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Karanlik O, Acar G, Ayta S. Investigation of the relationship between gross motor maturation from 1 to 18 months and preschool gross motor performance in at-risk infants. J Eval Clin Pract 2024. [PMID: 39138836 DOI: 10.1111/jep.14115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/27/2024] [Revised: 07/02/2024] [Accepted: 07/19/2024] [Indexed: 08/15/2024]
Abstract
BACKGROUND At-risk infants are predisposed to major and minor neurodevelopmental disorders due to various biological and environmental factors. OBJECTIVE This study aimed to investigate the relationship between gross motor maturation from 1 to 18 months and gross motor performance in the preschool period, as well as the risk of developmental coordination disorder (DCD) in at-risk infants, referred to the Family Counselling Center of the Turkish Spastic Children's Foundation (FCCTSCF) between 2014 and 2016. METHODS Fifty-seven children who had their gross motor maturation assessed between 1 and 18 months at the FCCTSCF were re-evaluated in the preschool period. The Alberta Infant Motor Scale (AIMS) was used to evaluate gross motor maturation between 1 and 18 months. In contrast, the Gross Motor Function Measure-88 and the Developmental Coordination Disorder Questionnaire were used to assess gross motor performance in the preschool period. RESULTS Of the at-risk infants included in the study, 45.6% were evaluated as having typical development, 21% were identified as having cerebral palsy (CP), and 33.3% were determined to be at risk for DCD. Children with CP and those at risk for DCD were found to have lower percentile ranks on the past AIMS test compared to the healthy group (p = 0.001). A significant positive correlation was found between the Alberta Infant Motor Scale and the Gross Motor Function Measure-88 (p = 0.014). CONCLUSION In the clinical follow-up of at-risk infants, those who scored low on AIMS should be monitored for future risk of DCD and minor disorders, even if major neurological issues such as cerebral palsy are not detected.
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Affiliation(s)
- Ozge Karanlik
- Turkish Spastic Children Foundation, Istanbul, Turkey
| | - Gonul Acar
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Marmara University, Istanbul, Turkey
| | - Semih Ayta
- Turkish Spastic Children Foundation, Istanbul, Turkey
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2
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Alghadier M, Alhusayni AI. Evaluating the Efficacy of Gross-Motor-Based Interventions for Children with Developmental Coordination Disorder: A Systematic Review. J Clin Med 2024; 13:4609. [PMID: 39200751 PMCID: PMC11355478 DOI: 10.3390/jcm13164609] [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: 07/07/2024] [Revised: 08/01/2024] [Accepted: 08/05/2024] [Indexed: 09/02/2024] Open
Abstract
Objectives: This review quantitatively evaluates the effectiveness of gross-motor-based interventions in children with developmental coordination disorder (DCD), examining treatment aspects such as group interventions, therapy duration, and frequency. Methods: A systematic literature review, spanning January 2010 to December 2022, identified 11 relevant articles involving 492 children. Results: Positive outcomes were observed, with a moderate to large overall effect size (Cohen's d) indicating significant improvements in motor function through strategies emphasizing activity, bodily function, games, and small group events. Notably, interventions targeting complex motor skills were crucial for enhancing preparedness and activity engagement, improving fitness, and preventing obesity in children with DCD. Conclusions: The review underscores the effectiveness of activity-oriented and body-function-focused therapies in enhancing motor skills and functioning, emphasizing the need for interventions aligned with real-world activities. Future research should explore the long-term effects and retention of motor improvements, offering valuable insights for designing targeted interventions to promote overall well-being in children with DCD.
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Affiliation(s)
- Mshari Alghadier
- Department of Health and Rehabilitation Sciences, Prince Sattam bin Abdulaziz University, Alkharj 11942, Saudi Arabia
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3
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Bartov R, Wagner M, Shvalb N, Hochhauser M. Evaluating handwriting in children with developmental coordination disorder (DCD): Temporal, spatial, pressure and grip-force measures. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 151:104765. [PMID: 38861795 DOI: 10.1016/j.ridd.2024.104765] [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: 12/22/2023] [Revised: 05/10/2024] [Accepted: 05/21/2024] [Indexed: 06/13/2024]
Abstract
BACKGROUND Writing involves complex sensorimotor and biomechanical processes that regulate pressure on the writing surface. Researchers analyze writing to understand kinetics and kinematics by evaluating temporal, spatial, and pressure aspects, yet discerning writing surface pressure and pen-grip force remains challenging. AIMS To compare handwriting kinetics (pen grip-force and surface pressure) and kinematics (temporal-spatial) of children with developmental coordination disorder (DCD) with those of typically developing (TD) children. METHODS AND PROCEDURES Twenty-seven children with DCD aged 7-12 years and 27 TD children matched by age and gender copied a 29-word passage onto a computerized tablet. Temporal, spatial and surface pressure as well as pen grip-force were measured with a tablet and a wearable device respectively. OUTCOMES AND RESULTS The DCD group displayed significantly longer total writing time, mean letter time, and greater letter height, width, variance, spacing, area, and erasures than the TD group. Although there were no significant between-group differences in the surface pressure or maintaining pressure, the DCD group displayed weaker grip-force, p = .01, with greater variance. CONCLUSIONS AND IMPLICATIONS The DCD group's weaker grip-force dynamics correlated with reduced legibility, form, and prolonged writing duration, revealing insights into handwriting mechanisms, particularly grip force, crucial for effective clinical interventions.
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Affiliation(s)
- Rachel Bartov
- Department of Occupational Therapy, Ariel University, Israel; Department of Special Education, Orot Israel College, Israel.
| | - Michael Wagner
- Department of Industrial Engineering and Management, Faculty of Engineering, Ariel University, Israel
| | - Nir Shvalb
- Department of Mechanical Engineering and Mechatronics, Faculty of Engineering, Ariel University, Israel
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Karabak M, Akıncı MA, Yıldırım Demirdöğen E, Bozkurt A. Prevalence and associated factors of developmental coordination disorder in primary school children. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02526-3. [PMID: 39008096 DOI: 10.1007/s00787-024-02526-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2024] [Accepted: 07/05/2024] [Indexed: 07/16/2024]
Abstract
Developmental coordination disorder (DCD) is one of the most frequently observed movement disorders in childhood, yet data on its prevalence are still unclear. This two-stage epidemiological study aims to determine the prevalence of DCD in children between 6 and 10 years of age according to the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5). In the first stage, the Developmental Coordination Disorder Questionnaire (DCDQ'07) were given to primary school students. In the second stage, clinicians conducted psychiatric interviews with children who had an indication of DCD or were suspected of having DCD according to the DCDQ'07 and their parents. The interviews utilized the DSM-5 diagnostic criteria for DCD and applied the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version-Turkish Adaptation (K-SADS-PL) and Wechsler Intelligence Scale for Children (WISC-R) to identify co-occurring disorders. In the first stage, 2,306 children were evaluated, and 205 were invited for a clinical interview. Of the 198 children interviewed, 49 met the diagnostic criteria for DCD. The prevalence of DCD in Türkiye was found to be 2.1%. High parental education level, a previous psychiatric admission of the child, mother's postpartum depressive symptoms, co-occurring disorders, and co-occurring attention deficit hyperactivity disorder (ADHD) were significantly more common among children with DCD. Potentially associated factors were evaluated by logistic regression analysis. The mother's education level, the presence of postpartum depressive symptoms, and co-occurring disorders in the child were found to be associated factors.
