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Meijers V, Timmermans AC, Verheij CTM, Smith J, Hartman E. Physically active learning for children with learning disorders attending special-needs schools: A program evaluation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104749. [PMID: 38749230 DOI: 10.1016/j.ridd.2024.104749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 04/19/2024] [Accepted: 04/29/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools. AIMS This study aimed to evaluate a PAL-program in special-needs schools by examining teacher's dose delivered, children's dose received, and associations of children's characteristics with dose received. METHODS Children (N = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons' implementation rate and duration. Dose received was assessed through time-on-task observations (n = 23) and PA (n = 37). To assess the association between dose received and children's characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman's rho correlations were used. RESULTS For teacher's dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children's on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA. CONCLUSIONS PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.
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Affiliation(s)
- Vivian Meijers
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Anneke C Timmermans
- Faculty of Behavioral and Social Sciences, GION Education/Research, University of Groningen, Groningen, the Netherlands
| | - Chiara T M Verheij
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Joanne Smith
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Esther Hartman
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands.
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Danna J, Lê M, Tallet J, Albaret JM, Chaix Y, Ducrot S, Jover M. Motor Adaptation Deficits in Children with Developmental Coordination Disorder and/or Reading Disorder. CHILDREN (BASEL, SWITZERLAND) 2024; 11:491. [PMID: 38671708 PMCID: PMC11049534 DOI: 10.3390/children11040491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Revised: 04/08/2024] [Accepted: 04/16/2024] [Indexed: 04/28/2024]
Abstract
Procedural learning has been mainly tested through motor sequence learning tasks in children with neurodevelopmental disorders, especially with isolated Developmental Coordination Disorder (DCD) and Reading Disorder (RD). Studies on motor adaptation are scarcer and more controversial. This study aimed to compare the performance of children with isolated and associated DCD and RD in a graphomotor adaptation task. In total, 23 children with RD, 16 children with DCD, 19 children with DCD-RD, and 21 typically developing (TD) children wrote trigrams both in the conventional (from left to right) and opposite (from right to left) writing directions. The results show that movement speed and accuracy were more impacted by the adaptation condition (opposite writing direction) in children with neurodevelopmental disorders than TD children. Our results also reveal that children with RD have less difficulty adapting their movement than children with DCD. Children with DCD-RD had the most difficulty, and analysis of their performance suggests a cumulative effect of the two neurodevelopmental disorders in motor adaptation.
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Affiliation(s)
- Jérémy Danna
- CLLE, Université de Toulouse, CNRS, 31058 Toulouse, France
| | - Margaux Lê
- Aix-Marseille University, PsyCLE, 13284 Aix-en-Provence, France; (M.L.); (M.J.)
- Aix-Marseille University, CNRS, CRPN, 13015 Marseille, France
| | - Jessica Tallet
- ToNIC, Université de Toulouse, Inserm, UT3, 31300 Toulouse, France; (J.T.); (Y.C.)
| | - Jean-Michel Albaret
- ToNIC, Université de Toulouse, Inserm, UT3, 31300 Toulouse, France; (J.T.); (Y.C.)
| | - Yves Chaix
- ToNIC, Université de Toulouse, Inserm, UT3, 31300 Toulouse, France; (J.T.); (Y.C.)
- Pediatric Neurology Department, Children’s Hospital, Toulouse University Hospital, 31300 Toulouse, France
| | - Stéphanie Ducrot
- Aix-Marseille University, CNRS, LPL, 13100 Aix-en-Provence, France;
| | - Marianne Jover
- Aix-Marseille University, PsyCLE, 13284 Aix-en-Provence, France; (M.L.); (M.J.)
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Smits-Engelsman B, Coetzee D, Valtr L, Verbecque E. Do Girls Have an Advantage Compared to Boys When Their Motor Skills Are Tested Using the Movement Assessment Battery for Children, 2nd Edition? CHILDREN (BASEL, SWITZERLAND) 2023; 10:1159. [PMID: 37508656 PMCID: PMC10378111 DOI: 10.3390/children10071159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 06/26/2023] [Accepted: 06/29/2023] [Indexed: 07/30/2023]
Abstract
This study aims to investigate sex-related differences in raw item scores on the Movement Assessment Battery for Children, 2nd Edition (MABC-2) in a large data set collected in different regions across the world, seeking to unravel whether there is an interaction effect between sex and the origin of the sample (European versus African). In this retrospective study, a secondary analysis was performed on anonymized data of 7654 children with a mean age of 8.6 (range 3 to 16; SD: 3.4), 50.0% of whom were boys. Since country-specific norms were not available for all samples, the raw scores per age band (AB) were used for analysis. Our results clearly show that in all age bands sex-related differences are present. In AB1 and AB2, girls score better on most manual dexterity and balance items, but not aiming and catching items, whereas in AB3 the differences seem to diminish. Especially in the European sample, girls outperform boys in manual dexterity and balance items, whereas in the African sample these differences are less marked. In conclusion, separate norms for boys and girls are needed in addition to separate norms for geographical regions.
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Affiliation(s)
- Bouwien Smits-Engelsman
- Physical Activity, Sport and Recreation, Faculty of Health Sciences, North-West University, Potchefstroom 2520, South Africa
- Department of Health & Rehabilitation Sciences, Faculty of Health Sciences, Cape Town University, Cape Town 7701, South Africa
| | - Dané Coetzee
- Physical Activity, Sport and Recreation, Faculty of Health Sciences, North-West University, Potchefstroom 2520, South Africa
| | - Ludvík Valtr
- Department of Natural Sciences in Kinanthropology, Faculty of Physical Culture, Palacký University Olomouc, 771 11 Olomouc, Czech Republic
| | - Evi Verbecque
- Rehabilitation Research Centre (REVAL), Faculty of Rehabilitation Sciences, Hasselt University, Agoralaan Building A, 3590 Diepenbeek, Belgium
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Pranjić M, Hashemi N, Arnett AB, Thaut MH. Auditory-Perceptual and Auditory-Motor Timing Abilities in Children with Developmental Coordination Disorder: A Scoping Review. Brain Sci 2023; 13:brainsci13050729. [PMID: 37239201 DOI: 10.3390/brainsci13050729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 04/18/2023] [Accepted: 04/25/2023] [Indexed: 05/28/2023] Open
Abstract
Developmental coordination disorder (DCD) remains largely underdiagnosed and masked by other co-occurring conditions. The aim of this study was to (1) provide the first review of research regarding auditory-motor timing and synchronization abilities in children with DCD and (2) examine whether reduced motor performance may be associated with difficulties in auditory perceptual timing. The scoping review was carried out across five major databases (MEDLINE, Embase, PsycINFO, CINAHL, and Scopus) in accordance with the PRISMA-ScR guidelines. Studies were screened by two independent reviewers against the inclusion criteria, without publication date restrictions. From an initial return of 1673 records, 16 articles were included in the final review and synthesized based on the timing modality studied (i.e., auditory-perceptual, motor, or auditory-motor). Results suggest that children with DCD have difficulties with rhythmic movements both with and without external auditory cues and further indicate that variability in and slowness of motor response are key characteristics of DCD, regardless of the experimental task. Importantly, our review highlights a significant gap in the literature regarding auditory perceptual abilities in DCD. In addition to testing auditory perception, future studies should compare the performance of children with DCD on paced and unpaced tasks to determine whether auditory stimuli contribute to a more or less stable performance. This knowledge may inform future therapeutic interventions.
