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Lopez LD, Walle EA. Caregiver encouragement to act on objects is related with crawling infants' receptive language. INFANCY 2024; 29:550-570. [PMID: 38529523 DOI: 10.1111/infa.12592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 01/25/2024] [Accepted: 03/06/2024] [Indexed: 03/27/2024]
Abstract
The progression from crawling to walking in infancy is associated with changes in infant language development. One possible explanation for such change is the infant's language environment. Prior research indicates that caregivers use more action directives with walking infants compared to crawling infants, but the relations of such parental speech with infant vocabulary is unknown. Here, we present findings from day-long home audio recordings (Study 1) and laboratory observations (Study 2) of same-aged crawling and walking infants to explore how caregiver language, specifically action directives, were associated with parent reported infant vocabulary size. Findings in both studies indicated that caregiver action directives were associated with crawling, but not walking infants' receptive vocabulary sizes. Specifically, action directives about objects occurring when the infant and caregiver were not jointly engaged were associated with higher receptive vocabulary scores for crawling infants, but no such pattern was found for walking infants. The replication of results in distinct samples with different research methodologies strengthens the findings. Taken together, these studies demonstrate that caregiver social engagement specific to infant motoric development is related with infant language learning.
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Affiliation(s)
| | - Eric A Walle
- University of California, Merced, California, USA
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2
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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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3
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Verhoef E, Allegrini AG, Jansen PR, Lange K, Wang CA, Morgan AT, Ahluwalia TS, Symeonides C, Eising E, Franken MC, Hypponen E, Mansell T, Olislagers M, Omerovic E, Rimfeld K, Schlag F, Selzam S, Shapland CY, Tiemeier H, Whitehouse AJO, Saffery R, Bønnelykke K, Reilly S, Pennell CE, Wake M, Cecil CAM, Plomin R, Fisher SE, St Pourcain B. Genome-Wide Analyses of Vocabulary Size in Infancy and Toddlerhood: Associations With Attention-Deficit/Hyperactivity Disorder, Literacy, and Cognition-Related Traits. Biol Psychiatry 2024; 95:859-869. [PMID: 38070845 DOI: 10.1016/j.biopsych.2023.11.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Revised: 11/26/2023] [Accepted: 11/29/2023] [Indexed: 02/17/2024]
Abstract
BACKGROUND The number of words children produce (expressive vocabulary) and understand (receptive vocabulary) changes rapidly during early development, partially due to genetic factors. Here, we performed a meta-genome-wide association study of vocabulary acquisition and investigated polygenic overlap with literacy, cognition, developmental phenotypes, and neurodevelopmental conditions, including attention-deficit/hyperactivity disorder (ADHD). METHODS We studied 37,913 parent-reported vocabulary size measures (English, Dutch, Danish) for 17,298 children of European descent. Meta-analyses were performed for early-phase expressive (infancy, 15-18 months), late-phase expressive (toddlerhood, 24-38 months), and late-phase receptive (toddlerhood, 24-38 months) vocabulary. Subsequently, we estimated single nucleotide polymorphism-based heritability (SNP-h2) and genetic correlations (rg) and modeled underlying factor structures with multivariate models. RESULTS Early-life vocabulary size was modestly heritable (SNP-h2 = 0.08-0.24). Genetic overlap between infant expressive and toddler receptive vocabulary was negligible (rg = 0.07), although each measure was moderately related to toddler expressive vocabulary (rg = 0.69 and rg = 0.67, respectively), suggesting a multifactorial genetic architecture. Both infant and toddler expressive vocabulary were genetically linked to literacy (e.g., spelling: rg = 0.58 and rg = 0.79, respectively), underlining genetic similarity. However, a genetic association of early-life vocabulary with educational attainment and intelligence emerged only during toddlerhood (e.g., receptive vocabulary and intelligence: rg = 0.36). Increased ADHD risk was genetically associated with larger infant expressive vocabulary (rg = 0.23). Multivariate genetic models in the ALSPAC (Avon Longitudinal Study of Parents and Children) cohort confirmed this finding for ADHD symptoms (e.g., at age 13; rg = 0.54) but showed that the association effect reversed for toddler receptive vocabulary (rg = -0.74), highlighting developmental heterogeneity. CONCLUSIONS The genetic architecture of early-life vocabulary changes during development, shaping polygenic association patterns with later-life ADHD, literacy, and cognition-related traits.