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Affiliation(s)
- Merve Karabak
- Department of Child and Adolescent Psychiatry, Erzurum City Hospital, Erzurum, Türkiye.
| | - Mehmet Akif Akıncı
- Department of Child and Adolescent Psychiatry, Atatürk University Faculty of Medicine, Erzurum, Türkiye
| | - Esen Yıldırım Demirdöğen
- Department of Child and Adolescent Psychiatry, Atatürk University Faculty of Medicine, Erzurum, Türkiye
| | - Abdullah Bozkurt
- Department of Child and Adolescent Psychiatry, Atatürk University Faculty of Medicine, Erzurum, Türkiye
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5
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Neveu M, Schwartz C, Rousselle L. Finger counting to relieve working memory in children with developmental coordination disorder: Insights from behavioral and three-dimensional motion analyses. J Exp Child Psychol 2024; 243:105909. [PMID: 38522387 DOI: 10.1016/j.jecp.2024.105909] [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: 07/31/2023] [Revised: 02/25/2024] [Accepted: 02/26/2024] [Indexed: 03/26/2024]
Abstract
A limited number of studies have attempted to understand how motor deficits affect numerical abilities in children with developmental coordination disorder (DCD). The purpose of this study was to explore the functionality of finger-counting (FC) in children with DCD. The participants, 15 children with DCD and 15 typically developing (TD) children matched on school level and fluid reasoning abilities, were asked to use FC to solve an ordinal task with high working memory (WM) load. Behavioral measures supplemented with biomechanical measures, from three-dimensional motion analysis synchronized to a voice recording were used to assess children's performance and FC functionality (total duration, inter-finger [IF] transition, IF variance, finger/voice synchronization, and automatization of FC movements). Children with DCD were less accurate than TD children in using FC to solve ordinal problems with high WM load. This group difference could not be accounted for by poor FC skills given that FC movement turned out to be as functional in children with DCD as in their TD peers. When added to the model as a covariate, WM captured a greater proportion of intergroup variability than manual dexterity, further suggesting that their difficulties would be better accounted for by limited WM resources than by fine motor skills.
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Affiliation(s)
- Maëlle Neveu
- Research Unit for a Life-Course Perspective on Health & Education, University of Liège, B-4000 Liège, Belgium; National Fund for Scientific Research (F.R.S.-FNRS), B-1000 Bruxelles, Belgium.
| | - Cédric Schwartz
- Laboratory of Movement Analysis (LAM)-Motion Lab, University of Liège, B-4000 Liège, Belgium
| | - Laurence Rousselle
- Research Unit for a Life-Course Perspective on Health & Education, University of Liège, B-4000 Liège, Belgium
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Gao J, Song W, Zhong Y, Huang D, Wang J, Zhang A, Ke X. Children with developmental coordination disorders: a review of approaches to assessment and intervention. Front Neurol 2024; 15:1359955. [PMID: 38846037 PMCID: PMC11153681 DOI: 10.3389/fneur.2024.1359955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 05/03/2024] [Indexed: 06/09/2024] Open
Abstract
Developmental Coordination Disorder (DCD) is a neurodevelopmental disorder characterized by deficits in motor skills, with gross and fine motor dysfunction being the main symptom. This condition greatly impairs children's daily life, learning, and social interaction. Symptoms typically appear during preschool or school age, and if left untreated, they can persist into adulthood. Thus, early assessment and intervention are crucial to improve the prognosis. This study aims to review the existing literature on DCD, providing a comprehensive overview of the assessment for children with DCD in terms of body functions and structures, activities and participation, and environmental factors within the framework of the International Classification of Functioning, Disability, and Health - Children and Youth (ICF-CY). Additionally, specific rehabilitation interventions will be described, offering valuable insights for the clinical assessment and intervention of children with DCD.
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Affiliation(s)
- Jiaxin Gao
- School of Health Preservation and Rehabilitation, Chengdu University of Traditional Chinese Medicine, Chengdu, China
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Wei Song
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Yue Zhong
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Dunbing Huang
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Jiaqi Wang
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Anren Zhang
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Xiaohua Ke
- Department of Rehabilitation Medicine, Shanghai Fourth People's Hospital, School of Medicine, Tongji University, Shanghai, China
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7
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Desvaux T, Danna J, Velay JL, Frey A. From gifted to high potential and twice exceptional: A state-of-the-art meta-review. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:165-179. [PMID: 37665678 DOI: 10.1080/21622965.2023.2252950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/06/2023]
Abstract
Despite the abundant literature on intelligence and high potential individuals, there is still a lack of international consensus on the terminology and clinical characteristics associated to this population. It has been argued that unstandardized use of diagnosis tools and research methods make comparisons and interpretations of scientific and epidemiological evidence difficult in this field. If multiple cognitive and psychological models have attempted to explain the mechanisms underlying high potentiality, there is a need to confront new scientific evidence with the old, to uproot a global understanding of what constitutes the neurocognitive profile of high-potential in gifted individuals. Another particularly relevant aspect of applied research on high potentiality concerns the challenges faced by individuals referred to as "twice exceptional" in the field of education and in their socio-affective life. Some individuals have demonstrated high forms of intelligence together with learning, affective or neurodevelopmental disorders posing the question as to whether compensating or exacerbating psycho-cognitive mechanisms might underlie their observed behavior. Elucidating same will prove relevant to questions concerning the possible need for differential diagnosis tools, specialized educational and clinical support. A meta-review of the latest findings from neuroscience to developmental psychology, might help in the conception and reviewing of intervention strategies.
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Affiliation(s)
- Tatiana Desvaux
- CNRS, Laboratoire de Neurosciences Cognitives, Aix-Marseille University, UMR 7291, Marseille, France
| | - J Danna
- CLLE, Université de Toulouse, CNRS, Toulouse, France
| | - J-L Velay
- CNRS, Laboratoire de Neurosciences Cognitives, Aix-Marseille University, UMR 7291, Marseille, France
| | - A Frey
- CNRS, Laboratoire de Neurosciences Cognitives, Aix-Marseille University, UMR 7291, Marseille, France
- INSPE of Aix-Marseille University, Marseille, France
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8
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Connan JF, Jover M, Luigi M, Saint-Cast A, Danna J. Benefits of a Light-Painting Technique for Learning to Write New Characters: A Proof of Concept With Adults. Percept Mot Skills 2024; 131:267-292. [PMID: 38185626 DOI: 10.1177/00315125231215724] [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] [Indexed: 01/09/2024]
Abstract
Learning to write relies on the effective integration of sensory feedback and a transition from motor control based on written tracings to motor control based on expert writing movements. This study aimed to test whether the photographic technique of light painting (LP) would facilitate this transition. To achieve this, we conducted two experiments using different LP setups. LP involves moving a light source in a dark environment while taking a long-exposure photograph. LP entails both a real-time reduction of product-related visual information and a post-trial addition of process-related visual information. In the first experiment, we conducted a pre-test, training, and post-test in which 16 adults wrote four new characters with the non-dominant hand. During the training sessions, participants stood and wrote in a vertical frame (1 × 1.2 m) two characters in the control condition (with a marker on the vertical support) and two characters in the LP condition (with a flashlight in the air). In the test phases, participants were seated at a table and copied the four characters into a square (4 cm * 4 cm) on a fixed sheet of graphics paper. As in-air writing strongly differs from classical handwriting situations, we performed a second LP experiment. The aim was to implement LP training in a condition closer to writing. Sixteen new participants followed the same protocol but sat at a table and wrote in a horizontal square (20 cm * 20 cm). In both experiments, participants who trained with the LP method wrote faster and with less pressure than those trained in the control condition. We also observed an improvement in spatial accuracy in Experiment 2, whatever the training condition. LP seemed to have led participants to focus on the writing process, probably because it modified the nature and timing of the visual information used for writing. LP may be a promising technique for remediating writing difficulties.