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Affiliation(s)
- Marija Pranjić
- Music and Health Science Research Collaboratory, University of Toronto, Toronto, ON M5S 1C5, Canada
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON M4G 1R8, Canada
| | - Niloufaralsadat Hashemi
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON M4G 1R8, Canada
- Institute of Biomedical Engineering, University of Toronto, Toronto, ON M5S 3G9, Canada
| | - Anne B Arnett
- Division of Developmental Medicine, Boston Children's Hospital, Boston, MA 02115, USA
- Pediatrics, Harvard Medical School, Boston, MA 02115, USA
| | - Michael H Thaut
- Music and Health Science Research Collaboratory, University of Toronto, Toronto, ON M5S 1C5, Canada
- Faculty of Medicine, Institute of Medical Science and Rehabilitation Research Institute, University of Toronto, Toronto, ON M5S 1A8, Canada
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Krajenbrink H, Lust JM, Wilmut K, Steenbergen B. Motor and cognitive dual-task performance under low and high task complexity in children with and without developmental coordination disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 135:104453. [PMID: 36773489 DOI: 10.1016/j.ridd.2023.104453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 01/22/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In everyday life, tasks are often performed simultaneously, which may be more difficult for children with developmental coordination disorder (DCD) than their peers. AIMS To examine (1) the effects of task complexity and type of concurrent task on dual-task performance in children with and without DCD; and (2) if the amount of effort that children put into the task performance differs between the groups. METHODS Participants were 64 children with and without DCD (aged 7-14 years). The dual-task paradigm consisted of a manual dexterity task of relatively low complexity (box and block test) or relatively high complexity (pegboard task), and a concurrent motor task (cycling task) or a concurrent cognitive task (word-listening task). To assess mental effort, children were asked how tired they felt before and after the experiment. RESULTS Dual-task interference was highest when the manual dexterity task of relatively high complexity was combined with the concurrent motor task. There were no group differences in dual-task interference, but children with DCD reported a larger increase in the level of tiredness after the experiment indicative of greater mental effort. CONCLUSIONS Depending on task demands, children with DCD are able to perform dual-tasks at the same level as their peers, but performance may take children with DCD more mental effort.
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Affiliation(s)
- Hilde Krajenbrink
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, the Netherlands.
| | - Jessica M Lust
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, the Netherlands
| | - Kate Wilmut
- Perception and Motion Analysis Lab, Centre for Psychological Research, Oxford Brookes University, Oxford, United Kingdom
| | - Bert Steenbergen
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, the Netherlands; School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
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Michel E, Molitor S. Fine motor skill automatization and working memory in children with and without potential fine motor impairments: An explorative study. Hum Mov Sci 2022; 84:102968. [PMID: 35709618 DOI: 10.1016/j.humov.2022.102968] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 06/02/2022] [Accepted: 06/02/2022] [Indexed: 11/16/2022]
Abstract
AIMS The present study explored fine motor skill automatization and working memory in kindergarten children with and without potential fine motor impairments. For both groups, lower performance was expected in a cognitive-motor dual-task compared to single-tasks. Children with potential fine motor impairments were expected to show higher dual-task costs (indicating lower automatization) and lower working memory performance compared to children without potential fine motor impairments. METHODS The sample included 18 kindergarten children (mean age M = 67.17 months, SD = 4.34 months) with potential fine motor impairments (scoring at or below the 9th percentile of the manual dexterity scale of the Movement ABC-2; Petermann, 2011) and 36 children scoring above the 9th percentile of the manual dexterity scale of the Movement ABC-2 (mean age M = 67.56 months; SD = 3.74). All children completed a fine motor task (trail drawing) and a working memory task (digit span backwards) in single- and dual-task conditions. RESULTS Results showed an overall lower cognitive but not fine motor performance in the dual-task condition compared to the single-task condition. Overall, the group scoring above the 9th percentile showed a lower error-to-length ratio and higher working memory performance than the group with potential fine motor impairments. The dual-task costs did not differ between the groups. CONCLUSIONS Although the potential fine motor impaired children did not show an automatization deficit, they might be at risk of academic problems due to their lower fine motor and working memory performance. Implications for school and interventions are discussed.
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Affiliation(s)
- Eva Michel
- University of Würzburg, Department of Psychology IV, Röntgenring 10, D-97070 Würzburg, Germany.
| | - Sabine Molitor
- University of Würzburg, Department of Psychology IV, Röntgenring 10, D-97070 Würzburg, Germany
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A prospective behavioral and imaging study exploring the impact on long-term memory of radiotherapy delivered for a brain tumor in childhood and adolescence. Clin Transl Radiat Oncol 2022; 33:7-14. [PMID: 34988299 PMCID: PMC8703178 DOI: 10.1016/j.ctro.2021.10.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 10/20/2021] [Accepted: 10/23/2021] [Indexed: 12/02/2022] Open
Abstract
Common long-term memory defects after pediatric brain tumor affect school achievement The hippocampi, the cerebellum and cerebellar-cortical networks play a role in several memory systems. This study will provide long-term neuropsychological data about four different memory systems. We will investigate the correlations between neuropsychological, neuroimaging and radiotherapy dose data. Imaging will be structural (3DT1), microstructural (DTI), functional (rs-fMRI), vascular (ASL) and metabolic (spectroscopy).