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Affiliation(s)
- Ellen Verhoef
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands.
| | - Andrea G Allegrini
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Philip R Jansen
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Rotterdam, the Netherlands; Department of Complex Trait Genetics, Center for Neurogenomics and Cognitive Research, Amsterdam Neuroscience, Vrije Universiteit, Amsterdam, the Netherlands; Section Clinical Genetics, Department Human Genetics, Amsterdam University Medical Centers, Amsterdam, the Netherlands
| | - Katherine Lange
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia
| | - Carol A Wang
- School of Medicine and Public Health, The University of Newcastle, Newcastle, New South Wales, Australia; Mothers and Babies Research Program, Hunter Medical Research Institute, Newcastle, New South Wales, Australia
| | - Angela T Morgan
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia; Department of Audiology and Speech Pathology, University of Melbourne, Parkville, Victoria, Australia; Royal Children's Hospital, Melbourne, Victoria, Australia
| | - Tarunveer S Ahluwalia
- Copenhagen Prospective Studies on Asthma in Childhood, Herlev and Gentofte Hospital, University of Copenhagen, Copenhagen, Denmark; Steno Diabetes Center Copenhagen, Herlev, Denmark; Bioinformatics Center, Department of Biology, University of Copenhagen, Copenhagen, Denmark
| | - Christos Symeonides
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Royal Children's Hospital, Melbourne, Victoria, Australia; Minderoo Foundation, Perth, Western Australia, Australia
| | - Else Eising
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - Marie-Christine Franken
- Erasmus University Medical Center, Sophia Children's Hospital, Department of Otorhinolaryngology and Head and Neck Surgery, Rotterdam, the Netherlands
| | - Elina Hypponen
- Australian Centre for Precision Health, Unit of Clinical and Health Sciences, University of South Australia, Adelaide, South Australia, Australia; South Australian Health and Medical Research Institute, Adelaide, South Australia, Australia
| | - Toby Mansell
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia
| | - Mitchell Olislagers
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands; Department of Urology, Erasmus University Medical Center, Erasmus University Medical Center Cancer Institute, Rotterdam, the Netherlands
| | - Emina Omerovic
- Murdoch Children's Research Institute, Parkville, Victoria, Australia
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK; Department of Psychology, Royal Holloway University of London, London, UK
| | - Fenja Schlag
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - Saskia Selzam
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Chin Yang Shapland
- Medical Research Council Integrative Epidemiology Unit, University of Bristol, Bristol, UK; Population Health Sciences, University of Bristol, Bristol, UK
| | - Henning Tiemeier
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Rotterdam, the Netherlands; Harvard, T.H. Chan School of Public Health, Boston, Massachusetts
| | - Andrew J O Whitehouse
- Telethon Kids Institute, The University of Western Australia, Perth, Western Australia, Australia
| | - Richard Saffery
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia; Chongqing Medical University, Chongqing, China
| | - Klaus Bønnelykke
- Copenhagen Prospective Studies on Asthma in Childhood, Herlev and Gentofte Hospital, University of Copenhagen, Copenhagen, Denmark
| | - Sheena Reilly
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia; Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
| | - Craig E Pennell
- School of Medicine and Public Health, The University of Newcastle, Newcastle, New South Wales, Australia; Mothers and Babies Research Program, Hunter Medical Research Institute, Newcastle, New South Wales, Australia; Maternity and Gynaecology John Hunter Hospital, Newcastle, New South Wales, Australia
| | - Melissa Wake
- Murdoch Children's Research Institute, Parkville, Victoria, Australia; Department of Paediatrics, University of Melbourne, Parkville, Victoria, Australia; Liggins Institute, The University of Auckland, Grafton, New Zealand
| | - Charlotte A M Cecil
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Rotterdam, the Netherlands; Department of Epidemiology, Erasmus University Medical Center, Rotterdam, the Netherlands; Molecular Epidemiology, Department of Biomedical Data Sciences, Leiden University Medical Center, Leiden, the Netherlands
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands; Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands
| | - Beate St Pourcain
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands; Medical Research Council Integrative Epidemiology Unit, University of Bristol, Bristol, UK; Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands.