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Affiliation(s)
- Jean-François Connan
- Aix Marseille University, PSYCLE, Aix-en-Provence, France
- Aix Marseille Univ, CNRS, LNC, Marseille, France
- ISRP, Marseille, France
| | - Marianne Jover
- Aix Marseille University, PSYCLE, Aix-en-Provence, France
| | | | | | - Jérémy Danna
- CLLE, Université de Toulouse, CNRS, Toulouse, France
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Vonthron F, Yuen A, Pellerin H, Cohen D, Grossard C. A Serious Game to Train Rhythmic Abilities in Children With Dyslexia: Feasibility and Usability Study. JMIR Serious Games 2024; 12:e42733. [PMID: 37830510 PMCID: PMC10811594 DOI: 10.2196/42733] [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: 09/29/2022] [Revised: 01/26/2023] [Accepted: 10/09/2023] [Indexed: 10/14/2023] Open
Abstract
BACKGROUND Rhythm perception and production are related to phonological awareness and reading performance, and rhythmic deficits have been reported in dyslexia. In addition, rhythm-based interventions can improve cognitive function, and there is consistent evidence suggesting that they are an efficient tool for training reading skills in dyslexia. OBJECTIVE This paper describes a rhythmic training protocol for children with dyslexia provided through a serious game (SG) called Mila-Learn and the methodology used to test its usability. METHODS We computed Mila-Learn, an SG that makes training remotely accessible and consistently reproducible and follows an educative agenda using Unity (Unity Technologies). The SG's development was informed by 2 studies conducted during the French COVID-19 lockdowns. Study 1 was a feasibility study evaluating the autonomous use of Mila-Learn with 2500 children with reading deficits. Data were analyzed from a subsample of 525 children who spontaneously played at least 15 (median 42) games. Study 2, following the same real-life setting as study 1, evaluated the usability of an enhanced version of Mila-Learn over 6 months in a sample of 3337 children. The analysis was carried out in 98 children with available diagnoses. RESULTS Benefiting from study 1 feedback, we improved Mila-Learn to enhance motivation and learning by adding specific features, including customization, storylines, humor, and increasing difficulty. Linear mixed models showed that performance improved over time. The scores were better for older children (P<.001), children with attention-deficit/hyperactivity disorder (P<.001), and children with dyslexia (P<.001). Performance improved significantly faster in children with attention-deficit/hyperactivity disorder (β=.06; t3754=3.91; P<.001) and slower in children with dyslexia (β=-.06; t3816=-5.08; P<.001). CONCLUSIONS Given these encouraging results, future work will focus on the clinical evaluation of Mila-Learn through a large double-blind randomized controlled trial comparing Mila-Learn and a placebo game.
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Affiliation(s)
| | | | - Hugues Pellerin
- Service de Psychiatrie de l'Enfant et de l'Adolescent, Groupe Hospitalier Pitié-Salpêtrière, Assistance Publique-Hôpitaux de Paris, Paris, France
| | - David Cohen
- Service de Psychiatrie de l'Enfant et de l'Adolescent, Groupe Hospitalier Pitié-Salpêtrière, Assistance Publique-Hôpitaux de Paris, Paris, France
- Institut des Systèmes Intelligents et Robotiques (ISIR, CNRS UMR7222), Sorbonne Université, Paris, France
| | - Charline Grossard
- Service de Psychiatrie de l'Enfant et de l'Adolescent, Groupe Hospitalier Pitié-Salpêtrière, Assistance Publique-Hôpitaux de Paris, Paris, France
- Institut des Systèmes Intelligents et Robotiques (ISIR, CNRS UMR7222), Sorbonne Université, Paris, France
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Hsu SF, Lin HY, Wu YT, Liao NC, Yu WH, Chiu EC. Test-Retest Reliability, Criterion-Related Validity, and Ecological Validity of the Test of Visual-Motor Skills, Third Edition, in Kindergarten Children With Developmental Coordination Disorder. Am J Occup Ther 2024; 78:7801205030. [PMID: 38215306 DOI: 10.5014/ajot.2024.050206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2024] Open
Abstract
IMPORTANCE Establishing empirical evidence on the psychometric properties of the Test of Visual-Motor Skills (3rd ed.; TVMS-3) is helpful for guiding its use as an assessment of visual-motor integration (VMI) skills in kindergarten children with developmental coordination disorder (DCD). OBJECTIVE To investigate the test-retest reliability, criterion-related validity, and ecological validity of the TVMS-3 in Taiwanese kindergarten children with DCD. DESIGN A nonexperimental, descriptive, correlational design. SETTING A hospital in Central Taiwan. PARTICIPANTS Fifty-seven kindergarten children with DCD were recruited in the study. OUTCOMES AND MEASURES Intraclass correlation coefficient, percentage of minimal detectable change, and paired t test (Wilcoxon signed rank test) were used to investigate the test-retest reliability of the TVMS-3. The correlations (Pearson's r) between the TVMS-3 accuracy score and the scores of each of the four domains and the adaptive behavior composite score of the Vineland Adaptive Behavior Scales (3rd ed.; Vineland-3) were calculated, respectively, to examine criterion-related validity and ecological validity. RESULTS The accuracy score of the TVMS-3 had excellent test-retest reliability and acceptable random measurement error. Moreover, it showed good criterion-related validity and sufficient ecological validity with the Vineland-3 in Taiwanese kindergarten children with DCD. CONCLUSIONS AND RELEVANCE The accuracy score of the TVMS-3 is applicable to Taiwanese kindergarten children with DCD in clinical and research settings. Plain-Language Summary: The accuracy score of the Test of Visual-Motor Skills (3rd ed.; TVMS-3) is a useful assessment tool to detect deficits in visual-motor integration for Taiwanese kindergarten children with developmental coordination disorder. The TVMS-3 has excellent test-retest reliability, good criterion-related validity, and sufficient ecological validity.
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Affiliation(s)
- Shu-Fu Hsu
- Shu-Fu Hsu, BS, is Occupational Therapist, Department of Physical Medicine and Rehabilitation, St. Joseph's Hospital, Yunlin, Taiwan
| | - Hung-Yu Lin
- Hung-Yu Lin, PhD, is Associate Professor, Department of Occupational Therapy, Asia University, Taichung, Taiwan
| | - Yen-Tsun Wu
- Yen-Tsun Wu, MD, is Rehabilitation Physician, Department of Physical Medicine and Rehabilitation, St. Joseph's Hospital, Yunlin, Taiwan
| | - Na-Chi Liao
- Na-Chi Liao, BS, is Occupational Therapist, Department of Physical Medicine and Rehabilitation, St. Joseph's Hospital, Yunlin, Taiwan
| | - Wan-Hui Yu
- Wan-Hui Yu, PhD, is Assistant Professor, Department of Occupational Therapy, Asia University, Taichung, Taiwan;
| | - En-Chi Chiu
- En-Chi Chiu, OTD, PhD, is Associate Professor, Department of Long-Term Care, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan, and Associate Researcher, Department of Occupational Therapy, Taipei City Hospital, Taipei, Taiwan
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11
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Puyjarinet F, Chaix Y, Biotteau M. Is There a Deficit in Product and Process of Handwriting in Children with Attention Deficit Hyperactivity Disorder? A Systematic Review and Recommendations for Future Research. CHILDREN (BASEL, SWITZERLAND) 2023; 11:31. [PMID: 38255345 PMCID: PMC10813961 DOI: 10.3390/children11010031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 12/12/2023] [Accepted: 12/15/2023] [Indexed: 01/24/2024]
Abstract
Handwriting abnormalities in children with attention deficit hyperactivity disorder (ADHD) have sometimes been reported both (i) at the product level (i.e., quality/legibility of the written trace and speed of writing) and (ii) at the process level (i.e., dynamic and kinematic features, such as on-paper and in-air durations, pen pressure and velocity peaks, etc.). Conversely, other works have failed to reveal any differences between ADHD and typically developing children. The question of the presence and nature of handwriting deficits in ADHD remains open and merits an in-depth examination. The aim of this systematic review was, therefore, to identify studies that have investigated the product and/or process of handwriting in children with ADHD compared to typically developing individuals. This review was conducted and reported in accordance with the PRISMA statement. A literature search was carried out using three electronic databases. The methodological quality of the studies was systematically assessed using the Critical Appraisal Skills Program (CASP) criteria. Twenty-one articles were identified. Of these, 17 described handwriting quality/legibility, 12 focused on speed and 14 analyzed the handwriting process. All the studies (100%) with satisfactory methodology procedures reported an impaired product and process in children with ADHD, while 25% evidenced a difference in the speed of production. Most importantly, the studies differed widely in their methodological approaches. Substantial gaps remain, particularly with regard to ascertaining comorbidities, ADHD subtypes and the medical status of the included children. The lack of overall homogeneity in the samples calls for higher quality studies. We conclude with recommendations for further studies.