Background Posterior fossa tumors represent two thirds of brain tumors in children. Although progress in treatment has improved survival rates over the past few years, long-term memory impairments in survivors are frequent and have an impact on academic achievement. The hippocampi, cerebellum and cerebellar-cortical networks play a role in several memory systems. They are affected not only by the location of the tumor itself and its surgical removal, but also by the supratentorial effects of complementary treatments, particularly radiotherapy. The IMPALA study will investigate the impact of irradiation doses on brain structures involved in memory, especially the hippocampi and cerebellum. Methods/design In this single-center prospective behavioral and neuro-imaging study, 90 participants will be enrolled in three groups. The first two groups will include patients who underwent surgery for a posterior fossa brain tumor in childhood, who are considered to be cured, and who completed treatment at least 5 years earlier, either with radiotherapy (aggressive brain tumor; Group 1) or without (low-grade brain tumor; Group 2). Group 3 will include control participants matched with Group 1 for age, sex, and handedness. All participants will perform an extensive battery of neuropsychological tests, including an assessment of the main memory systems, and undergo multimodal 3 T MRI. The irradiation dose to the different brain structures involved in memory will be collected from the initial radiotherapy dosimetry. Discussion This study will provide long-term neuropsychological data about four different memory systems (working memory, episodic memory, semantic memory, and procedural memory) and the cognitive functions (attention, language, executive functions) that can interfere with them, in order to better characterize memory deficits among the survivors of brain tumors. We will investigate the correlations between neuropsychological and neuroimaging data on the structural (3DT1), microstructural (DTI), functional (rs-fMRI), vascular (ASL) and metabolic (spectroscopy) impact of the tumor and irradiation dose. This study will thus inform the setting of dose constraints to spare regions linked to the development of cognitive and memory functions. Trial registration ClinicalTrials.gov: NCT04324450, registered March 27, 2020, updated January 25th, 2021. Retrospectively registered, https://www.clinicaltrials.gov/ct2/show/NCT04324450.
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Key Words
- 3DT1, T1-weighted imaging
- CMS, Children's Memory Scale
- DFA, discriminating factor analysis
- DTI, diffusion tensor imaging
- IQ, intellectual quotient
- MEM-III, Wechsler Memory Scale
- Magnetic resonance imaging
- Memory
- NTCP, normal tissue complication probability
- PFT, posterior fossa tumor
- Posterior fossa brain tumor
- Radiotherapy
- SRTT, serial reaction time task
- Spectroscopy
- TCP, tumor control probability
- WAIS, Wechsler Adult Intelligence Scale
- WISC, Wechsler Intelligence Scale for Children
- pCASL, pseudocontinuous arterial spin labeling
- rs-fMRI, resting-state functional magnetic resonance imaging
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A sensorimotor representation impairment in dyslexic adults: A specific profile of comorbidy. Neuropsychologia 2021; 165:108134. [PMID: 34953794 DOI: 10.1016/j.neuropsychologia.2021.108134] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 09/22/2021] [Accepted: 12/20/2021] [Indexed: 11/23/2022]
Abstract
Sensorimotor disorders have been frequently reported in children and adults with dyslexia over the past 30 years. The present study aimed to determine the impact of sensorimotor comorbidity risks in dyslexia by investigating the functional links between phonological and sensorimotor representations in young dyslexic adults. Using 52 dyslexic participants and 58 normo-readers, we investigated whether the underlying phonological deficit, which is reported in the literature, was associated with a general impairment of sensorimotor representations of articulatory and bodily actions. Internal action representations were explored through motor imagery tasks, consisting of measuring and comparing the durations of performed or imagined actions chosen from their current repertoire of daily life activities. To detect sensorimotor deficits, all participants completed the extended version of the M-ABC 2, as a reference test. We found sensorimotor impairments in 27% of the young adult dyslexics, then considered as sensorimotor comorbid, as opposed to much less in the normo-reader group (5%). While motor slowdown, reflecting motor difficulty, was present in all dyslexic adults, motor imagery performance was impacted only in the specific dyslexic subgroup with sensorimotor impairments. Moreover, in contrast with slowness, only the comorbid subgroup showed an increased variability in execution durations. The present study highlights the importance of the quality of perception-action coupling, questions the relevance of investigating sensorimotor impairment profiles beyond phonological deficits and provides new arguments supporting the perspective of multiple deficits approaches in dyslexia.
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Blais M, Jucla M, Maziero S, Albaret JM, Chaix Y, Tallet J. Specific Cues Can Improve Procedural Learning and Retention in Developmental Coordination Disorder and/or Developmental Dyslexia. Front Hum Neurosci 2021; 15:744562. [PMID: 34975432 PMCID: PMC8714931 DOI: 10.3389/fnhum.2021.744562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 11/23/2021] [Indexed: 11/25/2022] Open
Abstract
The present study investigates procedural learning of motor sequences in children with developmental coordination disorder (DCD) and/or developmental dyslexia (DD), typically-developing children (TD) and healthy adults with a special emphasis on (1) the role of the nature of stimuli and (2) the neuropsychological functions associated to final performance of the sequence. Seventy children and ten adults participated in this study and were separated in five experimental groups: TD, DCD, DD, and DCD + DD children and adults. Procedural learning was assessed with a serial reaction time task (SRTT) that required to tap on a specific key as accurately and quickly as possible when stimuli appeared on the screen. Three types of stimuli were proposed as cues: the classical version of the SRTT with 4 squares aligned horizontally on the screen, giving visuospatial cues (VS cues), and two modified versions, with 4 letters aligned horizontally on the screen (VS + L cues) and letters at the center of the screen (L cues). Reaction times (RT) during the repeated and random blocks allowed assessing three phases of learning: global learning, specific learning and retention of the sequence. Learning was considered as completed when RT evolved significantly in the three phases. Neuropsychological assessment involved, among other functions, memory and attentional functions. Our main result was that learning and retention were not influenced by the available cues in adults whereas learning improved with specific cues in children with or without neurodevelopmental disorders. More precisely, learning was not completed with L cues in children with neurodevelopmental disorders. For children with DD, learning was completed with the VS and VS + L cues whereas for children with DCD (with or without DD), learning was completed with combined VS + L cues. Comorbidity between DD and DCD had no more impact on procedural learning than DCD alone. These results suggest that learning depends on the nature of cues available during practice and that cues allowing learning and retention depend on the type of disorder. Moreover, selective attention was correlated with RT during retention, suggesting that this neuropsychological function is important for procedural learning whatever the available cues.
