scholarly journals The relationship between the motor skills level and the severity of autism disorder in children with autism

2021 ◽  
Vol 25 (1) ◽  
pp. 58-65
Author(s):  
Ali Akbar Barrodi sedehi ◽  
Abdollah Ghasemi ◽  
Ali Kashi ◽  
Elham Azimzadeh
Keyword(s):  
Motor Skills ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Children With Autism ◽  
Autism Severity ◽  
Motor Proficiency ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Relationship ◽  
Autism Disorder

Background and Study Aim. This study aimed to determine the relationship between the level of fine and gross motor skills and motor proficiency with the severity of autism disorder in children with autism. Material and Methods. 68 children with autism, ranged from 3-16 years old, were selected. Motor Assessment Battery for Children-2 (MABC-2) was used to assess fine and gross motor skills and motor proficiency. Gilliam Autism Rating Scale-2 (GARS-2) test was also used for assessing the severity of autism disorder in the participants. Results. The obtained results from the Pearson correlation test showed that there was a significant and negative relationship between sub-scales of GARS-2 and MABC-2 tests (P<0.05). It means that decreasing the level of motor skills increases the autism severity. The results of the regression test also showed that only the total score of motor proficiency among microscales of the MABC-2 test could predict the stereotypes, social skills, communication skills, and autism severity (P<0.05). Conclusion. The results of the current study indicated the pivotal role of motor skills growth in determining the level of autism disorder. It also emphasized on embedding motor interventions in rehabilitation programs of such people.

scholarly journals The relationship of the development of motor skills and socioeconomic status of family with BMI of children with autism disorder

2021 ◽  
Vol 25 (3) ◽  
pp. 160-164
Author(s):  
Ali Akbar Barrodi sedehi ◽  
Abdollah Ghasemi ◽  
Ali Kashi ◽  
Elham Azimzadeh
Keyword(s):  
Socioeconomic Status ◽  
Motor Skills ◽  
Motor Development ◽  
Pearson Correlation ◽  
Negative Relationship ◽  
Children With Autism ◽  
Overweight And Obesity ◽  
Family Socioeconomic Status ◽  
The Relationship ◽  
Autism Disorder

Background and Study Aim. This study aims to examine the relationship between the development of motor skills and the socio-economic status of families with body mass index (BMI) of children with autism disorder. Material and Methods. To this end, 68 children with autism at the age range of 6-13 years old were selected for the study. Their parents completed Family Socioeconomic Status Questionnaire. The motor skills level of children was measured by the Movement Assessment Battery for Children (MABC). The height and weight of children were measured to calculate their BMI.  Results. The results of the Pearson correlation test showed that there is a significant and negative relationship between the development of motor skills and the socioeconomic status of families with BMI of children with autism. The results of the linear regression test also indicated that motor development and family socioeconomic status are predictors of BMI in people with autism (P<0.05).  Conclusions. It is concluded that the socioeconomic status of the family and the motor development of children with autism are the determinants of their overweight and obesity and these factors should be considered in the interventions for children and families.

All within grasp

2021 ◽  
Vol 22 (9) ◽  
pp. 27-28
Author(s):  
Sian Marsh
Keyword(s):  
Motor Skills ◽  
Rating Scale ◽  
Physical Development ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
A Priority

Understanding how physical development links to children's readiness for school is a priority for trainees on the EYITT programme. Sian Marsh describes how one trainee is using the Movement Environment Rating Scale to support colleagues to develop children's fine and gross motor skills.

A Preliminary Investigation of the Relationship between Language and Gross Motor Skills in Preschool Children

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1211-1216 ◽  
Author(s):  
William J. Merriman ◽  
Beth E. Barnett ◽  
Dave Isenberg
Keyword(s):  
New York ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Preliminary Investigation ◽  
Verbal Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Motor Test ◽  
The Relationship

This study was undertaken to explore the relationship between language skills and gross-motor skills of 28 preschool children from two private pre-schools in New York City. Pearson product-moment correlation coefficients were calculated for language (revised Preschool Language Scale) and gross motor (Test of Gross Motor Development) scores. Locomotor skills were significantly related to both auditory comprehension and verbal ability while object control scores did not correlate significantly with either language score. These results were discussed in terms of previous research and with reference to dynamical systems theory. Suggestions for research were made.

The relationship between gross motor skills and academic achievement in children with learning disabilities

2011 ◽  
Vol 32 (6) ◽  
pp. 2773-2779 ◽  
Author(s):  
Marieke Westendorp ◽  
Esther Hartman ◽  
Suzanne Houwen ◽  
Joanne Smith ◽  
Chris Visscher
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Relationship

scholarly journals Hubungan Pengetahuan Dengan Keterampilan Ibu Dalam Menstimulasi Motorik Kasar Anak Umur 36 – 48 Bulan

2021 ◽  
Vol 4 (2) ◽  
pp. 45-49
Author(s):  
Desak Gede Yenny Apriani
Keyword(s):  
Motor Skills ◽  
Health Workers ◽  
Strong Relationship ◽  
Maternal Knowledge ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Dependent Variables ◽  
Level Of Knowledge ◽  
The Relationship