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Affiliation(s)
- Frédéric Puyjarinet
- Montpellier Psychomotor Training Institute, UFR de Medicine Montpellier-Nîmes, University of Montpellier, 34090 Montpellier, France
| | - Yves Chaix
- Pediatric Neurology Unit, Children’s Hospital, Toulouse University Hospital Center, 31059 Toulouse, France;
- Toulouse NeuroImaging Center (ToNIC), University of Toulouse, INSERM, 31024 Toulouse, France
| | - Maëlle Biotteau
- Pediatric Neurology Unit, Children’s Hospital, Toulouse University Hospital Center, 31059 Toulouse, France;
- Toulouse NeuroImaging Center (ToNIC), University of Toulouse, INSERM, 31024 Toulouse, France
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12
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Danna J, Puyjarinet F, Jolly C. Tools and Methods for Diagnosing Developmental Dysgraphia in the Digital Age: A State of the Art. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1925. [PMID: 38136127 PMCID: PMC10741997 DOI: 10.3390/children10121925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 12/07/2023] [Accepted: 12/11/2023] [Indexed: 12/24/2023]
Abstract
Handwriting is a complex perceptual motor task that requires years of training and practice before complete mastery. Its acquisition is crucial, since handwriting is the basis, together with reading, of the acquisition of higher-level skills such as spelling, grammar, syntax, and text composition. Despite the correct learning and practice of handwriting, some children never master this skill to a sufficient level. These handwriting deficits, referred to as developmental dysgraphia, can seriously impact the acquisition of other skills and thus the academic success of the child if they are not diagnosed and handled early. In this review, we present a non-exhaustive listing of the tools that are the most reported in the literature for the analysis of handwriting and the diagnosis of dysgraphia. A variety of tools focusing on either the final handwriting product or the handwriting process are described here. On one hand, paper-and-pen tools are widely used throughout the world to assess handwriting quality and/or speed, but no universal gold-standard diagnostic test exists. On the other hand, several very promising computerized tools for the diagnosis of dysgraphia have been developed in the last decade, but some improvements are required before they can be available to clinicians. Based on these observations, we will discuss the pros and cons of the existing tools and the perspectives related to the development of a universal, standardized test of dysgraphia combining both paper-and-pen and computerized approaches and including different graphomotor and writing tasks.
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Affiliation(s)
- Jérémy Danna
- University of Toulouse, Centre National de la Recherche Scientifique (CNRS), Laboratoire Cognition, Langues, Langages, Ergonomie (CLLE), 31058 Toulouse, cedex 9, France;
| | - Frédéric Puyjarinet
- UFR de Médecine de Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, 2 rue Ecole de Médecine, CS 59001, 34060 Montpellier, cedex 2, France;
| | - Caroline Jolly
- University Grenoble Alpes, University Savoie Mont-Blanc, Centre National de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France
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13
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Simmons RW, Thomas JD, Taggart T, Ward QJ, Ashrafi A, Mattson SN, Riley EP. Spiral drawing deficits in children with prenatal alcohol exposure. ALCOHOL, CLINICAL & EXPERIMENTAL RESEARCH 2023; 47:2045-2055. [PMID: 38226753 PMCID: PMC10792250 DOI: 10.1111/acer.15182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 08/23/2023] [Accepted: 08/24/2023] [Indexed: 01/17/2024]
Abstract
AIMS Empirical investigations reveal that, in comparison to their typically developing peers, children with histories of prenatal alcohol exposure experience deficits in writing but not drawing skills, both of which require fine motor control. This study examines drawing skills in this clinical group by assessing simple free-form spiral drawings with indices of spectral features and structural organization. METHODS Children with (n = 15) and without (n = 24) prenatal alcohol exposure used their dominant and nondominant hands to draw a series of spirals using a wireless pen stylus that either provided concurrent visual feedback in the form of a black ink trace or left no visible ink trace of each drawing. Spirals were drawn on a sheet of paper placed on a digitizing table, which facilitated online data acquisition. The data were assessed by power spectral density function analysis and sample entropy analysis. RESULTS In comparison to their typically developing peers, children with prenatal alcohol exposure produced spirals with a lower mean frequency and less spectral variability. Spirals in the prenatally exposed group were also lower in complexity and structural organization than in the control group. These results occurred independently of hand dominance or the availability of visual feedback. CONCLUSIONS The drawing skills of children with prenatal alcohol exposure have inherent signal characteristics that differ significantly from those produced by typically developing peers. Simple tasks requiring fine motor control may be useful in identifying individuals with fetal alcohol spectrum disorders.
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Affiliation(s)
- Roger W Simmons
- School of Exercise and Nutritional Sciences, San Diego State University, San Diego, California, USA
| | - Jennifer D Thomas
- Center for Behavioral Teratology, Department of Psychology, San Diego State University, San Diego, California, USA
| | - Tenille Taggart
- Center for Behavioral Teratology, Department of Psychology, San Diego State University, San Diego, California, USA
- Clinical Psychology Doctoral Program, Department of Psychology, Stony Brook University, Stony Brook, New York, USA
| | | | - Ashkan Ashrafi
- Department of Electrical and Computer Engineering, San Diego State University, San Diego, California, USA
| | - Sarah N Mattson
- Center for Behavioral Teratology, Department of Psychology, San Diego State University, San Diego, California, USA
| | - Edward P Riley
- Center for Behavioral Teratology, Department of Psychology, San Diego State University, San Diego, California, USA
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14
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Puyjarinet F, Madramany P, Autexier A, Madieu E, Nesensohn J, Biotteau M. Psychomotor intervention to improve handwriting skills in children with ADHD: A single-case experimental design with direct inter-subject and systematic replications. Neuropsychol Rehabil 2023; 33:1537-1563. [PMID: 36007100 DOI: 10.1080/09602011.2022.2114503] [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: 04/22/2022] [Accepted: 08/15/2022] [Indexed: 02/04/2023]
Abstract
Dysgraphia is highly prevalent in children with attention deficit hyperactivity disorder (ADHD) and adversely affects academic and developmental trajectories. To date, no study has rigorously examined the effects of a training program on handwriting quality in this specific population. Our objective was thus to develop an innovative program - we entitled PRO-PEN - and to evaluate its effects. We planned a multiple-baseline design across participants from grade 3-5, with direct inter-subject and systematic replications. Children of Group 1 (n = 4) were diagnosed with ADHD. Systematic replication was conducted in a second group of participants (Group 2, n = 4) with a diagnosis of developmental coordination disorder in addition to ADHD. The primary assessment focused on quality of handwriting. Generalization measures evaluated diverse neuropsychological and behavioural domains. In Group 1, effect sizes regarding handwriting quality were large (Taus > .60). Improvement was also observed for children of Group 2 (Taus > .50). Importantly, the positive effects persisted three months after the end of the training. Generalization effects extended beyond handwriting sphere. Therefore, PRO-PEN can be considered a promising training program for improving handwriting quality in ADHD, with a possible impact on wide cerebral regulation loops underpinning both handwriting and other neuropsychological and behavioural domains.