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Affiliation(s)
- M. Blais
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
- EuroMov Digital Health in Motion, Univ Montpellier, IMT Mines Alés, Montpellier, France
| | - M. Jucla
- Laboratory of Neuro Psycho Linguistics, University of Toulouse, Toulouse, France
| | - S. Maziero
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
- Laboratory of Neuro Psycho Linguistics, University of Toulouse, Toulouse, France
| | - J. -M. Albaret
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
| | - Y. Chaix
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
- Children’s Hospital, CHU Purpan, Toulouse, France
| | - J. Tallet
- Toulouse NeuroImaging Center, Toulouse University, Inserm, UPS, Toulouse, France
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Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting. PLoS One 2021; 16:e0259016. [PMID: 34843490 PMCID: PMC8629244 DOI: 10.1371/journal.pone.0259016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 10/11/2021] [Indexed: 11/19/2022] Open
Abstract
Several nonlanguage factors influence literacy development, and motor skills are among those most studied. Despite the publication of several studies that have supported the existence of this relationship, the type of influence and underlying mechanisms have been little explored. Herein, we propose modeling the relationship between motor skills and literacy through structural equation modeling, testing the contribution of executive functions and handwriting skills as the possible mediators of this relationship. In a study of 278 third-grade children, we used a wide range of measures related to written language (reading, spelling, reading comprehension, and written production), fine motor skills (dominant hand, nondominant hand, and bimanual dexterity), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and handwriting. Structural equation modeling of the relationship between these different variables indicated that in the third grade, the influence of fine motor skills on literacy is fully mediated by both executive functions and handwriting skills. These motor skills effects are observed for both low levels of processing (reading, spelling) and high levels of processing (reading comprehension, written production). The results are discussed in terms of the potential mechanisms underlying different literacy skills and their implications for pedagogical programs.
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Opitz B, Brady D, Leonard HC. Motor and non-motor sequence prediction is equally affected in children with developmental coordination disorder. PLoS One 2020; 15:e0232562. [PMID: 33166291 PMCID: PMC7652350 DOI: 10.1371/journal.pone.0232562] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Accepted: 10/21/2020] [Indexed: 11/19/2022] Open
Abstract
Children with Developmental Coordination Disorder (DCD) are diagnosed based on motor difficulties. However, they also exhibit difficulties in several other cognitive domains, including visuospatial processing, executive functioning and attention. One account of the difficulties seen in DCD proposes an impairment in internal forward modelling, i.e., the ability to (i) detect regularities of a repetitive perceptual or motor pattern, (ii) predict future outcomes of motor actions, and (iii) adapt behaviour accordingly. Using electroencephalographic recordings, the present study aimed to delineate these different aspects of internal forward modelling across several domains. To this end, 24 children with DCD and 23 typically-developing children (aged 7–10 years) completed a serial prediction task in the visual, temporal, spatial and motor domains. This task required them to learn short sequences and to indicate whether a sequence was disrupted towards its end. Analyses revealed that, across all domains, children with DCD showed poorer discrimination between intact and disrupted sequences, accompanied by a delayed late parietal positivity elicited by disrupted sequences. These results indicate an impairment in explicit sequence discrimination in DCD across motor and cognitive domains. However, there is no evidence for an impairment in implicit performance on the visuomotor task in DCD. These results suggest an impairment of the updating of an internal forward model in DCD resulting in a blurred representation of that model and, consequently, in a reduced ability to detect regularities in the environment (e.g., sequences). Such a detailed understanding of internal forward modelling in DCD could help to explain the wide range of co-occurring difficulties experienced by those with a diagnosis of DCD.
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Affiliation(s)
- Bertram Opitz
- School of Psychology, University of Surrey, Guildford, Surrey, United Kingdom
- Centre for Multimedia Teaching and Learning, Martin Luther University Halle-Wittenberg, Halle, Germany
- * E-mail:
| | - Daniel Brady
- School of Psychology, University of Surrey, Guildford, Surrey, United Kingdom
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, Berkshire, United Kingdom
| | - Hayley C. Leonard
- School of Psychology, University of Surrey, Guildford, Surrey, United Kingdom
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Rinat S, Izadi-Najafabadi S, Zwicker JG. Children with developmental coordination disorder show altered functional connectivity compared to peers. Neuroimage Clin 2020; 27:102309. [PMID: 32590334 PMCID: PMC7320316 DOI: 10.1016/j.nicl.2020.102309] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2019] [Revised: 06/03/2020] [Accepted: 06/05/2020] [Indexed: 02/06/2023]
Abstract
Developmental Coordination Disorder (DCD) is a neurodevelopmental disorder that affects a child's ability to learn motor skills and participate in self-care, educational, and leisure activities. The cause of DCD is unknown, but evidence suggests that children with DCD have atypical brain structure and function. Resting-state MRI assesses functional connectivity by identifying brain regions that have parallel activation during rest. As only a few studies have examined functional connectivity in this population, our objective was to compare whole-brain resting-state functional connectivity of children with DCD and typically-developing children. Using Independent Component Analysis (ICA), we compared functional connectivity of 8-12 year old children with DCD (N = 35) and typically-developing children (N = 23) across 19 networks, controlling for age and sex. Children with DCD demonstrate altered functional connectivity between the sensorimotor network and the posterior cingulate cortex (PCC), precuneus, and the posterior middle temporal gyrus (pMTG) (p < 0.0001). Previous evidence suggests the PCC acts as a link between functionally distinct networks. Our results indicate that ineffective communication between the sensorimotor network and the PCC might play a role in inefficient motor learning seen in DCD. The pMTG acts as hub for action-related information and processing, and its involvement could explain some of the functional difficulties seen in DCD. This study increases our understanding of the neurological differences that characterize this common motor disorder.
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Affiliation(s)
- Shie Rinat
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, Vancouver, Canada; BC Children's Hospital Research Institute, Vancouver, Canada
| | - Sara Izadi-Najafabadi
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, Vancouver, Canada; BC Children's Hospital Research Institute, Vancouver, Canada
| | - Jill G Zwicker
- BC Children's Hospital Research Institute, Vancouver, Canada; Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada; Department of Pediatrics, University of British Columbia, Vancouver, Canada; Sunny Hill Health Centre for Children, Vancouver, Canada; CanChild Centre for Childhood Disability Research, Hamilton, Canada.