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4
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Will EA, Hills KJ, Smith K, McQuillin S, Roberts JE. Developmental associations between motor and communication outcomes in Fragile X syndrome: Variation in the context of co-occurring autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613231225498. [PMID: 38456297 DOI: 10.1177/13623613231225498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/09/2024]
Abstract
LAY ABSTRACT Fragile X syndrome (FXS), the leading heritable cause of intellectual disability, has a co-occurrence rate of autism spectrum disorder (ASD) estimated at ~60%. Children with FXS experience delayed achievement and slower development of key motor abilities, which happens to an even greater extent for children with both FXS and ASD. A multitude of studies have demonstrated that motor abilities are foundational skills related to later communication outcomes in neurotypical development, as well as in the context of ASD. However, these associations remain unexamined in FXS, or FXS + ASD. In this study, we aimed to determine the associations between early motor skills and their rate of development on communication outcomes in FXS. Furthermore, we investigated whether these associations varied in the context of co-occurring FXS + ASD. Results revealed within-FXS variation in the context of co-occurring ASD between some aspects of motor development and communication outcomes, yet within-FXS consistency between others. Findings provide evidence for variability in developmental processes and outcomes in FXS in the context of co-occurring ASD and offer implications for intervention.
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Taylor MA, Coxe S, Nelson EL. Early object skill supports growth in role-differentiated bimanual manipulation in infants. Infant Behav Dev 2024; 74:101925. [PMID: 38286042 DOI: 10.1016/j.infbeh.2024.101925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 01/16/2024] [Accepted: 01/19/2024] [Indexed: 01/31/2024]
Abstract
The ability to coordinate the hands together to act on objects where each hand does something different is known as role-differentiated bimanual manipulation (RDBM). This study investigated two motor skills that may support the development of RDBM: infants' early object skill and their early sitting skill. To evaluate these potential predictors of RDBM growth, 90 infants were examined in a lab-based longitudinal design over a 9-month period. Latent growth modeling was used to estimate RDBM growth trajectories over 9 to 14 months from infants' object and sitting skills at 6 months, controlling for infant's sex, mother's education, and family income. Higher object skill, controlling for sitting skill, was related to a higher increase in RDBM over time. Sitting did not predict infants' change in RDBM over time, controlling for object skill. The ability to manage multiple objects may support collaborative hand use by providing infants with opportunities to practice actions that will be needed later for RDBM. By comparison, sitting may free the hands in an unspecified manner for manipulation.
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Affiliation(s)
- Megan A Taylor
- Department of Psychology, Florida International University, USA
| | - Stefany Coxe
- Department of Psychology, Florida International University, USA
| | - Eliza L Nelson
- Department of Psychology, Florida International University, USA.
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Li L, Pasco G, Ali JB, Johnson MH, Jones EJH, Charman T. Associations between early language, motor abilities, and later autism traits in infants with typical and elevated likelihood of autism. Autism Res 2023; 16:2184-2197. [PMID: 37698295 PMCID: PMC10899446 DOI: 10.1002/aur.3023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Accepted: 08/16/2023] [Indexed: 09/13/2023]
Abstract
Slower acquisition of language and motor milestones are common in infants with later autism and studies have indicated that motor skills predict the rate of language development, suggesting these domains of development may be interlinked. However, the inter-relationships between the two domains over development and emerging autistic traits are not fully established. We studied language and motor development using standardized observational and parent-report measures in infants with (n = 271) and without (n = 137) a family history of autism across four waves of data collection from 10 to 36 months. We used Random Intercept Cross-Lagged Panel Models to examine contemporaneous and longitudinal associations between language and motor developments in both elevated and typical likelihood groups. We estimated paths between language and motor abilities at 10, 14, 24, and 36 months and autism trait scores at 36 months, to test whether the domains were interrelated and how they related to emerging autism traits. Results revealed consistent bidirectional Expressive Language (EL) and Fine Motor (FM) cross-lagged effects from 10 to 24 and a unidirectional EL to FM effect from 24 to 36 months as well as significantly correlated random intercepts between Gross motor (GM) and Receptive language (RL), indicating stable concurrent associations over time. However, only the associations between GM and RL were associated with later autism traits. Early motor and language are linked, but only gross motor and receptive language are jointly associated with autistic traits in infants with an autism family history.