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Affiliation(s)
- Frédéric Puyjarinet
- University of Montpellier, UFR Médecine Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, Montpellier, France
| | | | - Anne Autexier
- Academy of Montpellier, French National Education Institute, France
| | | | - Jessica Nesensohn
- University of Montpellier, UFR Médecine Montpellier-Nîmes, Institut de Formation en Psychomotricité de Montpellier, Montpellier, France
- CHRU of Montpellier, Montpellier, France
| | - Maëlle Biotteau
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
- Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
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15
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Bartov R, Wagner M, Shvalb N, Hochhauser M. Enhancing Handwriting Performance of Children with Developmental Coordination Disorder (DCD) Using Computerized Visual Feedback. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1534. [PMID: 37761495 PMCID: PMC10529407 DOI: 10.3390/children10091534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 08/21/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
Recent studies have analyzed the writing metrics of children with developmental coordination disorder (DCD) using computerized systems. To date, the use of computerized visual feedback to improve handwriting has not been investigated. This study aimed to examine the effects of computerized visual feedback on handwriting performance in time, spatial orientation, and pressure indices for children with DCD. Twenty-seven children aged 7 to 12 years with DCD assessed by the Movement Assessment Battery for Children and the Developmental Coordination Disorder Questionnaire received one weekly intervention session for 8 weeks, during which they twice copied an excerpt onto a tablet. Once, they received visual feedback where the writing color corresponded to the degree of pressure on the writing surface, and once they received no visual feedback. The two conditions were counterbalanced throughout the sessions. Pre-intervention sessions were compared with post-intervention sessions and with new texts for time, spatial orientation, and pressure measures. The findings revealed significantly decreased total and mean letter writing, in-air, and writing time and increased capacity in the visual feedback condition. In the spatial variables, a significant decrease in letter height variance was found. Pressure increased significantly throughout the intervention with visual feedback, whereas it decreased post-test in the writing task in both conditions and was maintained in the new text. Visual feedback intervention can increase the kinesthetic-haptic feedback required to regulate pressure during writing, promoting more efficient feedforward processes and improving output quality and capacity. The training effectiveness was transferable, and the intervention accessibility could increase student autonomy.
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Affiliation(s)
- Rachel Bartov
- Department of Occupational Therapy, Ariel University, Ariel 40700, Israel;
- Department of Special Education, Orot Israel College, Elkana 4481400, Israel
| | - Michael Wagner
- Department of Industrial Engineering and Management, Ariel University, Ariel 40700, Israel;
| | - Nir Shvalb
- Department of Mechanical Engineering and Mechatronics, Ariel University, Ariel 40700, Israel;
| | - Michal Hochhauser
- Department of Occupational Therapy, Ariel University, Ariel 40700, Israel;
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16
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Vico R, Martín J, González M. Functional Assessment of Handwriting Among Children: A Systematic Review of the Psychometric Properties. Am J Occup Ther 2023; 77:7705205050. [PMID: 37877571 DOI: 10.5014/ajot.2023.050174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2023] Open
Abstract
IMPORTANCE Handwriting legibility and speed assessments have a critical role in identifying and evaluating handwriting problems, which are common among children. OBJECTIVE The objective was to evaluate the psychometric properties and clinical utility of handwriting assessments for children ages 3 to 16 yr. DATA SOURCES A systematic review was conducted in CINAHL, PubMed (MEDLINE), Scopus, and education databases, with no time limits. The search strategy included a combination of the following keywords: handwriting, write, children, assessment, and validity. The exclusion criteria were assessment tools that were electronic, that focused on cognitive components of handwriting, or that only evaluated alphabets other than Latin. STUDY SELECTION AND DATA COLLECTION The systematic review was carried out on the basis of the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklist and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The protocol was registered in the Prospective Register of Systematic Reviews (PROSPERO). FINDINGS The 14 included instruments had a total sample of 4,987 children. Internal consistency ranged from moderate (.73; Writing Readiness Inventory Tool in Context) to high (.98; Letter Writing). The interexaminer reliability values of the 11 direct assessment instruments ranged from .77 (Systematic Screening for Handwriting Difficulties) to 1.00 (Handwriting Speed Test). CONCLUSIONS AND RELEVANCE In this systematic review, existing tools were evaluated by clinical utility and the quality of psychometric properties. Direct assessments showed good psychometric properties. Indirect and self-assessment tools demonstrated poor psychometric properties. Further research on screening tools and tools in other languages is needed. What This Article Adds: Specific learning disorders (e.g., dysgraphia) negatively affect academic learning and, when prolonged in time, self-concept. However, handwriting legibility and speed assessments could be used to identify and evaluate these learning disorders if an early referral to occupational therapy is carried out.
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Affiliation(s)
- Rocío Vico
- Rocío Vico, OTD, OTR/L, is PhD Candidate, Department of Physiotherapy, University of Malaga, Malaga, Andalucía, Spain, and Occupational Therapist, Department of Occupational Therapy, Hospital Juan Ramón Jiménez, Andalusian Public Health Service, Huelva, Andalucía, Spain
| | - Jaime Martín
- Jaime Martín, PhD, is Assistant Professor, Department of Human Anatomy, Legal and Forensic Medicine Area, University of Malaga, Malaga, Andalucía, Spain, and Researcher, Malaga Institute of Biomedical Research, Malaga, Andalucía, Spain;
| | - Manuel González
- Manuel González, PhD, is Associate Professor, Department of Physiotherapy, University of Malaga, Malaga, Andalucía, Spain, and Researcher, Malaga Institute of Biomedical Research, Malaga, Andalucía, Spain
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17
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Tal-Saban M, Weintraub N. "The clumsiness is always present": Parents perspectives of their adolescents with pDCD. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104560. [PMID: 37364527 DOI: 10.1016/j.ridd.2023.104560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 05/28/2023] [Accepted: 06/20/2023] [Indexed: 06/28/2023]
Abstract
AIM This study elicited the perspectives of parents of adolescents with probable Developmental Coordination Disorder (pDCD) of the implications of DCD on their adolescents' daily-life and the parents' coping strategies and future concerns. METHODS Using a phenomenological approach and thematic analysis, we conducted a focus group including 7 parents of adolescents with pDCD aged 12-18 yrs. FINDINGS Three major themes emerged from the data: (a) Manifestation and implications of DCD; Parents described the performance challenges and strengths of their adolescents; (b) Discrepancy in perceptions of DCD: Parents described a gap between them and their children's, and between the parents themselves, in their views of the child's difficulties; (c) Diagnosis of DCD and strategies for overcoming its implications: Parents' expressed the pros and cons of labeling and described strategies they used to assist their children. CONCLUSIONS It appears that adolescents with pDCD continue to experience performance limitations in daily-life activities, and psychosocial difficulties. Yet, parents and their adolescents do not always view these limitations in a similar manner. Therefore, it is important that clinicians obtain information from both parents and their adolescents'. These results may assist in developing a client-centered intervention protocol for parents and adolescents.
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Affiliation(s)
- Miri Tal-Saban
- The Neuro-Developmental Disabilities and Writing Research Laboratory, School of Occupational Therapy, Hebrew University, Jerusalem, Israel.
| | - Naomi Weintraub
- The Neuro-Developmental Disabilities and Writing Research Laboratory, School of Occupational Therapy, Hebrew University, Jerusalem, Israel
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18
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Hurschler Lichtsteiner S, Nideröst M, Di Brina C, Marquardt C, Wyss S, Buholzer A, Wicki W. Effectiveness of Psychomotor Therapy among Children with Graphomotor Impairment with and without DCD-Diagnosis. CHILDREN (BASEL, SWITZERLAND) 2023; 10:964. [PMID: 37371196 DOI: 10.3390/children10060964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Revised: 05/25/2023] [Accepted: 05/26/2023] [Indexed: 06/29/2023]
Abstract
In Switzerland, psychomotor therapy (PMT) is a standard treatment for children with graphomotor impairments, but scientific evidence of its effectiveness is rare. To investigate the effectiveness of PMT, we conducted a randomised field trial (RFT). The sample consisted of 121 first and second graders with graphomotor impairments, some of whom met the criteria of developmental coordination disorder, while the remaining suffered from developmental dysgraphia. The treatments lasted over 5 months. Handwriting fluency and consistency were measured five times on a digitising tablet. All participating children completed a self-concept interview, and a standardised fine motor performance test twice. Psychomotor therapy significantly improved the fine motor skills of the therapy group compared to those of the waiting group. However, there was no evidence that the treated children improved more than the waiting children in terms of their graphomotor skills such as frequency, automaticity, and consistency of forming letters. Finally, the children of the therapy group showed partial improvements in their handwriting self-concept, while those of the waiting group children remained stable. This short-term RFT demonstrated the effectiveness of PMT in terms of fine motor skills and some aspects of the handwriting self-concept but showed no effects on handwriting fluency and consistency.
