Consulation with physical and occupational therapists to promote the motor development of young children

1997 ◽  
Vol 15 (5) ◽  
pp. 331-339 ◽  
Author(s):  
JUDITH L. POKORNI ◽  
KIRSTEN M. SIPPEL
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Occupational Therapists

Parental Adherence to Home Activities in Early Intervention for Young Children With Delayed Motor Development

2021 ◽  
Author(s):  
Afnan S Gmmash ◽  
Susan K Effgen ◽  
Camille Skubik-Peplaski ◽  
Justin D Lane
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Support Groups ◽  
Motor Development ◽  
Online Survey ◽  
Physical Therapists ◽  
Occupational Therapists ◽  
The United States ◽  
Survey Study ◽  
Parent Support Groups

Abstract Objective The purpose of this study was to investigate the relationship between characteristics of home activities and coaching practices with the adherence of parents of children with motor delays to home activities provided by physical therapists and occupational therapists in early intervention. Methods An online survey study was developed and distributed to physical therapists and occupational therapists across the United States. A survey flier was posted online on parent support groups, physical and occupational therapy groups, newsletters and organizations supporting parents of children with disabilities. Results A total of 720 respondents participated in the survey. Four hundred forty-six participants from 49 states met the inclusion criteria and were included in the analysis. Parents indicated that physical therapists and OTs apply the five coaching practices (joint planning, observation, practice, reflection, feedback). However, parents (63%) reported more time was needed on coaching. Parents’ stated that therapists’ modeling the activities was the most helpful teaching technique that enhanced their adherence to home activities. Coaching practices, appropriateness of the home activities to daily routines and home environment, provision of home activities enjoyed by the child, and parent self-efficacy were all significantly associated (P < 0.5) with adherence to home activities. Conclusions Parent’s adherence to home activities is affected not only by the type of coaching used by the therapists but also by the characteristics of the home activities provided for young children with delayed motor development. Impact statement The results of this study provide additional evidence supporting individualization of home activities to promote the parent’s continuous provision of learning opportunities to promote their children’s development. There was also support of the therapists’ use of the five coaching practices in EI to support the parent’s application of home activities when the therapists are not present.

The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

2021 ◽  
pp. 1-18
Author(s):  
Sally Taunton Miedema ◽  
Ali Brian ◽  
Adam Pennell ◽  
Lauren Lieberman ◽  
Larissa True ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Motor Development ◽  
Motor Skill ◽  
Developmental Needs ◽  
School Based ◽  
Singular Component ◽  
Component Approach ◽  
Motor Skill Intervention ◽  
Early Childhood Center

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

scholarly journals Growth Motor Development Levels of Young Children in Cricket, Volleyball and Athletics

2018 ◽  
Vol 7 (14) ◽  
Author(s):  
Borhannudin Abdullah ◽  
Nor Amalina Shafie ◽  
Aminuddin Yusof ◽  
Shamsulariffin Shamsudin ◽  
Siti NurSarah Salehhodin
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Development Levels

Promoting Motor Development and Early Years Physical Literacy in Young Children

2019 ◽  
pp. 65-82
Author(s):  
Jacqueline D. Goodway ◽  
Ruri Famelia ◽  
Ali Brian ◽  
John C. Ozmun ◽  
David L. Gallahue
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Early Years ◽  
Physical Literacy

scholarly journals Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills

2019 ◽  
Vol 32 (2) ◽  
pp. 118-126
Author(s):  
Ling-Yi Lin
Keyword(s):  
Preschool Children ◽  
Visual Perception ◽  
Motor Skills ◽  
Motor Development ◽  
Visual Memory ◽  
Occupational Therapists ◽  
Underlying Mechanism ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Perceptual Skills

Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

Vitamin D Deficiency: A Treatable but Often Forgotten Cause of Motor Delay in Infants

2019 ◽  
Vol 18 (01) ◽  
pp. 013-016
Author(s):  
Shruti Kakkar ◽  
Suhalika Singla Sahni ◽  
Ruchika Kumar ◽  
Jatinder Singh Goraya
Keyword(s):  
Vitamin D ◽  
Young Children ◽  
Vitamin D Deficiency ◽  
Motor Development ◽  
Clinical Signs ◽  
Retrospective Chart Review ◽  
Motor Delay ◽  
Presenting Symptoms ◽  
Lost To Follow Up ◽  
Infants And Young Children

AbstractVitamin D deficiency is an under-recognized cause of motor delays in infants and young children. Retrospective chart review identified 17 infants, 11 boys and 6 girls, aged between 7 and 27 months with motor delays attributable to vitamin D deficiency. Diagnosis of vitamin D deficiency was made on the basis of clinical, radiological, and biochemical findings. Presenting symptoms were delay in motor milestones in 14 and hypocalcemic seizures in 3. On physical examination, clinical signs of rickets were present in all. Neurological examination displayed hypotonia with retained tendon reflexes. Thirteen and ten infants, respectively, underwent radiographical and biochemical investigations, and all had abnormalities consistent with rickets. All infants were treated with 6,00,000 IU of vitamin D. Four infants were lost to follow-up. Rapid recovery of motor development was observed in remaining 13 infants. Vitamin D deficiency should be considered in the differential diagnosis of motor delays in infants and young children.

scholarly journals Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Ada Kristine Ofrim Nilsen ◽  
Sigmund Alfred Anderssen ◽  
Kjersti Johannessen ◽  
Katrine Nyvoll Aadland ◽  
Einar Ylvisaaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Gross Motor ◽  
Object Control ◽  
Fundamental Motor Skills

Abstract Background The direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline. Methods A sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age. Results Baseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up. Conclusions MVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

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