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Affiliation(s)
- Leyan Li
- Department of PsychologyInstitute of Psychiatry, Psychology & Neuroscience, King's College LondonLondonUK
| | - Greg Pasco
- Department of PsychologyInstitute of Psychiatry, Psychology & Neuroscience, King's College LondonLondonUK
| | - Jannath Begum Ali
- Department of Psychological SciencesCentre for Brain and Cognitive Development, Birkbeck, University of LondonLondonUK
| | - Mark H. Johnson
- Department of Psychological SciencesCentre for Brain and Cognitive Development, Birkbeck, University of LondonLondonUK
- Department of PsychologyUniversity of CambridgeCambridgeUK
| | - Emily J. H. Jones
- Department of Psychological SciencesCentre for Brain and Cognitive Development, Birkbeck, University of LondonLondonUK
| | - Tony Charman
- Department of PsychologyInstitute of Psychiatry, Psychology & Neuroscience, King's College LondonLondonUK
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7
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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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8
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Fastame MC, Spada E, Cimmino D, Leban B, Porta M, Arippa F, Casu G, Pau M. Motor and cognitive skills implicated in the Motor Observation Questionnaire for Teachers (MOQ-T): A multidisciplinary approach. Heliyon 2023; 9:e16659. [PMID: 37260907 PMCID: PMC10227329 DOI: 10.1016/j.heliyon.2023.e16659] [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: 11/13/2022] [Revised: 05/13/2023] [Accepted: 05/23/2023] [Indexed: 06/02/2023] Open
Abstract
This study was designed to determine the relationship between an observational measure of motor skills for teachers (i.e., MOQ-T), age, and some objectively assessed cognitive and motor indices. Two further goals were to examine which motor and cognitive factors predicted MOQ-T scores and to explore whether pupils with very low motor skills identified through MOQ-T also exhibited lower scores on objectively assessed motor and visuo-spatial tasks. A sample of 156 pupils aged 8.4 years-11.3 years and attending Italian primary school completed a battery of tests assessing writing speed, visuo-spatial abstract reasoning, fluency, and static balance abilities objectively assessed by measuring postural sway. Small to medium associations were found between MOQ-T scores and age, motor, and cognitive parameters, respectively. Moreover, approximately 26% of the variance in MOQ-T was predicted by sway area in the eyes-open condition, visuo-spatial fluency, and writing speed. Finally, pupils at risk of developmental coordination disorder exhibited poorer writing speed, and motor and higher-order visuo-spatial deficits. In conclusion, the synergistic use of objective measures of motor and cognitive functioning and observational screening questionnaires such as MOQ-T should be encouraged at school to identify pupils at risk of developmental coordination disorder.