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Affiliation(s)
| | - Melanie Nideröst
- Institute for Educational Support for Behaviour, Social-Emotional, and Psychomotor Development, University of Teacher Education in Special Needs Zurich, CH-8050 Zurich, Switzerland
| | - Carlo Di Brina
- Department of Human Neuroscience, Sapienza University of Rome, I-00185 Rome, Italy
| | | | - Stefanie Wyss
- Languages Research Group, University of Teacher Education Lucerne, CH-6003 Lucerne, Switzerland
| | - Alois Buholzer
- Institute for Diversity in Education, University of Teacher Education Lucerne, CH-6003 Lucerne, Switzerland
| | - Werner Wicki
- Languages Research Group, University of Teacher Education Lucerne, CH-6003 Lucerne, Switzerland
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19
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Relationship between Product and Process Characteristics of Handwriting Skills of Children in the Second Grade of Elementary School. CHILDREN 2023; 10:children10030445. [PMID: 36980003 PMCID: PMC10047900 DOI: 10.3390/children10030445] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 02/13/2023] [Accepted: 02/14/2023] [Indexed: 03/02/2023]
Abstract
The purpose of this study was to analyze the relationship between the quality and speed of handwriting and the process characteristics of the handwriting of children in the second grade of elementary school considered as a function of age and gender. A sample of 57 children (mean age 7.25 years, SD 0.43) participated in the study. The Concise Assessment Method for Children’s Handwriting (BHK) was used to assess the quality and speed of handwriting. The characteristics of the process of handwriting were assessed using MovAlyzeR® software. The handwriting of boys showed a significantly greater number of strokes and slanted more to the right than the handwriting of girls. Handwriting quality and speed significantly correlated with several process characteristics: the number of strokes, reaction time, duration, relative pen-down duration, average pen pressure, vertical size, horizontal size, road length, and average absolute velocity. This research contributes to the construction of normative values in the process characteristics of the handwriting of elementary school children and provides a promising step towards the early identification of difficulties that can lead to dysgraphia, thus preventing later difficulties in handwriting.
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20
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Mredul MBR, Khan U, Rana HK, Meem TM, Awal MA, Rahman MH, Khan MS. Bioinformatics and System Biology Techniques to Determine Biomolecular Signatures and Pathways of Prion Disorder. Bioinform Biol Insights 2022; 16:11779322221145373. [PMID: 36582393 PMCID: PMC9793038 DOI: 10.1177/11779322221145373] [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: 06/26/2022] [Accepted: 11/21/2022] [Indexed: 12/25/2022] Open
Abstract
Prion disorder (PD) is caused by misfolding and the formation of clumps of proteins in the brain, notably Prion proteins resulting in a steady decrease in brain function. Early detection of PD is difficult due to its unpredictable nature, and diagnosis is limited regarding specificity and sensitivity. Considering the uncertainties, the current study used network-based integrative system biology approaches to reveal promising molecular biomarkers and therapeutic targets for PD. In this study, brain transcriptomics gene expression microarray datasets (GSE160208 and GSE124571) of human PD were evaluated and 35 differentially expressed genes (DEGs) were identified. By employing network-based protein-protein interaction (PPI) analysis on these DEGs, 10 central hub proteins, including SPP1, FKBP5, HPRT1, CDKN1A, BAG3, HSPB1, SYK, TNFRSF1A, PTPN6, and CD44, were identified. Employing bioinformatics approaches, a variety of transcription factors (EGR1, SSRP1, POLR2A, TARDP, and NR2F1) and miRNAs (hsa-mir-8485, hsa-mir-148b-3p, hsa-mir-4295, hsa-mir-26b-5p, and hsa-mir-16-5p) were predicted. EGR1 was found as the most imperative transcription factor (TF), and hsa-mir-16-5p and hsa-mir-148b-3p were found as the most crucial miRNAs targeted in PD. Finally, resveratrol and hypochlorous acid were predicted as possible therapeutic drugs for PD. This study could be helpful in better understanding of molecular systems and prospective pharmacological targets for developing effective PD treatments.
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Affiliation(s)
- Md Bazlur Rahman Mredul
- Statistics Discipline, Science,
Engineering and Technology School, Khulna University, Khulna, Bangladesh
| | - Umama Khan
- Biotechnology and Genetic Engineering
Discipline, Khulna University, Khulna, Bangladesh
| | - Humayan Kabir Rana
- Department of Computer Science and
Engineering, Green University of Bangladesh, Dhaka, Bangladesh
| | - Tahera Mahnaz Meem
- Statistics Discipline, Science,
Engineering and Technology School, Khulna University, Khulna, Bangladesh
| | - Md Abdul Awal
- Electronics and Communication
Engineering Discipline, Khulna University, Khulna, Bangladesh
| | - Md Habibur Rahman
- Department of Computer Science and
Engineering, Islamic University, Kushtia, Bangladesh
| | - Md Salauddin Khan
- Statistics Discipline, Science,
Engineering and Technology School, Khulna University, Khulna, Bangladesh
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21
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Fong SSM, Chung LMY, Schooling CM, Lau EHY, Wong JYH, Bae YH, Chung JWY. Tai chi-muscle power training for children with developmental coordination disorder: a randomized controlled trial. Sci Rep 2022; 12:22078. [PMID: 36543796 PMCID: PMC9769475 DOI: 10.1038/s41598-022-25822-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 12/05/2022] [Indexed: 12/24/2022] Open
Abstract
This study compared the effectiveness of tai chi (TC) muscle power training (MPT), TC alone, MPT alone, and no training for improving the limits of stability (LOS) and motor and leg muscular performance and decreasing falls in children with developmental coordination disorder (DCD). One hundred and twenty-one children with DCD were randomly assigned to the TC-MPT, TC, MPT, or control group. The three intervention groups received TC-MPT, TC, or MPT three times per week for 3 months. Measurements were taken before and after the intervention period. The primary outcomes were the LOS completion time and dynamic LOS scores. The secondary outcomes included the Movement Assessment Battery for Children-Second Edition total test score and percentile rank, knee muscle peak force and time to peak force, and the number of falls. None of the interventions affected the LOS test scores. Improvements in the peak forces of the knee extensors and flexors were demonstrated in the TC (p = 0.006) and MPT groups (p = 0.032), respectively. The number of falls also decreased in these two groups (p < 0.001). Thus, clinicians may prescribe TC or MPT for children with DCD to increase their knee muscle strength and reduce their risk of falls.
