Preschoolers with developmental delay (DD) are at risk for poor fundamental movement skills (FMS), but a paucity of early FMS interventions exist. The purpose of this review was to critically appraise the existing interventions to establish direction for future trials targeting preschoolers with DD. A total of 11 studies met the inclusion criteria. Major findings were summarized based on common subtopics of overall intervention effect, locomotor skill outcomes, object-control outcomes, and gender differences. Trials ranged from 8 to 24 weeks and offered 540–1700 min of instruction. The majority of trials (n = 9) significantly improved FMS of preschoolers with DD, with a large intervention effect (η2 = 0.57–0.85). This review supports the utility of interventions to improve FMS of preschoolers with DD. Future researchers are encouraged to include more robust designs, a theoretical framework, and involvement of parents and teachers in the delivery of the intervention.
Megan A. Kirk and Ryan E. Rhodes
Jo E. Cowden and Carol C. Torrey
The purpose of this study was to investigate performance of developmentally delayed preschoolers on intramodal and intermodal matching tasks in the visual and haptic modalities. The performance of these preschoolers was compared with the learning profile of handicapped children. Further analysis determined the relationship between performance on intra- and intermodal matching tasks and scores on visual motor integration and cognitive matching. Eighteen developmentally delayed preschoolers from ages 3.4 years to 5.11 were involved in four matching conditions: visual-visual, haptic-haptic (intramodal), visual-haptic, and haptic-visual (intermodal). Results of this study indicated that accuracy in all modalities increased as chronological age increased. The learning profile of developmentally delayed preschoolers differed from that of nonhandicapped children: the delayed children scored highest on the haptic-visual task, with the visual-haptic and visual-visual scores only slightly lower, but the haptic-haptic scores markedly lower. No meaningful relationship was apparent between performance in the four modalities and cognitive matching and visual motor integration.
Weiyang Deng, Douglas L. Vanderbilt and Beth A. Smith
developmental delay (AR), some of whom later exhibit developmental delay. A developmental delay exists if the infant’s current level of functioning in developmental areas, such as cognitive and physical, etc., is significantly different ( Ghassabian et al., 2016 ) from the expected level of development for the
Lauriece L. Zittel and Jeffrey A. McCubbin
The purpose of this study was to investigate the effect of an integrated physical education setting on the motor performance of preschool children with developmental delays. Subjects participated in segregated and integrated physical education classes and were observed practicing locomotor and object control skills. The quality of performance was analyzed to determine the number of critical elements present and the level of teacher or peer prompt required to initiate and complete each performance. A single-subject reversal design (A-B-A-B) was used. Four children with developmental delays were filmed within an 8-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The results provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated physical education setting. Although day-to-day variability was calculated for each subject, overall skill level remained stable and level of independence was not compromised in the integrated setting.
Nadia C. Valentini and Mary E. Rudisill
Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.
Digby Elliott, Timothy N. Welsh, James Lyons, Steve Hansen and Melinda Wu
Williams syndrome (WS) is a genetic disorder that causes general cognitive and developmental delays. Compared to persons with Down syndrome (DS) at the same developmental level, individuals with WS generally exhibit superior expressive language abilities, but have difficultly with tasks that require the visual control of movement. Recently it has been suggested that this latter problem reflects a deficit in dorsal stream function. In the present study, this hypothesis was investigated by examining the kinematics of rapid aiming movements. The performance of the participants with WS (n = 4) was compared to the performance of participants with DS (n = 8), with undifferentiated developmental delays (n = 8), and from the general population (n = 8). In partial support of the dorsal deficit hypothesis, the results suggest that, compared to people from the other groups, the participants with WS had difficulty in preparing their movements on the basis of the visual and other information available to them. This was particularly evident in their inability to properly scale movement velocities to the amplitude of the movements and in the number of discrete corrections made during movement execution.
Joan E. Deffeyes, Regina T. Harbourne, Wayne A. Stuberg and Nicholas Stergiou
Sitting is one of the first developmental milestones that an infant achieves. Thus measurements of sitting posture present an opportunity to assess sensorimotor development at a young age. Sitting postural sway data were collected using a force plate, and the data were used to train a neural network controller of a model of sitting posture. The trained networks were then probed for sensitivity to position, velocity, and acceleration information at various time delays. Infants with typical development developed a higher reliance on velocity information in control in the anterior-posterior axis, and used more types of information in control in the medial-lateral axis. Infants with delayed development, where the developmental delay was due to cerebral palsy for most of the infants in the study, did not develop this reliance on velocity information, and had less reliance on short latency control mechanisms compared with infants with typical development.
Donna L. Goodwin and Amanda Ebert
). According to the parents, the children had developmental delays that affected their gross motor development and made them eligible for the separate physical activity program. We did not request further diagnostic information to avoid reinforcing ableistic labeling of the children and their families. All
Ai-Wen Hwang, Chiao-Nan Chen, I-Chin Wu, Hsin-Yi Kathy Cheng and Chia-Ling Chen
This cross-sectional study investigated the correlates of body mass index (BMI) and risk factors for overweight among 91 children with motor delay (MD) aged 9–73 months. Anthropometric measurements and questionnaires regarding multiple risk factors were obtained. Simple correlations between BMI percentile classifications and potential predictors were examined using Spearman’s rank/Pearson’s correlations and χ2 analysis. Multiple predictors of overweight were analyzed using logistic regression. BMI was correlated positively with higher caloric intake (rs = .21, p < .05) and negatively with passive activity (rs = -.21, p < .05). When multiple predictors were considered, more severe dysphagia (odds ratio [OR], 2.81, p = .027, 95% confidence interval [CI], 1.13–7.04) and antiepileptic drug use (OR, 19.12, p = .008, 95% CI, 2.14–170.81) had significant partial effects on overweight status. Agencies supporting early development should consider caregiver education regarding the potential implication of feeding style and medication on BMI.
Steve Hansen, Bridget Sheahan, Melinda Wu, James Lyons, Timothy N. Welsh and Digby Elliott
Adults with Down syndrome (DS), an undifferentiated developmental delay (UnD) and no developmental delay practiced a manual target aiming task either with or without on-line visual feedback. Following acquisition, participants performed a retention test involving the same sensory condition available during practice, followed by a transfer test under the other sensory condition. Although the participants with UnD were highly dependent on visual feedback for movement accuracy, participants with DS relied more on either kinesthetic feedback or feedforward control for spatial precision. Participants in all three groups improved their movement times with practice. This improvement was associated both with an increase in peak velocity and a reduction in the time required to decelerate their aiming movements. Contrary to our expectations, improvements in performance were not specific to the sensory conditions available during practice.