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Affiliation(s)
- Maria Chiara Fastame
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Eleonora Spada
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Demetra Cimmino
- Department of Mechanical, Chemical, and Materials Engineering, University of Cagliari, Cagliari, Italy
| | - Bruno Leban
- Department of Mechanical, Chemical, and Materials Engineering, University of Cagliari, Cagliari, Italy
| | - Micaela Porta
- Department of Mechanical, Chemical, and Materials Engineering, University of Cagliari, Cagliari, Italy
| | - Federico Arippa
- Department of Mechanical, Chemical, and Materials Engineering, University of Cagliari, Cagliari, Italy
| | - Giulia Casu
- Department of Mechanical, Chemical, and Materials Engineering, University of Cagliari, Cagliari, Italy
| | - Massimiliano Pau
- Department of Mechanical, Chemical, and Materials Engineering, University of Cagliari, Cagliari, Italy
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Kretch KS, Marcinowski EC, Lin-Ya H, Koziol NA, Harbourne RT, Lobo MA, Dusing SC. Opportunities for learning and social interaction in infant sitting: Effects of sitting support, sitting skill, and gross motor delay. Dev Sci 2023; 26:e13318. [PMID: 36047385 PMCID: PMC10544757 DOI: 10.1111/desc.13318] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 07/21/2022] [Accepted: 08/15/2022] [Indexed: 12/15/2022]
Abstract
The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4-7 months) and infants with gross motor delay (n = 128, ages 7-16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities. HIGHLIGHTS: During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters. Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands. A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter). The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.
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Affiliation(s)
- Kari S. Kretch
- Division of Biokinesiology and Physical Therapy, University of Southern California
| | | | - Hsu Lin-Ya
- Division of Physical Therapy, University of Washington
| | - Natalie A. Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln
| | - Regina T. Harbourne
- Physical Therapy Department, Rangos School of Health Sciences, Duquesne University
| | | | - Stacey C. Dusing
- Division of Biokinesiology and Physical Therapy, University of Southern California
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10
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Koziol NA, Kretch KS, Harbourne RT, Lobo MA, McCoy SW, Molinini R, Hsu LY, Babik I, Cunha AB, Willett SL, Bovaird JA, Dusing SC. START-Play Physical Therapy Intervention Indirectly Impacts Cognition Through Changes in Early Motor-Based Problem-Solving Skills. Pediatr Phys Ther 2023:00001577-990000000-00051. [PMID: 37071882 DOI: 10.1097/pep.0000000000001016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/20/2023]
Abstract
PURPOSE This study tested whether the Sitting Together and Reaching to Play (START-Play) physical therapy intervention indirectly impacts cognition through changes in perceptual-motor skills in infants with motor delays. METHODS Participants were 50 infants with motor delays randomly assigned to START-Play plus Usual Care Early Intervention (UC-EI) or UC-EI only. Infants' perceptual-motor and cognitive skills were assessed at baseline and 1.5, 3, 6, and 12 months post-baseline. RESULTS Short-term changes in sitting, fine motor skills, and motor-based problem-solving, but not reaching, predicted long-term changes in cognition. START-Play indirectly impacted cognition through motor-based problem-solving but not sitting, reaching, or fine motor skills. CONCLUSIONS This study provided preliminary evidence that early physical therapy interventions that blend activities across developmental domains and are supported by an enriched social context can place infants on more optimal developmental trajectories.
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Affiliation(s)
- Natalie A Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools (Dr Koziol), University of Nebraska-Lincoln, Lincoln, Nebraska; Division of Biokinesiology and Physical Therapy (Drs Kretch and Dusing), University of Southern California, Los Angeles, California; Physical Therapy Department (Dr Harbourne), Rangos School of Health Sciences, Duquesne University, Pittsburgh, Pennsylvania; Biomechanics and Movement Science Program and Physical Therapy Department (Dr Lobo), University of Delaware, Newark, Delaware; Department of Rehabilitation Medicine (Drs McCoy and Hsu), University of Washington, Seattle, Washington; Rehabilitation and Movement Science (Ms Molinini), Virginia Commonwealth University, Richmond, Virginia; Department of Psychological Science (Dr Babik), Boise State University, Boise, Idaho; University of Nebraska Medical Center (Dr Cunha), University of Nebraska, Omaha, Nebraska; Munroe Meyer Institute (Dr Willett), University of Nebraska Medical Center, Omaha, Nebraska; Department of Educational Psychology (Dr Bovaird), University of Nebraska-Lincoln, Lincoln, Nebraska
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11
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Kawa R. The relationship between object play, language, and visual and motor skills in children at risk of developmental disorders between 12 and 37 months. HEALTH PSYCHOLOGY REPORT 2023; 12:87-95. [PMID: 38425887 PMCID: PMC10900973 DOI: 10.5114/hpr/161656] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 10/06/2022] [Accepted: 02/25/2023] [Indexed: 03/02/2024] Open
Abstract
BACKGROUND Exploratory object play is a primary strategy in amassing knowledge about one's environment and determines the development of language skills at a later age. However, still much remains unknown about how object play is related to visual and language development in children at risk of developmental disorders. PARTICIPANTS AND PROCEDURE Forty-four children at risk of developmental disorders aged 13 to 37 months took part in the study. The measurement of object play relied on observation of children manipulating novel objects. Language skills were assessed by the Mullen Scales. RESULTS The results indicate that there is a correlation between specific object play behaviours, language and visual skills. CONCLUSIONS The findings from this study support the hypothesis that the relationship between visual and language skills and object play in children at risk of developmental disorders is different in younger and older children.
