A Pilot Study of a Parent-Mediated, Web-Based Motor Skill Intervention for Children With Down Syndrome: Project SKIP

2021 ◽  
pp. 1-22
Author(s):  
Amanda Young ◽  
Seán Healy ◽  
Lisa Silliman-French ◽  
Ali Brian
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Comparison Group ◽  
Web Based ◽  
Children With Down Syndrome ◽  
Gross Motor Development ◽  
Experimental Group ◽  
Ball Skills

To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; Mage = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.

scholarly journals Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

2021 ◽  
Vol 18 (11) ◽  
pp. 5990
Author(s):  
Kara K. Palmer ◽  
Michael A. Nunu ◽  
Katherine Q. Scott-Andrews ◽  
Leah E. Robinson
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Before And After ◽  
Ball Skills

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

FMS Effects of a Motor Program for Children With Autism Spectrum Disorders

2021 ◽  
pp. 003151252110100
Author(s):  
Liangshan Dong ◽  
Bo Shen ◽  
YanLi Pang ◽  
Mingting Zhang ◽  
Yuan Xiang ◽  
...  
Keyword(s):  
Motor Development ◽  
Group Versus ◽  
Motor Program ◽  
Autism Spectrum ◽  
Control Group ◽  
Gross Motor Development ◽  
Children With Asd ◽  
Individualized Approach ◽  
Experimental Group ◽  
Ball Skills

The current study evaluated the effectiveness of a motor program that specifically targeted fundamental motor skills (FMS) in children with ASD. The experimental group (n=21) participated in a 9-week program with motor instructions for 80 minutes/day, three days/week, while the control group (n=29) did not participate in the program. We measured FMS (using the Test of Gross Motor Development-3) one-week before, one-week after, and two-months after the program. Children in the experimental group had significantly larger FMS improvements than the controls on both locomotor and ball skills immediately following the program, and these participants showed continuous improvement on locomotor, but not ball skills, at 2-months follow-up. In individual analyses, 80% of children in the experimental group versus 29% of children in the control group showed continuous locomotor skills improvement beyond their pre-test levels. These findings highlight the importance of both a long-term motor development intervention and an individualized approach for evaluating improved FMS among children with ASD.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

An Inclusive Mastery Climate Intervention and the Motor Skill Development of Children with and Without Disabilities

2004 ◽  
Vol 21 (4) ◽  
pp. 330-347 ◽  
Author(s):  
Nadia C. Valentini ◽  
Mary E. Rudisill
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Comparison Group ◽  
Skill Development ◽  
Learning Opportunities ◽  
Post Intervention ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Motor Skill Development ◽  
Before And After

The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.

scholarly journals Effect of Treadmill Training and Supramalleolar Orthosis Use on Motor Skill Development in Infants With Down Syndrome: A Randomized Clinical Trial

2010 ◽  
Vol 90 (3) ◽  
pp. 382-390 ◽  
Author(s):  
Julia Looper ◽  
Dale A. Ulrich
Keyword(s):  
Down Syndrome ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Small Sample ◽  
Treadmill Training ◽  
Control Group ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Experimental Group

BackgroundChildren with Down syndrome (DS) often display delayed onset of independent walking. Treadmill training is an effective intervention that leads to an earlier walking onset. In addition, orthoses often are provided to infants with DS to increase stability and promote earlier independent walking. However, this early use of orthoses has not been scientifically verified in infants with DS.ObjectiveThe purpose of this study was to provide insight into the developmental outcomes of early orthosis use in combination with treadmill training in infants with DS compared with treadmill training alone.DesignThis study was a randomized controlled trial.SettingThis study was conducted in participants’ homes and in the motor development laboratory.Participants and InterventionSeventeen infants with DS entered the study when they could pull themselves to a standing position. They were randomly assigned to either a control group (which received treadmill training) or an experimental group (which received treadmill training and orthoses). During monthly visits to the infants’ homes, 3 minutes of treadmill stepping was recorded and each child's motor development skills were tested. The treadmill training ended once the child took 3 independent steps. One month following walking onset, developmental tests were readministered.MeasurementsThe Gross Motor Function Measure (GMFM) was used to test motor skill development.ResultsThe average (SD) time in the study was 268 (88) days for the control group and 206 (109) days for the experimental group. All infants showed significantly increased GMFM scores over time. At 1 month of walking experience, the control group had higher GMFM scores than the experimental group, with higher standing and walking, running, and jumping subscale scores.LimitationsLimitations of this study included a small sample of convenience, a statistical model that may have reduced validity at the tail end, and a lack of blinding in the GMFM scorer.ConclusionsOrthoses may have a detrimental effect on overall gross motor skill development.

