scholarly journals Fundamental Movement Skills and Health-Related Outcomes: A Narrative Review of Longitudinal and Intervention Studies Targeting Typically Developing Children

2016 ◽  
Vol 12 (2) ◽  
pp. 148-159 ◽  
Author(s):  
Emily Bremer ◽  
John Cairney
Keyword(s):  
Longitudinal Design ◽  
Positive Influence ◽  
Narrative Review ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Universal Approach ◽  
Health Related ◽  
The Impact

Many children with typical development are highly sedentary, overweight/obese, and are deemed not ready for school at kindergarten entry. All of these concerns can be related to a lack of movement skill proficiency in this population. The purpose of this narrative review was to synthesize the literature examining the impact of movement skills on 5 areas of overall health: physical activity, physical fitness, body composition, self-beliefs, and executive functioning. To gain an understanding of these relationships, only studies employing an experimental or observational longitudinal design were reviewed. Although the results were limited in the number of studies available, there is evidence that movement skill may have a positive influence on these broad domains of health both naturally over the course of development and through intervention. We recommend that a universal approach to movement skill development is warranted, given the range of benefits that stem from developing proficiency in these skills.

Developmental Characteristics of Disparate Bimanual Movement Skills in Typically Developing Children

2017 ◽  
Vol 50 (1) ◽  
pp. 8-16 ◽  
Author(s):  
Julian Rudisch ◽  
Jenny Butler ◽  
Hooshang Izadi ◽  
Deirdre Birtles ◽  
Dido Green
Keyword(s):  
Typically Developing ◽  
Bimanual Movement ◽  
Typically Developing Children ◽  
Movement Skills ◽  
Developmental Characteristics

The Impact of Sleep Restriction on Daytime Functioning in School-Age Children With and Without ADHD: A Narrative Review of the Literature

2018 ◽  
Vol 34 (3) ◽  
pp. 188-214 ◽  
Author(s):  
Fiona Davidson ◽  
Benjamin Rusak ◽  
Christine Chambers ◽  
Penny Corkum
Keyword(s):  
Sleep Problems ◽  
Narrative Review ◽  
School Age Children ◽  
Sleep Restriction ◽  
Typically Developing ◽  
Daytime Functioning ◽  
Insufficient Sleep ◽  
Cognition And Emotion ◽  
Hyperactivity Disorder ◽  
The Impact

The purpose of this narrative review was to synthesize the existing literature on the impact of sleep on daytime functioning in both typically developing (TD) children and children with attention-deficit/hyperactivity disorder (ADHD). Correlational studies in children suggest that insufficient sleep and impaired daytime functioning are significantly associated; however, this does not address the causal relationships between sleep and daytime functioning. The review results indicated that there is limited experimental sleep manipulation research in children. In the eight studies that employed experimental methods to examine sleep restriction, the consequences of insufficient sleep were greatest for attention and inconsistent for other domains, such as cognition and emotion regulation. Despite the significant co-occurrence of ADHD and sleep problems, the experimental sleep research focused on the daytime impact of shorter sleep in children with ADHD is extremely limited and as such more research is needed.

The Impact of Sleep on Emotion in Typically Developing Children

2015 ◽  
pp. 399-419
Author(s):  
Reut Gruber ◽  
Soukaina Paquin ◽  
Jamie Cassoff ◽  
Merrill S. Wise
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
The Impact

scholarly journals Do Spatial Boundaries Matter for Exploring the Impact of Community Green Spaces on Health?

2020 ◽  
Vol 17 (20) ◽  
pp. 7529
Author(s):  
Jong Cheol Shin ◽  
Mei-Po Kwan ◽  
Diana S. Grigsby-Toussaint
Keyword(s):  
Green Space ◽  
Physical Activity Behavior ◽  
Positive Influence ◽  
Behavioral Risk ◽  
Related Factors ◽  
Health Promoting Behaviors ◽  
Behavioral Risk Factor Surveillance ◽  
Health Related ◽  
Using Data ◽  
The Impact

Green space exposure is thought to have a positive influence on physical activity behavior and overall health. However, the literature remains equivocal, and green space measurement methods remain complicated. Using data from the Illinois Behavioral Risk Factor Surveillance System, this study examines the influence of green space on health-related factors, such as exercise, physical health, and mental health. Moreover, we explore the methods for measuring community green space via various spatial boundaries and green space resources. The results show that combining two contextually designated census boundaries and a measure of green space with seasonality were the best spatial conceptualizations for capturing community green space. Moreover, the findings showed a positive influence of green space exposure on health outcomes. These findings highlight the importance of considering geographic contexts of daily human behaviors and green space seasonality in providing a better understanding of the influence of community activity space on environmental exposure measurement. Further, this work contributes to community planning for encouraging health-promoting behaviors.

scholarly journals Accounting for motion in fMRI: What part of the spectrum are we characterizing in autism spectrum disorder?