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Affiliation(s)
- Rafał Kawa
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
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12
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Schneider JL, Roemer EJ, Northrup JB, Iverson JM. Dynamics of the dyad: How mothers and infants co-construct interaction spaces during object play. Dev Sci 2023; 26:e13281. [PMID: 35584243 PMCID: PMC9840819 DOI: 10.1111/desc.13281] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2021] [Revised: 05/09/2022] [Accepted: 05/10/2022] [Indexed: 01/17/2023]
Abstract
Studies of dyadic interaction often examine infants' social exchanges with their caregivers in settings that constrain their physical properties (e.g., infant posture, fixed seating location for infants and adults). Methodological decisions about the physical arrangements of interaction, however, may limit our ability to understand how posture and position shape them. Here we focused on these embodied properties of dyadic interaction in the context of object play. We followed 30 mother-infant dyads across the first year of life (at 3, 6, 9, and 12 months) and observed them during 5 min of play with a standard set of toys. Using an interval-based coding system, we measured developmental change in infant posture, how mothers and infants positioned themselves relative to one another, and how they populated interaction spaces with objects. Results showed that mother-infant dyads co-constructed interaction spaces and that the contributions of each partner changed across development. Dyads progressively adopted a broader spatial co-orientation during play (e.g., positioned at right angles) across the first year. Moreover, advances in infants' postural skills, particularly increases in the use of independent sitting in real time, uniquely predicted change in dyadic co-orientation and infants' actions with objects, independent of age. Taken together, we show that the embodied properties of dyadic object play help determine how interactions are physically organized and unfold, both in real time and across the first year of life.
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Affiliation(s)
| | - Emily J Roemer
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
| | - Jessie B Northrup
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
| | - Jana M Iverson
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
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13
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Bradshaw J, Shi D, Federico A, Klaiman C, Saulnier C. The Pull-to-Sit Task: Examining Infant Postural Development in Autism Spectrum Disorder. J Pediatr 2023; 253:225-231.e2. [PMID: 36202237 PMCID: PMC11009487 DOI: 10.1016/j.jpeds.2022.09.047] [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: 02/08/2022] [Revised: 09/25/2022] [Accepted: 09/28/2022] [Indexed: 12/05/2022]
Abstract
OBJECTIVE To evaluate the predictive relationship between early trajectories of postural and head control during a pull-to-sit task and later autism diagnostic and developmental outcomes. STUDY DESIGN Using a prospective longitudinal design, postural skills of 100 infants at elevated and low familial likelihood of autism spectrum disorder (ASD) were evaluated using a pull-to-sit task monthly from age 1 month to 6 months. At age 24 months, infants were seen for a developmental and diagnostic evaluation completed by examiners masked to participant group. Latent growth curve models were used to compare early trajectories of pull-to-sit performance in infants later diagnosed with ASD and typically developing infants and to predict developmental outcomes. RESULTS Pull-to-sit trajectories did not differ in infants with an elevated likelihood of ASD or infants with ASD compared with low-likelihood and typically developing infants, but infants with ASD were more likely to exhibit a head lag by age 4 months. In addition, pull-to-sit trajectories were predictive of social and speech skills 2 years later. CONCLUSIONS These findings highlight the link between very early pull-to-sit skills and later social and language outcomes. Atypical postural development and persistent presence of head lag may be important early indicators of social and language vulnerabilities, including ASD.