Promoting Balance and Jumping Skills in Children with down Syndrome

2002 ◽  
Vol 94 (2) ◽  
pp. 443-448 ◽  
Author(s):  
Wai-Yi Wang ◽  
Yun-Huei Ju
Keyword(s):  
Down Syndrome ◽  
Motor Skill ◽  
Comparison Group ◽  
Analysis Of Covariance ◽  
Motor Proficiency ◽  
Children With Down Syndrome ◽  
Qualitative And Quantitative ◽  
Vertical Jumping

The purpose of this study was to investigate the changes in balance and qualitative and quantitative jumping performances by 20 children with Down syndrome (3 to 6 years) on jumping lessons. 30 typical children ages 3 to 6 years were recruited as a comparison group. Before the jumping lesson, a pretest was given subjects for balance and jumping skill measures based on the Motor Proficiency and Motor Skill Inventory, respectively. Subjects with Down syndrome received 3 sessions on jumping per week for 6 weeks but not the typical children. Then, a posttest was administered to all subjects. Analysis of covariance showed the pre- and posttest differences on scores for floor walk, beam walk, and horizontal and vertical jumping by subjects with Down syndrome were significantly greater than those for the typical children.

Early Movement Matters: Interplay of Physical Activity and Motor Skill Development in Infants With Down Syndrome

2020 ◽  
Vol 37 (2) ◽  
pp. 160-176
Author(s):  
Janet L. Hauck ◽  
Isabella T. Felzer-Kim ◽  
Kathryn L. Gwizdala
Keyword(s):  
Physical Activity ◽  
Down Syndrome ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Infant Development ◽  
Mixed Model ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Time Points

This longitudinal study investigated monthly motor development and physical activity (PA) of infants with and without Down syndrome. Gross and fine motor skills (Bayley Scales of Infant Development-III) and PA (accelerometer) were assessed in 35 infants at eight time points during infancy. A multivariate mixed model identified time points when motor scores diverged between the groups. In infants with Down syndrome, bivariate correlations between monthly PA and motor changes were calculated, and multivariate analysis of variance probed the influence of early PA on motor-skill timing. Results indicate that differences in gross and fine motor skills first emerge at 2 and 4 months, respectively. In infants with Down syndrome, gross motor and PA changes between 4 and 6 months were positively correlated. Infants more active than the mean at 2 or 3 months achieved several prone and sitting skills earlier. These results highlight the adaptability of early infancy and the importance of early intervention.

scholarly journals Jumping Performance and Lower Limb Kinematic Analysis Among Children with Down Syndrome

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Wan Hazree Wan Zakaria ◽  
Hosni Hassan ◽  
Noor Azila Azreen Md Radzi
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Motor Development ◽  
Lower Limb ◽  
Kinematic Analysis ◽  
Video Recording ◽  
Lower Limbs ◽  
Children With Down Syndrome ◽  
Jumping Performance ◽  
Three Phases

This study investigated the jumping performance and lower limbs kinematics among boys with Down syndrome. The participants (n = 23) were required to perform standing broad jump test and their jumping performance was evaluated using Motor Skills Inventory for locomotor skills anal- ysis. In addition, the jumping performance was also recorded for lower limb kinematic analysis using 2-Dimensional video recording tools. Results revealed that 91.3% of the participants scored ‘Poor’ values of standing broad jump distances. Based on the Motor Skills Inventory analysis, five participants were grouped as ‘Rudimentary’, nine participants were ‘Functional’ and the other nine participants were ‘Mature’ level of motor development. Based on these three groups, further analysis was conducted on the lower limbs kinematics during jumping performance (three phases: take off, jump peak height and landing). Finding showed that there were no significant differences on lower limb kinematics between the groups during these three phases of jumping. Proper inter- vention strategies are needed in order to improve the jumping skills among children with Down syndrome.

Positive Effect of a Motor Intervention Program With Exergames

2020 ◽  
Vol 10 (4) ◽  
pp. 55-64
Author(s):  
Pâmella Medeiros ◽  
Érico Pereira Gomes Felden ◽  
Marcela Almeida Zequinão ◽  
Paola Cidade Cordeiro ◽  
Kamyla Thais Dias de Freitas ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Intervention Program ◽  
Gross Motor Development ◽  
Education Group ◽  
Before And After ◽  
Positive Effect ◽  
Experimental Group

The objective this article is to verify the effects of an intervention program with exergames on the motor performance of children aged 8 to 10 years. The study included 64 children divided into experimental group and physical education group. The motor intervention used in this study was an exergame program with 18 sessions lasting 45 minutes each, twice a week. To evaluate motor performance before and after the intervention, the authors used the Test of Gross Motor Development - Second Edition (TGMD-2). This study showed a positive effect on the motor performance of children ages 8 to 10 years. However, no significant differences were found in relation to the effect of exergames intervention in the experimental group when compared to the physical education group that participated in PE classes. The results of this study indicate that exergames are effective tools for the significant improvement of motor skills.

A schedule of gross motor development for children with Down syndrome

2018 ◽  
Vol 63 (4) ◽  
pp. 346-356 ◽  
Author(s):  
P. Winders ◽  
K. Wolter-Warmerdam ◽  
F. Hickey
Keyword(s):  
Down Syndrome ◽  
Motor Development ◽  
Gross Motor ◽  
Children With Down Syndrome ◽  
Gross Motor Development
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