Development is the increase in the ability to function more complex bodies in a regular pattern. In the community, there are still many parents who do not know about their child's development, so that delays cannot be detected early. By providing stimulation, delays in child development can be detected and intervened early. The purpose of this study was to determine the relationship between the level of knowledge and the skills of mothers in stimulating gross motor skills of children aged 36-48 months. This type of research used associative with a cross sectional approach and using independent and dependent variables. Data collection using a questionnaire sheet. After the data collected is presented in a table and analyzed using the Spearman Rank statistical test. The results showed that the level of maternal knowledge about gross motor stimulation was at most 37.1% in the moderate category and maternal skills to stimulate gross motor skills at most 35.1% in the sufficient category where (r = 0.866, p = 0.000) so that there was a significant relationship between the level of knowledge with the mother's skills in stimulating gross motor skills. The conclusion of this study shows that the level of knowledge has a strong relationship with the skills of mothers in stimulating children's gross motor skills. Information about gross motor stimulation can be an effort to increase the knowledge and skills of mothers that can be done through counseling by health workers. Keywords : Knowledge level, skills, developmental stimulation, children aged 36-48 months.

scholarly journals Testing the Motor Competence and Health-Related Variable Conceptual Model: A Path Analysis

2018 ◽  
Vol 3 (4) ◽  
pp. 61 ◽  
Author(s):  
Ryan Burns ◽  
You Fu
Keyword(s):  
Physical Activity ◽  
Conceptual Model ◽  
Motor Skills ◽  
Sixth Graders ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
School Day ◽  
Health Related ◽  
The Relationship

The purpose of this study was to empirically test a comprehensive conceptual model linking gross motor skills, school day physical activity and health-related variables in a sample of sixth graders. Participants were a convenience sample of 84 sixth grade students (Mean age = 11.6 ± 0.6 years). Gross motor skills were assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3), school day physical activity was assessed using pedometers, health-related fitness was assessed using Progressive Aerobic Cardiovascular Endurance Run (PACER) laps, perceived competence assessed using a validated questionnaire and the health-related outcome was assessed using Body Mass Index (BMI). The relationship between school day step counts and TGMD-3 scores was mediated through both perceived competence and PACER laps (p = 0.015) and the direct path coefficient between TGMD-3 scores and BMI was statistically significant (b = −0.22 kg/m2, p < 0.001). Overall there was good model fit with all indices meeting acceptable criteria (χ2 = 3.7, p = 0.293; Root Mean Square Error of Approximation (RMSEA) = 0.062, 90% Confidence Interval (C.I.): 0.00–0.23; Comparative Fit Index (CFI) = 0.98; Tucker-Lewis Index (TLI) = 0.96; Standardized Root Mean Square Residual (SRMR) = 0.052). The comprehensive conceptual model explaining the inter-relationships among motor competence and health-related variables was empirically validated with the relationship between physical activity and gross motor skills mediated through both perceived competence and cardiorespiratory endurance in a sample of sixth graders.

Exploring the Interaction of Motor and Social Skills With Autism Severity Using the SFARI Dataset

2017 ◽  
Vol 124 (2) ◽  
pp. 413-424 ◽  
Author(s):  
Andrew M. Colombo-Dougovito ◽  
Ronald E. Reeve
Keyword(s):  
Social Skills ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Motor Deficits ◽  
Autism Severity ◽  
Gross Motor ◽  
Nonsignificant Difference ◽  
Social Communicative ◽  
Age Range

Social communicative deficits and stereotyped or repetitive interests or behaviors are the defining features of autism spectrum disorder (ASD). A growing body of research suggests that gross motor deficits are also present in most children with ASD. This study sought to understand how pediatric ASD severity is related to motor skills and social skills. A multivariate analysis of variance analysis of 483 children with autism ( N = 444) and ASD ( N = 39) revealed a nonsignificant difference between groups. Results suggest little difference between severity groups on gross motor and social skills within the limited age range of the participants (about 5.6 years of age).

Gross Motor Skills and School Day Physical Activity: Mediating Effect of Perceived Competence

2018 ◽  
Vol 6 (2) ◽  
pp. 287-300 ◽  
Author(s):  
You Fu ◽  
Ryan D. Burns
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Mediation Analysis ◽  
Sixth Grade ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Motivational Constructs ◽  
School Day ◽  
The Relationship

The purpose of this study was to examine the relationship between gross motor skills and school day steps per minute, testing various motivational constructs as potential mediators. A convenience sample of 66 sixth-grade children (mean age = 11.6 ± 0.5 years; 30 boys, 36 girls) were recruited from one public “Zoom” school. Gross motor skills were assessed using the Test for Gross Motor Development-3rd Edition. Motivational constructs were assessed using a series of validated questionnaires. Children wore a pedometer for one school week. A bootstrap mediation analysis was employed using gross motor skills scores as the predictor variable and steps per minute as the outcome variable; the motivational constructs consisted of perceived competence, enjoyment, and self-efficacy as potential mediators. The results from a bootstrap mediation analysis yielded a statistically significant average causal mediation effect (ACME) using perceived competence as the mediator (ACME = 0.022, 95% CI [0.001, 0.054], p = .018). Perceived competence mediated 30.8% of the total effect between gross motor skill scores and steps per minute, with the entire model explaining approximately 13.6% of the variance. The relationship between gross motor skills and school day physical activity may be mediated through perceived competence in sixth-grade children.

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