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Affiliation(s)
- Jessica Bradshaw
- Department of Psychology, University of South Carolina, Columbia, SC.
| | - Dexin Shi
- Department of Psychology, University of South Carolina, Columbia, SC
| | - Alexis Federico
- Department of Psychology, University of South Carolina, Columbia, SC
| | - Cheryl Klaiman
- Department of Pediatrics, Emory University School of Medicine, Atlanta, GA; Marcus Autism Center, Children's Healthcare of Atlanta, Atlanta, GA
| | - Celine Saulnier
- Department of Pediatrics, Emory University School of Medicine, Atlanta, GA; Neurodevelopmental Assessment & Consulting Services, Atlanta, GA
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14
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Iverson JM. Developing language in a developing body, revisited: The cascading effects of motor development on the acquisition of language. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2022; 13:e1626. [PMID: 36165333 DOI: 10.1002/wcs.1626] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 07/24/2022] [Accepted: 09/03/2022] [Indexed: 06/16/2023]
Abstract
In the first years of life, infants rapidly acquire a series of new motor skills. They learn to sit independently, to walk with skill, and to engage in a wide variety of interactions with objects. Over these same years, infants also begin to develop language. These are not isolated events. In a complex developing system, even small changes in one domain can have far-reaching effects on development in other domains. This is the fundamental idea behind the rich framework known as the developmental cascades perspective. Here we employ this framework to show how early motor advances can exert downstream effects on the development of language. Focusing first on the emergence of independent sitting, then on the development of walking, and finally on changes in the ways in which infants act on and combine actions on objects, we describe how the nature and quality of infant actions change dramatically over the first few years and how this brings with it new possibilities for engaging the environment, more sophisticated ways of interacting with people, and significant alterations in communications directed by caregivers to the infant and coordinated with infant action in time and in meaning. The developmental cascades framework provides an approach for understanding how advances in motor skills influence communicative and language development, and more generally, for conceptualizing the constant, dynamic, and complex interplay between developing infants and their environments as it unfolds over time. This article is categorized under: Linguistics > Language Acquisition Psychology > Motor Skill and Performance Psychology > Development and Aging.
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Affiliation(s)
- Jana M Iverson
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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15
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Prommin S, Siritaratiwat W, Bennett S, Mato L, Keeratisiroj O, Kamruecha W. Effects of Play in an Upright Position on Intra-Individual Variability of Gross Motor and Language Development in Institutionalized Infants. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11804. [PMID: 36142086 PMCID: PMC9517534 DOI: 10.3390/ijerph191811804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Revised: 09/01/2022] [Accepted: 09/16/2022] [Indexed: 06/16/2023]
Abstract
(1) Objective: To investigate the effects of play in an upright position on intra-individual variability and to examine the relationship between the variability of gross motor and language development in institutionalized infants aged six to ten months. (2) Methods: Thirty infants were conveniently enrolled in either the experimental or control groups. The Alberta Infant Motor Scale (AIMS) and the Communication and Symbolic Behavior Scales Developmental Profile (CSBS-DP) Infant/Toddler Checklist were tested pre and post each monthly intervention for three months. Sixteen infants in the experimental group received an additional program of 45 min play in an upright position three times a week for a 3-month period. (3) Results: There were significant between-group differences in intra-individual variability of the AIMS percentiles (p-value = 0.042). In addition, there was a significant difference in the intra-individual variability of the language percentile between groups (p-value = 0.009). The intra-individual variability of gross motor development was significantly correlated (rs = 0.541; p = 0.03) with language development. (4) Conclusions: Play in an upright position could be applied to improve intra-individual variability in gross motor and language development percentiles in institutionalized infants.
