise fidelity? Were the selected measurements appropriate for assessing the anxiety symptoms in children with ASD? Design/methodology/approach A systematic review protocol was developed from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Moher et al., 2009). A rubric was adapted based on the CEC (Council for Exceptional Children; Cook, 2014) group comparison studies standards and the Evaluative Method for Determining EBP in Autism (Reichow et al., 2007). The 3-point Likert Scale (Chard et al., 2009) was adapted to score each study based on the rubric. Findings CBT is a first-line treatment with significant mixed results. Current studies use adapted versions of existing CBTs for children with ASD without reporting empirical evidence to these adaptations and changes. Reporting of the implementation fidelity is still an issue in the treatment of anxiety. Anxiety measurements that were designed for typically developing children failure to detect unusual anxiety symptoms in children with ASD. Research limitations/implications The first limitation of this study was including a variety of studies across CBT programs and types of anxiety symptoms. Types of anxiety and CBT treatments may require separate analyses with specific indicators. Due to the limited studies, reviews could not be analyzed across types of CBT programs. The second limitation was the types of studies. Most of the studies were pilot studies. Pilot studies might use various instruments and CBTs components for making selections to produce the best effects and results. The final limitation was the lack of examination of the data analysis process. Originality/value These findings are important because due to the variety of changes or adaptation to CBTs, inappropriate implementations and failure to detect unusual anxiety symptoms of children with ASD may cause significant differences in treatment responses and outcomes. The study demonstrated that the majority of the studies used adapted versions of existing CBTs without reporting empirical evidence for these adaptations and changes. The findings have shown that reporting of the implementation fidelity is still an issue. Moreover, the majority of studies had used anxiety measurements that were designed for typically developing children, not for children with ASD.

scholarly journals A Systematic Review Comparing the Play Profiles of Children with Special Health Care Needs with Typically Developing Children

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Nyaradzai Munambah ◽  
Reinie Cordier ◽  
Renée Speyer ◽  
Sivuyisiwe Toto ◽  
Elelwani L. Ramugondo
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Special Health Care Needs ◽  
Health Care Needs ◽  
Typically Developing ◽  
Sample Sizes ◽  
Typically Developing Children ◽  
Care Needs ◽  
Special Health Care ◽  
Special Health

Introduction. Although play has been used as a means to meet therapeutic goals by health care practitioners for a long time, there is a need to continuously review its conceptualisation and use in everyday practice to promote evidence-based practice. This systematic review aimed to evaluate the evidence on how the play of children with Special Health Care Needs (SHCN) is similar or different to that of typically developing children. Methods. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement, we conducted a comprehensive review across five electronic databases for all studies that compared how the play of children with SHCN was similar or different to that of typically developing children. Data were extracted from the included studies, and methodological quality was assessed. Results. Eighteen studies met eligibility criteria. All the studies in this review were at risk of bias due to the study design. There was great variation in sample sizes, ranging between five and 112 participants in the diagnostic groups and five and 546 participants in control groups (typically developing children). The included studies investigated different aspects of play, which made it difficult to synthesise. However, of the 18 studies reviewed, thirteen reported that children with SHCN engage in less play, compared with typically developing children. Conclusions. Evidence supports the assumption that children with SHCN are less playful and spend less time engaging in play compared with typically developing children. This systematic review reveals paucity of research on play for children with several common chronic conditions such as HIV/AIDS, cancer, and cardiovascular diseases. Future studies need to reduce risks of bias, including the use of appropriate sample sizes, and must provide detailed results after investigating play in children with SHCN.

From action to language through gesture

Gesture ◽  
2005 ◽  
Vol 5 (1-2) ◽  
pp. 155-177 ◽  
Author(s):  
Olga Capirci ◽  
Annarita Contaldo ◽  
Maria Cristina Caselli ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Main Hypothesis ◽  
Data Analyses ◽  
Spontaneous Interaction ◽  
Changes Over Time ◽  
The Relationship ◽  
Over Time ◽  
First Words

The present study reports empirical longitudinal data on the early stages of language development. The main hypothesis is that the output systems of speech and gesture may draw on underlying brain mechanisms common to both language and motor functions. We analyze the spontaneous interaction with their parents of three typically-developing children (2 M, 1 F) videotaped monthly at home between 10 and 23 months of age. Data analyses focused on the production of actions, representational and deictic gestures and words, and gesture-word combinations. Results indicate that there is a continuity between the production of the first action schemes, the first gestures and the first words produced by children. The relationship between gestures and words changes over time. The onset of two-word speech was preceded by the emergence of gesture-word combinations. The results are discussed in order to integrate and support the evolutionary and neurophysiological views of language origins and development.

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