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Affiliation(s)
- Shirley S. M. Fong
- grid.419993.f0000 0004 1799 6254Department of Health and Physical Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong S.A.R. China ,grid.194645.b0000000121742757School of Public Health, The University of Hong Kong, Pokfulam, Hong Kong S.A.R. China
| | - Louisa M. Y. Chung
- grid.419993.f0000 0004 1799 6254Department of Health and Physical Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong S.A.R. China
| | - Catherine Mary Schooling
- grid.194645.b0000000121742757School of Public Health, The University of Hong Kong, Pokfulam, Hong Kong S.A.R. China ,grid.212340.60000000122985718Graduate School of Public Health and Health Policy, City University of New York, New York, USA
| | - Eric H. Y. Lau
- grid.194645.b0000000121742757School of Public Health, The University of Hong Kong, Pokfulam, Hong Kong S.A.R. China
| | - Janet Y. H. Wong
- grid.194645.b0000000121742757School of Nursing, The University of Hong Kong, Pokfulam, Hong Kong S.A.R. China
| | - Young-Hyeon Bae
- grid.419707.c0000 0004 0642 3290Korea National Rehabilitation Center, Department of Healthcare and Public Health, Rehabilitation Research Institute, Seoul, 01022 Korea
| | - Joanne W. Y. Chung
- School of Nursing and Health Studies, Hong Kong Metropolitan University, Homantin, Hong Kong S.A.R. China
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22
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Moraes BLC, Barbosa VM, Cardoso AA, Rihtman T, de Castro Magalhães L. Cross-cultural validation of the Brazilian Little Developmental Coordination Disorder Questionnaire (LDCDQ-BR) for preschool children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 129:104297. [PMID: 35858509 DOI: 10.1016/j.ridd.2022.104297] [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: 08/26/2021] [Revised: 06/14/2022] [Accepted: 06/22/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Motor difficulties associated with Developmental Coordination Disorder (DCD) are frequently apparent before the accepted diagnostic age of 5. Tools to support identification of DCD markers would allow provision of early intervention to reduce negative sequelae. OBJECTIVE Establish psychometric properties and define preliminary cut-off scores for the Brazilian Little Developmental Coordination Disorder Questionnaire - Brazil (LDCDQ-BR). METHODS AND PROCEDURES Parents of 3- and 4-year-old children (n = 312; 154 girls) from Belo Horizonte/MG, Brazil, completed the LDCDQ-BR, the Brazil Economic Classification Criterion and a demographic questionnaire. One sub-set of children (n = 119) was assessed with the Movement Assessment Battery for Children-2nd Edition; another sub-set (n = 77) completed the LDCDQ-BR a second time. RESULTS Rasch analysis indicated good item functioning with only one erratic item, suggesting unidimensionality. Item calibration reliability was excellent (0.97), children's measures reliability was low (0.72), but implying separation of 2.46 motor ability levels. Significant, low correlations were found between the LDCDQ-BR and MABC-2 (r = 0.30, p < 0.01). Test-retest reliability was 0.77 (total score) and 0.44-0.78 (individual items). ROC curve analysis revealed sensitivity of 68% at a cut-off score of 64. CONCLUSION The LDCDQ-BR shows promising psychometric properties to support early identification of DCD.
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Affiliation(s)
- Barbara L C Moraes
- Federal University of Minas Gerais, Department of Rehabilitation Science Program, 6627 Antonio Carlos Avenue, Belo Horizonte, Minas Gerais, Brazil
| | - Vanessa Maziero Barbosa
- University of Illinois at Chicago, UI Health, Occupational and Physical Therapy Department, 1740 W. Taylor Street, Suite C-100, Chicago, IL 60602, USA
| | - Ana Amélia Cardoso
- Federal University of Minas Gerais, Department of Rehabilitation Science Program, 6627 Antonio Carlos Avenue, Belo Horizonte, Minas Gerais, Brazil
| | - Tanya Rihtman
- Oxford Brookes University, Department of Sport, Health Sciences and Social Work, Faculty of Health and Life Sciences, Jack Straws Lane, Marston, Oxford OX3 0FL, United Kingdom
| | - Lívia de Castro Magalhães
- Federal University of Minas Gerais, Department of Rehabilitation Science Program, 6627 Antonio Carlos Avenue, Belo Horizonte, Minas Gerais, Brazil.
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23
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Li T, Pei Z, Zhu Z, Wu X, Feng C. Intrinsic brain activity patterns across large-scale networks predict reciprocity propensity. Hum Brain Mapp 2022; 43:5616-5629. [PMID: 36054523 PMCID: PMC9704792 DOI: 10.1002/hbm.26038] [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: 03/09/2022] [Revised: 06/06/2022] [Accepted: 07/25/2022] [Indexed: 01/15/2023] Open
Abstract
Reciprocity is prevalent across human societies, but individuals are heterogeneous regarding their reciprocity propensity. Although a large body of task-based brain imaging measures has shed light on the neural underpinnings of reciprocity at group level, the neural basis underlying the individual differences in reciprocity propensity remains largely unclear. Here, we combined brain imaging and machine learning techniques to individually predict reciprocity propensity from resting-state brain activity measured by fractional amplitude of low-frequency fluctuation. The brain regions contributing to the prediction were then analyzed for functional connectivity and decoding analyses, allowing for a data-driven quantitative inference on psychophysiological functions. Our results indicated that patterns of resting-state brain activity across multiple brain systems were capable of predicting individual reciprocity propensity, with the contributing regions distributed across the salience (e.g., ventrolateral prefrontal cortex), fronto-parietal (e.g., dorsolateral prefrontal cortex), default mode (e.g., ventromedial prefrontal cortex), and sensorimotor (e.g., supplementary motor area) networks. Those contributing brain networks are implicated in emotion and cognitive control, mentalizing, and motor-based processes, respectively. Collectively, these findings provide novel evidence on the neural signatures underlying the individual differences in reciprocity, and lend support the assertion that reciprocity emerges from interactions among regions embodied in multiple large-scale brain networks.
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Affiliation(s)
- Ting Li
- Key Laboratory of Brain, Cognition and Education Sciences (South China Normal University)Ministry of EducationGuangzhouChina,School of Psychology, Institute of Brain Research and Rehabilitation (IBRR), Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive ScienceSouth China Normal UniversityGuangzhouChina,Institute of Brain and Psychological SciencesSichuan Normal UniversityChengduChina
| | - Zhaodi Pei
- School of Artificial IntelligenceBeijing Normal UniversityBeijingChina,Engineering Research Center of Intelligent Technology and Educational Application of Ministry of EducationBeijing Normal UniversityBeijingChina
| | - Zhiyuan Zhu
- School of Artificial IntelligenceBeijing Normal UniversityBeijingChina,Engineering Research Center of Intelligent Technology and Educational Application of Ministry of EducationBeijing Normal UniversityBeijingChina
| | - Xia Wu
- School of Artificial IntelligenceBeijing Normal UniversityBeijingChina,Engineering Research Center of Intelligent Technology and Educational Application of Ministry of EducationBeijing Normal UniversityBeijingChina
| | - Chunliang Feng
- Key Laboratory of Brain, Cognition and Education Sciences (South China Normal University)Ministry of EducationGuangzhouChina,School of Psychology, Institute of Brain Research and Rehabilitation (IBRR), Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive ScienceSouth China Normal UniversityGuangzhouChina
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24
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Lino F, Chieffo DPR. Developmental Coordination Disorder and Most Prevalent Comorbidities: A Narrative Review. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1095. [PMID: 35884081 PMCID: PMC9317644 DOI: 10.3390/children9071095] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 07/14/2022] [Accepted: 07/19/2022] [Indexed: 11/16/2022]
Abstract
This narrative review describes, in detail, the relationships between Developmental Coordination Disorder (DCD) and most prevalent associated comorbidities in their complexity, heterogeneity and multifactoriality. The research has been conducted on the main scientific databases, excluding single case papers. Blurred borders between the different nosographic entities have been described and advances in this field have been highlighted. In this multifaceted framework a specific profiling for co-occurring DCD, ADHD and ASD signs and symptoms is proposed, confirming the need for a multidisciplinary approach to define new diagnostic paradigms in early childhood.