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13
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Cignetti F, Nemmi F, Vaugoyeau M, Girard N, Albaret JM, Chaix Y, Péran P, Assaiante C. Intrinsic Cortico-Subcortical Functional Connectivity in Developmental Dyslexia and Developmental Coordination Disorder. Cereb Cortex Commun 2020; 1:tgaa011. [PMID: 34296090 PMCID: PMC8152893 DOI: 10.1093/texcom/tgaa011] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 03/31/2020] [Accepted: 04/02/2020] [Indexed: 12/11/2022] Open
Abstract
Developmental dyslexia (DD) and developmental coordination disorder (DCD) are distinct diagnostic disorders. However, they also frequently co-occur and may share a common etiology. It was proposed conceptually a neural network framework that explains differences and commonalities between DD and DCD through impairments of distinct or intertwined cortico-subcortical connectivity pathways. The present study addressed this issue by exploring intrinsic cortico-striatal and cortico-cerebellar functional connectivity in a large (n = 136) resting-state fMRI cohort study of 8–12-year-old children with typical development and with DD and/or DCD. We delineated a set of cortico-subcortical functional circuits believed to be associated with the brain’s main functions (visual, somatomotor, dorsal attention, ventral attention, limbic, frontoparietal control, and default-mode). Next, we assessed, using general linear and multiple kernel models, whether and which circuits distinguished between the groups. Findings revealed that somatomotor cortico-cerebellar and frontoparietal cortico-striatal circuits are affected in the presence of DCD, including abnormalities in cortico-cerebellar connections targeting motor-related regions and cortico-striatal connections mapping onto posterior parietal cortex. Thus, DCD but not DD may be considered as an impairment of cortico-subcortical functional circuits.
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Affiliation(s)
- Fabien Cignetti
- University of Grenoble Alpes, CNRS, TIMC-IMAG, F-38000 Grenoble, France
| | - Federico Nemmi
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, 31024 Toulouse, France
| | - Marianne Vaugoyeau
- Aix Marseille University, CNRS, LNC, 13331 Marseille, France.,Aix Marseille University, CNRS, Fédération 3C, 13331 Marseille, France
| | - Nadine Girard
- Aix Marseille University, CNRS, CRMBM, 13385 Marseille, France
| | - Jean-Michel Albaret
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, 31024 Toulouse, France
| | - Yves Chaix
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, 31024 Toulouse, France
| | - Patrice Péran
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, 31024 Toulouse, France
| | - Christine Assaiante
- Aix Marseille University, CNRS, LNC, 13331 Marseille, France.,Aix Marseille University, CNRS, Fédération 3C, 13331 Marseille, France
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14
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Lipowska M, Łada AB, Pawlicka P, Jurek P. The use of the Warnke Method in dyslexia therapy for children. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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15
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Baldi S, Caravale B, Presaghi F. Daily motor characteristics in children with developmental coordination disorder and in children with specific learning disorder. DYSLEXIA (CHICHESTER, ENGLAND) 2018; 24:380-390. [PMID: 30094891 DOI: 10.1002/dys.1595] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Revised: 06/17/2018] [Accepted: 07/16/2018] [Indexed: 06/08/2023]
Abstract
An association between learning disorders and coordination problems has been reported in several studies over the last few decades. In this study, we have investigated daily motor characteristics in children with a diagnosis of specific learning disorder (SLD) and compared them with those of children with developmental coordination disorder (DCD) and those of typically developing controls. Ninety-six children aged 5 to 12 years were included: 29 with a diagnosis of SLD, 33 of DCD, and 34 controls. The Italian version of the Developmental Coordination Disorder Questionnaire 2007 (DCDQ-Italian) was used to measure children's coordination in everyday functional activities. The mean DCDQ-Italian total score was significantly lower in both SLD and DCD groups as compared with controls. Regarding subscores, both clinical groups scored significantly lower than controls on "Fine motor/handwriting" skills and on "General coordination." The DCD group scored also significantly lower than controls on "Control during movement." Moreover, clinical groups differed from each other, with SLD children scoring significantly higher on "Control during movement" and "General coordination" subscores. SLD children diverged from typically developing children in some motor skills during ordinary activities, and although this discrepancy was not as severe as in DCD children, it could have an impact on self-esteem and sport inclusion.
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Affiliation(s)
- Silvia Baldi
- Associazione Melograno Psicologia Clinica e Riabilitazione, Rome, Italy
| | - Barbara Caravale
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Fabio Presaghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
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16
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Prefrontal activation during Stroop and Wisconsin card sort tasks in children with developmental coordination disorder: a NIRS study. Exp Brain Res 2018; 236:3053-3064. [DOI: 10.1007/s00221-018-5358-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2017] [Accepted: 08/10/2018] [Indexed: 11/30/2022]
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17
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Nobusako S, Sakai A, Tsujimoto T, Shuto T, Nishi Y, Asano D, Furukawa E, Zama T, Osumi M, Shimada S, Morioka S, Nakai A. Deficits in Visuo-Motor Temporal Integration Impacts Manual Dexterity in Probable Developmental Coordination Disorder. Front Neurol 2018; 9:114. [PMID: 29556211 PMCID: PMC5844924 DOI: 10.3389/fneur.2018.00114] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2017] [Accepted: 02/14/2018] [Indexed: 11/13/2022] Open
Abstract
The neurological basis of developmental coordination disorder (DCD) is thought to be deficits in the internal model and mirror-neuron system (MNS) in the parietal lobe and cerebellum. However, it is not clear if the visuo-motor temporal integration in the internal model and automatic-imitation function in the MNS differs between children with DCD and those with typical development (TD). The current study aimed to investigate these differences. Using the manual dexterity test of the Movement Assessment Battery for Children (second edition), the participants were either assigned to the probable DCD (pDCD) group or TD group. The former was comprised of 29 children with clumsy manual dexterity, while the latter consisted of 42 children with normal manual dexterity. Visuo-motor temporal integration ability and automatic-imitation function were measured using the delayed visual feedback detection task and motor interference task, respectively. Further, the current study investigated whether autism-spectrum disorder (ASD) traits, attention-deficit hyperactivity disorder (ADHD) traits, and depressive symptoms differed among the two groups, since these symptoms are frequent comorbidities of DCD. In addition, correlation and multiple regression analyses were performed to extract factors affecting clumsy manual dexterity. In the results, the delay-detection threshold (DDT) and steepness of the delay-detection probability curve, which indicated visuo-motor temporal integration ability, were significantly prolonged and decreased, respectively, in children with pDCD. The interference effect, which indicated automatic-imitation function, was also significantly reduced in this group. These results highlighted that children with clumsy manual dexterity have deficits in visuo-motor temporal integration and automatic-imitation function. There was a significant correlation between manual dexterity, and measures of visuo-motor temporal integration, and ASD traits and ADHD traits and ASD. Multiple regression analysis revealed that the DDT, which indicated visuo-motor temporal integration, was the greatest predictor of poor manual dexterity. The current results supported and provided further evidence for the internal model deficit hypothesis. Further, they suggested a neurorehabilitation technique that improved visuo-motor temporal integration could be therapeutically effective for children with DCD.
