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Franchak JM, Adolph KE. An update of the development of motor behavior. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2024:e1682. [PMID: 38831670 DOI: 10.1002/wcs.1682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 03/31/2024] [Accepted: 04/22/2024] [Indexed: 06/05/2024]
Abstract
This primer describes research on the development of motor behavior. We focus on infancy when basic action systems are acquired-posture, locomotion, manual actions, and facial actions-and we adopt a developmental systems perspective to understand the causes and consequences of developmental change. Experience facilitates improvements in motor behavior and infants accumulate immense amounts of varied everyday experience with all the basic action systems. At every point in development, perception guides behavior by providing feedback about the results of just prior movements and information about what to do next. Across development, new motor behaviors provide new inputs for perception. Thus, motor development opens up new opportunities for acquiring knowledge and acting on the world, instigating cascades of developmental changes in perceptual, cognitive, and social domains. This article is categorized under: Cognitive Biology > Cognitive Development Psychology > Motor Skill and Performance Neuroscience > Development.
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Affiliation(s)
- John M Franchak
- Department of Psychology, University of California, Riverside, California, USA
| | - Karen E Adolph
- Department of Psychology, Center for Neural Science, New York University, New York, USA
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Rachwani J, Santamaria V, Ai X, Ahlouche S, Caba L, Palazzolo A, Ramirez J, Agrawal S. Infant Sitting and Multi-Directional Reaching Skill. J Mot Behav 2023; 56:109-118. [PMID: 37751896 DOI: 10.1080/00222895.2023.2262428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Accepted: 08/29/2023] [Indexed: 09/28/2023]
Abstract
We tested twenty-one 6- to 10-month-old infants with a wide range of sitting experience in forward and rightward reaching during unsupported sitting on the floor. Sessions were video-recorded for further behavioral and machine learning-based kinematic analyses. All infants, including novice sitters, successfully touched and grasped toys in both directions. Infant falls, hand support, and base of support changes were rare. Infants with more sitting experience showed better upright posture than novice sitters. However, we found no differences in trunk displacement or reaching kinematics between directions or across sitting experience. Thus, multi-directional reaching is functional in both novice and experienced infant sitters. We suggest that trunk and arm stability in sagittal and frontal planes is integral to learning to sit.
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Affiliation(s)
- Jaya Rachwani
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Victor Santamaria
- Department of Rehabilitation Sciences, Physical Therapy Division, New York Medical College, Valhalla, New York, USA
| | - Xupeng Ai
- Department of Rehabilitative and Regenerative Medicine, Columbia University, New York, New York, USA
| | - Sara Ahlouche
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Laura Caba
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Antonia Palazzolo
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Jenniffer Ramirez
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Sunil Agrawal
- Department of Rehabilitative and Regenerative Medicine, Columbia University, New York, New York, USA
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Kretch KS, Koziol NA, Marcinowski EC, Hsu LY, Harbourne RT, Lobo MA, McCoy SW, Willett SL, Dusing SC. Sitting Capacity and Performance in Infants with Typical Development and Infants with Motor Delay. Phys Occup Ther Pediatr 2023; 44:164-179. [PMID: 37550959 DOI: 10.1080/01942638.2023.2241537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 07/19/2023] [Accepted: 07/21/2023] [Indexed: 08/09/2023]
Abstract
AIMS Infants with neuromotor disorders demonstrate delays in sitting skills (decreased capacity) and are less likely to maintain independent sitting during play than their peers with typical development (decreased performance). This study aimed to quantify developmental trajectories of sitting capacity and sitting performance in infants with typical development and infants with significant motor delay and to assess whether the relationship between capacity and performance differs between the groups. METHODS Typically developing infants (n = 35) and infants with significant motor delay (n = 31) were assessed longitudinally over a year following early sitting readiness. The Gross Motor Function Measure (GMFM) Sitting Dimension was used to assess sitting capacity, and a 5-min free play observation was used to assess sitting performance. RESULTS Both capacity and performance increased at a faster rate initially, with more deceleration across time, in infants with typical development compared to infants with motor delay. At lower GMFM scores, changes in GMFM sitting were associated with larger changes in independent sitting for infants with typical development, and the association between GMFM sitting and independent sitting varied more across GMFM scores for typically developing infants. CONCLUSIONS Intervention and assessment for infants with motor delay should target both sitting capacity and sitting performance.
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Affiliation(s)
- Kari S Kretch
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, United States
| | - Natalie A Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, NE, United States
| | - Emily C Marcinowski
- School of Kinesiology, Louisiana State University, Baton Rouge, LA, United States
| | - Lin-Ya Hsu
- Division of Physical Therapy, University of Washington, Seattle, WA, United States
| | - Regina T Harbourne
- Department of Physical Therapy, Duquesne University, Pittsburgh PA, United States
| | - Michele A Lobo
- Department of Physical Therapy, University of Delaware, Newark, DE, United States
| | - Sarah W McCoy
- Division of Physical Therapy, University of Washington, Seattle, WA, United States
| | - Sandra L Willett
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, United States
| | - Stacey C Dusing
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, United States
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Fiss AL, Håkstad RB, Looper J, Pereira SA, Sargent B, Silveira J, Willett S, Dusing SC. Embedding Play to Enrich Physical Therapy. Behav Sci (Basel) 2023; 13:440. [PMID: 37366692 PMCID: PMC10295001 DOI: 10.3390/bs13060440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 05/19/2023] [Accepted: 05/21/2023] [Indexed: 06/28/2023] Open
Abstract
Play is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers. Pediatric physical therapists often use play as a modality to engage children in therapeutic assessment and interventions. Careful consideration of the design and use of physical therapy that embeds play is needed. Following a 3-day consensus conference and review of the literature, we propose physical therapy that embeds play should consider three components; the child, the environment, and the family. First, engage the child by respecting the child's behavioral state and following the child's lead during play, respect the child's autonomous play initiatives and engagements, use activities across developmental domains, and adapt to the individual child's needs. Second, structure the environment including the toy selection to support using independent movements as a means to engage in play. Allow the child to initiate and sustain play activities. Third, engage families in play by respecting individual family cultures related to play, while also providing information on the value of play as a tool for learning. Partner with families to design an individualized physical therapy routine that scaffolds or advances play using newly emerging motor skills.
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Affiliation(s)
- Alyssa LaForme Fiss
- School of Physical Therapy, Texas Woman’s University, Dallas, TX 75235, USA;
| | - Ragnhild Barclay Håkstad
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, 9037 Tromsoe, Norway
| | - Julia Looper
- School of Physical Therapy, University of Puget Sound, Tacoma, WA 98416, USA;
| | - Silvana Alves Pereira
- Department of Physiotherapy, Universidade Federal do Rio Grande do Norte, Natal 59078970, Brazil;
| | - Barbara Sargent
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, CA 90033, USA; (B.S.); (S.C.D.)
| | - Jessica Silveira
- Department of Physical Therapy, Texas State University, Round Rock, TX 78665, USA;
| | - Sandra Willett
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE 68198, USA;
| | - Stacey C. Dusing
- Division of Biokinesiology and Physical Therapy, Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, CA 90033, USA; (B.S.); (S.C.D.)
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