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Affiliation(s)
- Federica Lino
- Clinical Psychology Unit, Fondazione Policlinico Universitario A. Gemelli IRRCS, 00168 Rome, Italy;
| | - Daniela Pia Rosaria Chieffo
- Clinical Psychology Unit, Fondazione Policlinico Universitario A. Gemelli IRRCS, 00168 Rome, Italy;
- Department of Life Sciences and Public Health, Catholic University of Sacred Heart, 00168 Rome, Italy
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25
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The Effects of Number and Separation of Support Lines on the Size, Velocity, and Smoothness of Handwriting. Motor Control 2022; 26:317-333. [PMID: 35365587 DOI: 10.1123/mc.2021-0034] [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: 03/25/2021] [Revised: 02/07/2022] [Accepted: 02/07/2022] [Indexed: 11/18/2022]
Abstract
We examined the effects of number of and separation between support lines on handwriting characteristics of primary school students with satisfactory and unsatisfactory handwriting. Students (mean age 7.9 years) copied a text on paper with a baseline and with two or four support lines with a separation of 3 or 4 mm between the central lines. Handwriting size, velocity, and smoothness were determined for the four conditions relative to baseline. Children with unsatisfactory handwriting wrote larger and had more lifts during baseline condition. Writing between support lines, especially with small separation, immediately reduced the size of handwriting, but also adversely affected velocity and smoothness. Future research is needed to assess long-term effects.
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26
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Son SM, Lee JW, Chang MC. Successful Application of an Insole with a Metatarsal Inhibition Bar and Deep Heel Cup for Improving Gait Dysfunction in a Patient with Poor Coordination with Disrupted Corticoreticular Tracts: A Case Report. CHILDREN-BASEL 2021; 8:children8050320. [PMID: 33921951 PMCID: PMC8143587 DOI: 10.3390/children8050320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/07/2021] [Revised: 04/14/2021] [Accepted: 04/21/2021] [Indexed: 11/17/2022]
Abstract
We report the successful management of gait dysfunction in a patient with coordination problems using an insole with a metatarsal inhibition bar (MIB) and a deep heel cup. Furthermore, we investigated the state of the neural tracts via diffusion tensor tractography (DTT). A 23-month-old boy with gait dysfunction presented with toe walking with a wide base and decreased hip flexion. Motor weakness or spasticity was not observed. Conventional brain magnetic resonance imaging did not reveal any abnormal findings, but DTT revealed disrupted bilateral corticoreticulospinal tracts (CRTs). No abnormalities were observed in the corticospinal tract or the medial lemniscus. We applied a custom-made insole with an MIB and a deep heel cup. Immediately after application, the patient’s gait pattern stabilized significantly and was nearly normalized. Our therapeutic experience indicates that the application of an insole with an MIB and deep heel cups could be beneficial for patients with coordination problems and gait dysfunction. Our DTT results showed that CRTs could be the causative brain pathology for gait dysfunction in patients with coordination problems.
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27
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Gabbard C, Tamplain P. The Strengths and Limitations of DCD-Related Screening Questionnaires. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2021. [DOI: 10.1007/s40474-020-00222-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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28
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Gargot T, Asselborn T, Zammouri I, Brunelle J, Johal W, Dillenbourg P, Archambault D, Chetouani M, Cohen D, Anzalone SM. "It Is Not the Robot Who Learns, It Is Me." Treating Severe Dysgraphia Using Child-Robot Interaction. Front Psychiatry 2021; 12:596055. [PMID: 33716812 PMCID: PMC7950539 DOI: 10.3389/fpsyt.2021.596055] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 01/04/2021] [Indexed: 12/15/2022] Open
Abstract
Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his participation in classroom activities despite 2 years of specific support in school and professional speech and motor remediation. We implemented the setup during his occupational therapy for 20 consecutive weekly sessions. We found that his motivation was restored; avoidance behaviors disappeared both during sessions and at school; handwriting quality and posture improved dramatically. In conclusion, treating dysgraphia using child-robot interaction is feasible and improves writing. Larger clinical studies are required to confirm that children with dysgraphia could benefit from this setup.
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Affiliation(s)
- Thomas Gargot
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France.,CHART EA 4004, THIM, Paris 8 University, Saint Denis, France.,ISIR, Sorbonne Université, CNRS UMR 7222, Paris, France
| | - Thibault Asselborn
- Computer Human Interaction in Learning and Instruction Lab, Ecole Polytechnique Fédérale de Lausanne, Route Cantonale, Lausanne, Switzerland
| | - Ingrid Zammouri
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France
| | - Julie Brunelle
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France
| | - Wafa Johal
- Department of computer Science and Engineering, University of New South Wales, Sydney, NSW, Australia
| | - Pierre Dillenbourg
- Computer Human Interaction in Learning and Instruction Lab, Ecole Polytechnique Fédérale de Lausanne, Route Cantonale, Lausanne, Switzerland
| | | | | | - David Cohen
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France.,ISIR, Sorbonne Université, CNRS UMR 7222, Paris, France
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29
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Duiser IHF, Ledebt A, van der Kamp J, Savelsbergh GJP. Persistent handwriting problems are hard to predict: A longitudinal study of the development of handwriting in primary school. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 97:103551. [PMID: 31896039 DOI: 10.1016/j.ridd.2019.103551] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2019] [Revised: 10/31/2019] [Accepted: 11/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND After one year of tuition, up to a third of primary school children show insufficient handwriting. It is unclear whether this early insufficient handwriting predicts persistent handwriting problems, because there is a dearth of studies that followed developmental trajectories longitudinally. AIMS To describe handwriting development in primary school children longitudinally and to determine predictive positive value and sensitivity of early handwriting assessment. To analyse whether underlying abilities helps early identification of persistent handwriting problems. METHODS 173 primary school children were yearly assessed for four years using the Concise Assessment Scale for Children's Handwriting and the Beery Buktenica developmental test of visual-motor integration. RESULTS Both quality and speed of handwriting increased with years of tuition, with a pronounced increase in quality between two and three years of writing tuition. Sensitivity and positive predictive value were low. The only significant predictor of handwriting quality was handwriting quality in the previous year. For handwriting speed, no significant developmental model was revealed. CONCLUSIONS Quality and speed of handwriting after one year of tuition is not sufficiently predictive for distinguishing between transient insufficient handwriting and persistent handwriting problems three years later. Practitioners should hold back when referring children for remedial teaching.
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Affiliation(s)
- Ivonne H F Duiser
- Amsterdam Movement Sciences & Institute for Brain and Behaviour Amsterdam, Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands; Pediatric Physical Therapy Practice, Saffierstraat 59, 2403 XM Alphen aan den Rijn, the Netherlands.
| | - Annick Ledebt
- Amsterdam Movement Sciences & Institute for Brain and Behaviour Amsterdam, Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands
| | - John van der Kamp
- Amsterdam Movement Sciences & Institute for Brain and Behaviour Amsterdam, Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands; Research Centre for Exercise, School and Sport, Windesheim University of Applied Sciences, Campus 2, 8017 CA Zwolle, the Netherlands
| | - Geert J P Savelsbergh
- Amsterdam Movement Sciences & Institute for Brain and Behaviour Amsterdam, Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands; Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, 1067 SM Amsterdam, the Netherlands
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30
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Chung PJ, Patel DR, Nizami I. Disorder of written expression and dysgraphia: definition, diagnosis, and management. Transl Pediatr 2020; 9:S46-S54. [PMID: 32206583 PMCID: PMC7082241 DOI: 10.21037/tp.2019.11.01] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Writing is a complex task that is vital to learning and is usually acquired in the early years of life. 'Dysgraphia' and 'specific learning disorder in written expression' are terms used to describe those individuals who, despite exposure to adequate instruction, demonstrate writing ability discordant with their cognitive level and age. Dysgraphia can present with different symptoms at different ages. Different theories have been proposed regarding the mechanisms of dysgraphia. Dysgraphia is poorly understood and is often undiagnosed. It has a high rate of co-morbidity with other learning and psychiatric disorders. The diagnosis and treatment of dysgraphia and specific learning disorders typically centers around the educational system; however, the pediatrician can play an important role in surveillance and evaluation of co-morbidity as well as provision of guidance and support.
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Affiliation(s)
- Peter J Chung
- Department of Pediatrics, University of California Irvine, Irvine, CA, USA
| | - Dilip R Patel
- Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, MI, USA
| | - Iman Nizami
- Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, MI, USA
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