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Affiliation(s)
- Satoshi Nobusako
- Neurorehabilitation Research Center, Kio University, Nara, Japan.,Graduate School of Health Science, Kio University, Nara, Japan
| | - Ayami Sakai
- Department of Rehabilitation, Higashi Osaka Yamaji Hospital, Osaka, Japan
| | - Taeko Tsujimoto
- Department of Rehabilitation, Nanso-no-Sato, Nursing Care Insurance Facilities, Osaka, Japan
| | - Takashi Shuto
- Department of Rehabilitation, Nogami Hospital, Osaka, Japan
| | - Yuki Nishi
- Department of Home-Visit Rehabilitation, Ishida Clinic, Osaka, Japan
| | - Daiki Asano
- Department of Rehabilitation, Japan Baptist Hospital, Kyoto, Japan
| | - Emi Furukawa
- Faculty of Education, Kio University, Nara, Japan
| | - Takuro Zama
- Department of Electrical Engineering, Graduate School of Science and Technology, Meiji University, Kanagawa, Japan
| | - Michihiro Osumi
- Neurorehabilitation Research Center, Kio University, Nara, Japan.,Graduate School of Health Science, Kio University, Nara, Japan
| | - Sotaro Shimada
- Department of Electronics and Bioinformatics, School of Science and Technology, Meiji University, Kanagawa, Japan
| | - Shu Morioka
- Neurorehabilitation Research Center, Kio University, Nara, Japan.,Graduate School of Health Science, Kio University, Nara, Japan
| | - Akio Nakai
- Hyogo Children's Sleep and Development Medical Research Center, Kobe, Japan
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18
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Reading and Writing Skills in Children With Specific Learning Disabilities With and Without Developmental Coordination Disorder. Motor Control 2018; 22:391-405. [PMID: 29488824 DOI: 10.1123/mc.2016-0006] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
This pilot study is to investigate the influence of a developmental coordination disorder (DCD) comorbidity in a group of children with learning disability (LD). Reading and writing were assessed to investigate if the coexistence of a motor impairment can worsen writing quality, speed, and reading accuracy. A sample of 33 LD children (aged 7-11 years) was divided in two subgroups, on the base of their scores on the Movement Assessment Battery for Children: LD-only (n = 14) and LD with a comorbidity for DCD (LD-DCD, n = 19). No differences were found in handwriting speed, but significant differences were found in handwriting quality: LD-DCD children showed a worst performance. Reading words and nonwords accuracy was more impaired in LD-only children than in LD-DCD children. Group differences suggest a poorer phonological decoding of the LD-only sample, whereas worst cursive handwriting legibility scores are typical of the motor-impaired subgroup.
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Wilson PH, Smits-Engelsman B, Caeyenberghs K, Steenbergen B, Sugden D, Clark J, Mumford N, Blank R. Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research. Dev Med Child Neurol 2017; 59:1117-1129. [PMID: 28872667 DOI: 10.1111/dmcn.13530] [Citation(s) in RCA: 126] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/17/2017] [Indexed: 11/29/2022]
Abstract
AIM To better understand the neural and performance factors that may underlie developmental coordination disorder (DCD), and implications for a multi-component account. METHOD A systematic review of the experimental literature published between June 2011 and September 2016 was conducted using a modified PICOS (population, intervention, comparison, outcomes, and study type) framework. A total of 106 studies were included. RESULTS Behavioural data from 91 studies showed a broad cluster of deficits in the anticipatory control of movement, basic processes of motor learning, and cognitive control. Importantly, however, performance issues in DCD were often shown to be moderated by task type and difficulty. As well, we saw new evidence of compensatory processes and strategies in several studies. Neuroimaging data (15 studies, including electroencephalography) showed reduced cortical thickness in the right medial orbitofrontal cortex and altered brain activation patterns across functional networks involving prefrontal, parietal, and cerebellar regions in children with DCD than those in comparison groups. Data from diffusion-weighted magnetic resonance imaging suggested reduced white matter organization involving sensorimotor structures and altered structural connectivity across the whole brain network. INTERPRETATION Taken together, results support the hypothesis that children with DCD show differences in brain structure and function compared with typically developing children. Behaviourally, these differences may affect anticipatory planning and reduce automatization of movement skill, prompting greater reliance on slower feedback-based control and compensatory strategies. Implications for future research, theory development, and clinical practice are discussed.
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Affiliation(s)
- Peter H Wilson
- School of Psychology, Australian Catholic University, Melbourne, Victoria, Australia.,Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia
| | - Bouwien Smits-Engelsman
- Department of Health and Rehabilitation Services, University of Cape Town, Cape Town, South Africa
| | - Karen Caeyenberghs
- School of Psychology, Australian Catholic University, Melbourne, Victoria, Australia.,Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia
| | - Bert Steenbergen
- Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia.,Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - David Sugden
- School of Special Needs Education, University of Leeds, Leeds, UK
| | - Jane Clark
- School of Public Health, University of Maryland, College Park, MD, USA
| | - Nick Mumford
- Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia
| | - Rainer Blank
- Institute of Public Health, University of Heidelberg, Heidelberg, Germany.,Child Centre, Maulbronn, Germany
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20
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Marchand-Krynski MÈ, Morin-Moncet O, Bélanger AM, Beauchamp MH, Leonard G. Shared and differentiated motor skill impairments in children with dyslexia and/or attention deficit disorder: From simple to complex sequential coordination. PLoS One 2017; 12:e0177490. [PMID: 28542319 PMCID: PMC5438138 DOI: 10.1371/journal.pone.0177490] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Accepted: 04/27/2017] [Indexed: 01/03/2023] Open
Abstract
Dyslexia and Attention deficit disorder (AD) are prevalent neurodevelopmental conditions in children and adolescents. They have high comorbidity rates and have both been associated with motor difficulties. Little is known, however, about what is shared or differentiated in dyslexia and AD in terms of motor abilities. Even when motor skill problems are identified, few studies have used the same measurement tools, resulting in inconstant findings. The present study assessed increasingly complex gross motor skills in children and adolescents with dyslexia, AD, and with both Dyslexia and AD. Our results suggest normal performance on simple motor-speed tests, whereas all three groups share a common impairment on unimanual and bimanual sequential motor tasks. Children in these groups generally improve with practice to the same level as normal subjects, though they make more errors. In addition, children with AD are the most impaired on complex bimanual out-of-phase movements and with manual dexterity. These latter findings are examined in light of the Multiple Deficit Model.