2022 ◽  
Author(s):  
Mary Beth Nebel ◽  
Daniel Lidstone ◽  
Liwei Wang ◽  
David Benkeser ◽  
Stewart H Mostofsky ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Connectivity ◽  
Autism Spectrum ◽  
Machine Learning Algorithms ◽  
Spectrum Disorder ◽  
Intellectual Ability ◽  
Typically Developing ◽  
Autistic Children ◽  
Typically Developing Children ◽  
The Impact

The exclusion of high-motion participants can reduce the impact of motion in functional Magnetic Resonance Imaging (fMRI) data. However, the exclusion of high-motion participants may change the distribution of clinically relevant variables in the study sample, and the resulting sample may not be representative of the population. Our goals are two-fold: 1) to document the biases introduced by common motion exclusion practices in functional connectivity research and 2) to introduce a framework to address these biases by treating excluded scans as a missing data problem. We use a study of autism spectrum disorder to illustrate the problem and the potential solution. We aggregated data from 545 children (8-13 years old) who participated in resting-state fMRI studies at Kennedy Krieger Institute (173 autistic and 372 typically developing) between 2007 and 2020. We found that autistic children were more likely to be excluded than typically developing children, with 29.1% and 16.1% of autistic and typically developing children excluded, respectively, using a lenient criterion and 80.8% and 59.8% with a stricter criterion. The resulting sample of autistic children with usable data tended to be older, have milder social deficits, better motor control, and higher intellectual ability than the original sample. These measures were also related to functional connectivity strength among children with usable data. This suggests that the generalizability of previous studies reporting naïve analyses (i.e., based only on participants with usable data) may be limited by the selection of older children with less severe clinical profiles because these children are better able to remain still during an rs-fMRI scan. We adapt doubly robust targeted minimum loss based estimation with an ensemble of machine learning algorithms to address these data losses and the resulting biases. The proposed approach selects more edges that differ in functional connectivity between autistic and typically developing children than the naïve approach, supporting this as a promising solution to improve the study of heterogeneous populations in which motion is common.

scholarly journals Speech Rate Varies With Sentence Length in Typically Developing Children

2021 ◽  
pp. 1-7
Author(s):  
Meghan Darling-White ◽  
Symone Whitney Banks
Keyword(s):  
Speech Rate ◽  
Sentence Length ◽  
Pause Time ◽  
Typically Developing ◽  
Articulation Rate ◽  
Typically Developing Children ◽  
Parts Of Speech ◽  
Highly Sensitive ◽  
Main Effects ◽  
The Impact

Purpose The primary purpose of this study was to examine the effect of sentence length on speech rate and its characteristics, articulation rate and pauses, in typically developing children. Method Sixty-two typically developing children between the ages of 10 and 14 years repeated sentences varying in length from two to seven words. Dependent variables included speech rate (syllables per second), articulation rate (syllables per second), and proportion of time spent pausing. Results Speech rate and articulation rate significantly increased with increases in sentence length, but proportion of time spent pausing did not increase with sentence length. There were no significant main effects of age. Conclusions This is the first study to suggest that sentence length differentially impacts the component parts of speech rate, articulation rate and pause time. Increases in sentence length led to increases in speech rate, primarily due to increases in articulation rate and not increases in pause time. Articulation rate appears to be highly sensitive to the impact of sentence length, while a higher cognitive–linguistic load may be required to see sentence length effects on pause time.

scholarly journals You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development

2020 ◽  
Author(s):  
Mila Vulchanova ◽  
Joana Acha ◽  
Sara Ramos-Cabo ◽  
Valentin Vulchanov
Keyword(s):  
Index Finger ◽  
Longitudinal Design ◽  
Expressive Language ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Communicative Development ◽  
Atypical Development ◽  
One Year

We investigated whether two types of pointing hand features (index finger and open palm pointing) and three types of relation with the referent (manipulation, contact, no contact) similarly predict language in children with and without autism, and whether cognition mediates the longitudinal relationship between pointing and language development. Sixteen children with autism, thirteen children at high risk for autism, and eighteen typically developing children participated in an interactive gesture-elicitation task and were tested on standardized cognitive and expressive language batteries in a longitudinal design. Cognition was a significant and direct predictor of language skills in all groups. However, index finger pointing was a direct predictor of language in the autism group above and beyond cognition. In addition, index finger pointing total score and percentage of no contact pointing bids were key predictors of expressive language measured one year apart, once the effect of group, expressive language and cognition at Time 1 were controlled. Findings highlight the role of cognition in communicative development, but suggest a key role of index finder use in the longitudinal relationship between deictic gestures and language atypical development above and beyond cognition.

scholarly journals Trajectories of imitation skills in preschoolers with Autism Spectrum Disorders

2021 ◽  
Author(s):  
Irene Pittet ◽  
Nada Kojovic ◽  
Martina Franchini ◽  
Marie Schaer
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Cognitive ◽  
Developmental Trajectories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
The Impact

Imitation skills play a crucial role in social cognitive development from early childhood. Many studies have shown a deficit in imitation skills in children with Autism Spectrum Disorders (ASD). Little is known about the development of imitation behaviors in children with ASD. This study aims to measure the trajectories of early imitation skills in preschoolers with ASD and how these skills impact other areas of early development. For this purpose, we assessed imitation, language and cognition skills in 177 children with ASD and 43 typically developing children (TD) aged 2 to 5 years old, 126 of which were followed longitudinally, yielding a total of 396 time-points. Our results confirmed the presence of an early imitation deficit in toddlers with ASD compared to TD children. The study of the trajectories showed that these difficulties were marked at the age of two years, and gradually decreased until the age of 5 years old. Imitation skills were strongly linked with cognitive, language skills and level of symptoms in our ASD group at baseline. Moreover, the imitation skills at baseline were predictive of the language gains a year later in our ASD group. Using a data-driven clustering method, we delineated different developmental trajectories of imitation skills within the ASD group. The clinical implications of the findings are discussed, particularly the impact of an early imitation deficit on other areas of competence of the young child.

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