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Megan MacDonald, Samantha Ross, Laura Lee McIntyre and Amanda Tepfer

Young children with developmental disabilities experience known deficits in salient child behaviors, such as social behaviors, communication, and aspects of daily living, behaviors that generally improve with chronological age. The purpose of this study was to examine the mediating effects of motor skills on relations of age and salient child behaviors in a group of young children with developmental disabilities, thus tapping into the potential influences of motor skills in the development of salient child behaviors. One hundred thirteen young children with developmental disabilities participated in this study. Independent mediation analysis, with gender as a moderator between the mediating and outcome variable, indicated that motor skills meditated relations between age and socialization, communication, and daily living skills in young male children with developmental disabilities, but not female participants. Findings suggest motor skill content needs to be considered in combination with other child behaviors commonly focused on in early intervention.

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Kelly Lynn Mulvey, Sally Taunton, Adam Pennell and Ali Brian

learning outcomes ( Gooze et al., 2010 ). There has also been a call in the research literature to develop and test integrative interventions, which target more than one developmental domain in concert ( Domitrovich et al., 2010 ). For example, interventions might target motor skills, numeracy skills

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Aubrey Newland, Maria Newton, E. Whitney G. Moore and W. Eric Legg

makes sense. Another way of conceptualizing PYD outcomes is through Larson’s domains of learning experiences ( Dworkin, Larsen, & Hansen, 2003 ), which postulate that development is best viewed through the lens of six total developmental domains categorized into two groups—personal and interpersonal

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Tamara May, Nicole Rinehart, Lisa Barnett, Trina Hinkley, Jane McGillivray, Helen Skouteris, Delwyne Stephens and Debra Goldfinch

involved,” said the mother of a 6-year-old boy with ASD. Despite these barriers, participation in the program was reported by many parents to result in positive benefits across a range of developmental domains. Parents reported direct benefits from the program including increased child motor skills and

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Layne Case and Joonkoo Yun

difficulties with social communicative skills ( American Psychiatric Association, 2013 ). In conjunction with this increase in prevalence, there also is an observed increase in the literature that examines and describes the performance status of common ASD characteristics and developmental domains

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Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright and John R. Evans

reached the consensus that using wording based on selected, quite Westernized (cf.  Evans, 2014 ; Ward & Quennerstedt, 2015 ; Williams, 2018 ), concepts from this wide range of developmental domains—motivation, confidence, competence, and knowledge—may be misleading, and potentially inappropriate, not