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Affiliation(s)
- Marie-Ève Marchand-Krynski
- Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada
- Ste-Justine Hospital Research Center, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Québec, Canada
- Montreal Neurological Institute and Hospital, Montreal, Quebec, Canada
| | - Olivier Morin-Moncet
- Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Québec, Canada
| | | | - Miriam H. Beauchamp
- Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada
- Ste-Justine Hospital Research Center, Montréal, Québec, Canada
- Department of Psychology, Université de Montréal, Québec, Canada
| | - Gabriel Leonard
- Montreal Neurological Institute and Hospital, Montreal, Quebec, Canada
- * E-mail:
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21
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Blais M, Baly C, Biotteau M, Albaret JM, Chaix Y, Tallet J. Lack of Motor Inhibition as a Marker of Learning Difficulties of Bimanual Coordination in Teenagers With Developmental Coordination Disorder. Dev Neuropsychol 2017; 42:207-219. [PMID: 28481145 DOI: 10.1080/87565641.2017.1306526] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This study tested the learning of a new bimanual coordination in teenagers with and without Developmental Coordination Disorder (DCD). Both groups improved accuracy of the new coordination. No difference was found on stability. But DCD teenagers exhibited an overall higher number of additional taps, suggesting a persistent lack of motor inhibition during learning. Moreover, teenagers with the lowest scores of motor abilities present the highest number of additional taps. All these results suggest that this number of additional taps (rather than traditional measures of accuracy and stability) could be a good marker of perceptual-motor learning deficit in DCD.
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Affiliation(s)
- Mélody Blais
- a Toulouse NeuroImaging Center , ToNIC, Université de Toulouse, Inserm, UPS , Toulouse , France
| | | | - Maëlle Biotteau
- a Toulouse NeuroImaging Center , ToNIC, Université de Toulouse, Inserm, UPS , Toulouse , France
| | - Jean-Michel Albaret
- a Toulouse NeuroImaging Center , ToNIC, Université de Toulouse, Inserm, UPS , Toulouse , France
| | - Yves Chaix
- a Toulouse NeuroImaging Center , ToNIC, Université de Toulouse, Inserm, UPS , Toulouse , France.,c Hôpital des Enfants , Centre Hospitalier Universitaire de Toulouse , Toulouse , France
| | - Jessica Tallet
- a Toulouse NeuroImaging Center , ToNIC, Université de Toulouse, Inserm, UPS , Toulouse , France
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22
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Biotteau M, Péran P, Vayssière N, Tallet J, Albaret JM, Chaix Y. Neural changes associated to procedural learning and automatization process in Developmental Coordination Disorder and/or Developmental Dyslexia. Eur J Paediatr Neurol 2017; 21:286-299. [PMID: 27546352 DOI: 10.1016/j.ejpn.2016.07.025] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/07/2016] [Revised: 07/08/2016] [Accepted: 07/29/2016] [Indexed: 11/28/2022]
Abstract
OBJECTIVE Recent theories hypothesize that procedural learning may support the frequent overlap between neurodevelopmental disorders. The neural circuitry supporting procedural learning includes, among others, cortico-cerebellar and cortico-striatal loops. Alteration of these loops may account for the frequent comorbidity between Developmental Coordination Disorder (DCD) and Developmental Dyslexia (DD). The aim of our study was to investigate cerebral changes due to the learning and automatization of a sequence learning task in children with DD, or DCD, or both disorders. METHOD fMRI on 48 children (aged 8-12) with DD, DCD or DD + DCD was used to explore their brain activity during procedural tasks, performed either after two weeks of training or in the early stage of learning. RESULTS Firstly, our results indicate that all children were able to perform the task with the same level of automaticity, but recruit different brain processes to achieve the same performance. Secondly, our fMRI results do not appear to confirm Nicolson and Fawcett's model. The neural correlates recruited for procedural learning by the DD and the comorbid groups are very close, while the DCD group presents distinct characteristics. This provide a promising direction on the neural mechanisms associated with procedural learning in neurodevelopmental disorders and for understanding comorbidity.
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Affiliation(s)
- Maëlle Biotteau
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France.
| | - Patrice Péran
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France.
| | | | - Jessica Tallet
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France.
| | | | - Yves Chaix
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France; Hôpital des Enfants, Centre Hospitalier Universitaire de Toulouse, CHU Purpan, Place du Dr Baylac, F-31059 Toulouse Cedex 9, France.
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23
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Wang CH, Tseng YT, Liu D, Tsai CL. Neural Oscillation Reveals Deficits in Visuospatial Working Memory in Children With Developmental Coordination Disorder. Child Dev 2017; 88:1716-1726. [DOI: 10.1111/cdev.12708] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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24
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Biotteau M, Chaix Y, Blais M, Tallet J, Péran P, Albaret JM. Neural Signature of DCD: A Critical Review of MRI Neuroimaging Studies. Front Neurol 2016; 7:227. [PMID: 28018285 PMCID: PMC5159484 DOI: 10.3389/fneur.2016.00227] [Citation(s) in RCA: 67] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2016] [Accepted: 11/28/2016] [Indexed: 11/13/2022] Open
Abstract
The most common neurodevelopmental disorders (e.g., developmental dyslexia (DD), autism, attention-deficit hyperactivity disorder (ADHD)) have been the subject of numerous neuroimaging studies, leading to certain brain regions being identified as neural correlates of these conditions, referring to a neural signature of disorders. Developmental coordination disorder (DCD), however, remains one of the least understood and studied neurodevelopmental disorders. Given the acknowledged link between motor difficulties and brain features, it is surprising that so few research studies have systematically explored the brains of children with DCD. The aim of the present review was to ascertain whether it is currently possible to identify a neural signature for DCD, based on the 14 magnetic resonance imaging neuroimaging studies that have been conducted in DCD to date. Our results indicate that several brain areas are unquestionably linked to DCD: cerebellum, basal ganglia, parietal lobe, and parts of the frontal lobe (medial orbitofrontal cortex and dorsolateral prefrontal cortex). However, research has been too sparse and studies have suffered from several limitations that constitute a serious obstacle to address the question of a well-established neural signature for DCD.
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Affiliation(s)
- Maëlle Biotteau
- URI Octogone-Lordat (EA 4156), Université Toulouse II Jean Jaurès , Toulouse , France
| | - Yves Chaix
- Toulouse NeuroImaging Center, INSERM, University of Toulouse Paul Sabatier, Toulouse, France; Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| | - Mélody Blais
- Toulouse NeuroImaging Center, INSERM, University of Toulouse Paul Sabatier , Toulouse , France
| | - Jessica Tallet
- Toulouse NeuroImaging Center, INSERM, University of Toulouse Paul Sabatier , Toulouse , France
| | - Patrice Péran
- Toulouse NeuroImaging Center, INSERM, University of Toulouse Paul Sabatier , Toulouse , France
| | - Jean-Michel Albaret
- Toulouse NeuroImaging Center, INSERM, University of Toulouse Paul Sabatier , Toulouse , France
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25
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Schott N, El-Rajab I, Klotzbier T. Cognitive-motor interference during fine and gross motor tasks in children with Developmental Coordination Disorder (DCD). RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 57:136-148. [PMID: 27428781 DOI: 10.1016/j.ridd.2016.07.003] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2015] [Revised: 06/25/2016] [Accepted: 07/04/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND While typically developing children produce relatively automatized postural control processes, children with DCD seem to exhibit an automatization deficit. Dual tasks with various cognitive loads seem to be an effective way to assess the automatic deficit hypothesis. AIMS The aims of the study were: (1) to examine the effect of a concurrent cognitive task on fine and gross motor tasks in children with DCD, and (2) to determine whether the effect varied with different difficulty levels of the concurrent task. METHODS AND PROCEDURES We examined dual-task performance (Trail-Making-Test, Trail-Walking-Test) in 20 children with DCD and 39 typically developing children. Based on the idea of the Trail-Making-Test, participants walked along a fixed pathway, following a prescribed path, delineated by target markers of (1) increasing sequential numbers, and (2) increasing sequential numbers and letters. The motor and cognitive dual-task effects (DTE) were calculated for each task. RESULTS Regardless of the cognitive task, children with DCD performed equally well in fine and gross motor tasks, and were slower in the dual task conditions than under single task-conditions, compared with children without DCD. Increased cognitive task complexity resulted in slow trail walking as well as slower trail tracing. The motor interference for the gross motor tasks was least for the simplest conditions and greatest for the complex conditions and was more pronounced in children with DCD. Cognitive interference was low irrespective of the motor task. CONCLUSIONS AND IMPLICATIONS Children with DCD show a different approach to allocation of cognitive resources, and have difficulties making motor skills automatic. The latter notion is consistent with impaired cerebellar function and the "automatization deficit hypothesis", suggesting that any deficit in the automatization process will appear if conscious monitoring of the motor skill is made more difficult by integrating another task requiring attentional resources.
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Affiliation(s)
- Nadja Schott
- Department of Sport and Exercise Science, University of Stuttgart, Germany.
| | - Inaam El-Rajab
- Department of Sport and Exercise Science, University of Stuttgart, Germany
| | - Thomas Klotzbier
- Department of Sport and Exercise Science, University of Stuttgart, Germany
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26
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D'Mello AM, Stoodley CJ. Cerebro-cerebellar circuits in autism spectrum disorder. Front Neurosci 2015; 9:408. [PMID: 26594140 PMCID: PMC4633503 DOI: 10.3389/fnins.2015.00408] [Citation(s) in RCA: 184] [Impact Index Per Article: 20.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Accepted: 10/12/2015] [Indexed: 12/30/2022] Open
Abstract
The cerebellum is one of the most consistent sites of abnormality in autism spectrum disorder (ASD) and cerebellar damage is associated with an increased risk of ASD symptoms, suggesting that cerebellar dysfunction may play a crucial role in the etiology of ASD. The cerebellum forms multiple closed-loop circuits with cerebral cortical regions that underpin movement, language, and social processing. Through these circuits, cerebellar dysfunction could impact the core ASD symptoms of social and communication deficits and repetitive and stereotyped behaviors. The emerging topography of sensorimotor, cognitive, and affective subregions in the cerebellum provides a new framework for interpreting the significance of regional cerebellar findings in ASD and their relationship to broader cerebro-cerebellar circuits. Further, recent research supports the idea that the integrity of cerebro-cerebellar loops might be important for early cortical development; disruptions in specific cerebro-cerebellar loops in ASD might impede the specialization of cortical regions involved in motor control, language, and social interaction, leading to impairments in these domains. Consistent with this concept, structural, and functional differences in sensorimotor regions of the cerebellum and sensorimotor cerebro-cerebellar circuits are associated with deficits in motor control and increased repetitive and stereotyped behaviors in ASD. Further, communication and social impairments are associated with atypical activation and structure in cerebro-cerebellar loops underpinning language and social cognition. Finally, there is converging evidence from structural, functional, and connectivity neuroimaging studies that cerebellar right Crus I/II abnormalities are related to more severe ASD impairments in all domains. We propose that cerebellar abnormalities may disrupt optimization of both structure and function in specific cerebro-cerebellar circuits in ASD.
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Affiliation(s)
- Anila M D'Mello
- Department of Psychology, American University Washington DC, USA ; Center for Behavioral Neuroscience, American University Washington DC, USA
| | - Catherine J Stoodley
- Department of Psychology, American University Washington DC, USA ; Center for Behavioral Neuroscience, American University Washington DC, USA
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27
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Abstract
The cerebellum is one of the most consistent sites of abnormality in autism spectrum disorder (ASD) and cerebellar damage is associated with an increased risk of ASD symptoms, suggesting that cerebellar dysfunction may play a crucial role in the etiology of ASD. The cerebellum forms multiple closed-loop circuits with cerebral cortical regions that underpin movement, language, and social processing. Through these circuits, cerebellar dysfunction could impact the core ASD symptoms of social and communication deficits and repetitive and stereotyped behaviors. The emerging topography of sensorimotor, cognitive, and affective subregions in the cerebellum provides a new framework for interpreting the significance of regional cerebellar findings in ASD and their relationship to broader cerebro-cerebellar circuits. Further, recent research supports the idea that the integrity of cerebro-cerebellar loops might be important for early cortical development; disruptions in specific cerebro-cerebellar loops in ASD might impede the specialization of cortical regions involved in motor control, language, and social interaction, leading to impairments in these domains. Consistent with this concept, structural, and functional differences in sensorimotor regions of the cerebellum and sensorimotor cerebro-cerebellar circuits are associated with deficits in motor control and increased repetitive and stereotyped behaviors in ASD. Further, communication and social impairments are associated with atypical activation and structure in cerebro-cerebellar loops underpinning language and social cognition. Finally, there is converging evidence from structural, functional, and connectivity neuroimaging studies that cerebellar right Crus I/II abnormalities are related to more severe ASD impairments in all domains. We propose that cerebellar abnormalities may disrupt optimization of both structure and function in specific cerebro-cerebellar circuits in ASD.
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Affiliation(s)
- Anila M D'Mello
- Department of Psychology, American University Washington DC, USA ; Center for Behavioral Neuroscience, American University Washington DC, USA
| | - Catherine J Stoodley
- Department of Psychology, American University Washington DC, USA ; Center for Behavioral Neuroscience, American University Washington DC, USA
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