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Affiliation(s)
- Sunanta Prommin
- Research Center in Back, Neck, Other Joint Pain and Human Performance (BNOJPH), Faculty of Associated Medical Sciences, Khon Kaen University, Muang, Khon Kaen 40002, Thailand
| | - Wantana Siritaratiwat
- Research Center in Back, Neck, Other Joint Pain and Human Performance (BNOJPH), Faculty of Associated Medical Sciences, Khon Kaen University, Muang, Khon Kaen 40002, Thailand
| | - Surussawadi Bennett
- Research Center in Back, Neck, Other Joint Pain and Human Performance (BNOJPH), Faculty of Associated Medical Sciences, Khon Kaen University, Muang, Khon Kaen 40002, Thailand
| | - Lugkana Mato
- School of Physical Therapy, Faculty of Associated Medical Sciences, Khon Kaen University, Muang, Khon Kaen 40002, Thailand
| | | | - Worawan Kamruecha
- School of Physical Therapy, Faculty of Associated Medical Sciences, Khon Kaen University, Muang, Khon Kaen 40002, Thailand
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16
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A Non-Randomized Pilot Study on the Benefits of Baby Swimming on Motor Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159262. [PMID: 35954617 PMCID: PMC9368508 DOI: 10.3390/ijerph19159262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 07/26/2022] [Accepted: 07/26/2022] [Indexed: 02/04/2023]
Abstract
According to the concept of “embodied cognition”, motor development should not be considered distant from cognitive and language processes. Motor development is essential in the first 1000 days of life, as the child explores and learns new information from the environment. Among motor activities, baby swimming allows infants to make movements that they are not able to perform on solid ground. Since movements become slower in water, the sensory perception of these movements is amplified. However, the relationship between early swimming experience and motor development has not yet been investigated. Therefore, we carried out a pilot study with the aim of exploring this relationship for the first time. To that end, 32 infants aged from 6 to 10 months were recruited. The Peabody Developmental Motor Scale-2 was used to assess motor abilities in healthy children who regularly carried out aquatic courses compared to children who never attended swimming practice. Independent-sample t-tests showed significant differences in favor of the group that performed infant swimming activities on measures of reflexes (t = −2.2, p < 0.05), grasping (t = −3.8, p < 0.001), fine-motor quotient (t = −3.4, p < 0.01) and total-motor quotient (t = −2.4, p < 0.05). Overall, in line with the embodied cognition perspective, these preliminary results are encouraging and allow us to investigate how motor development influences later language development.
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17
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Capelli E, Silibello G, Ajmone PF, Altamore E, Lalatta F, Vizziello PG, Costantino MA, Zampini L. Language Development in Sex Chromosome Trisomies: Developmental Profiles at 2 and 4 Years of Age, and Predictive Measures. Dev Neurorehabil 2022; 25:337-348. [PMID: 34983283 DOI: 10.1080/17518423.2021.2020925] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
PURPOSE Describing language development in children with sex chromosome trisomies (SCT) and testing the predictive value of early language measures on later outcomes. METHOD Thirteen children with SCT were followed longitudinally. Their developmental profile was assessed, with particular attention to language, at 2 and 4 years. The predictive value of direct (spontaneous speech analysis) and indirect (communicative development inventory) language measures at 2 on performances at 4 was tested. RESULTS Language performances at both ages were lower than non-verbal development. At 2, more than 50% of the group produced less than 50 words. At 4, impaired performances were observed in speech sound development and expressive morpho-syntax. Direct measures of Pre-syntactic development predicted later global language outcomes and Sentence Repetition. The number of consonants used at 2 was significantly related to Nonword Repetition at 4. CONCLUSIONS The study highlights the importance of early detection and careful follow-up for children with SCT.
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Affiliation(s)
| | - Gaia Silibello
- Foundation Irccs Ca' Granda Ospedale Maggiore Policlinico, Milan, Italy
| | | | - Elena Altamore
- Foundation Irccs Ca' Granda Ospedale Maggiore Policlinico, Milan, Italy
| | - Faustina Lalatta
- Foundation Irccs Ca' Granda Ospedale Maggiore Policlinico, Milan, Italy
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18
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Smith DK, Libertus K. The Early Motor Questionnaire revisited: Starting points, standardized scores, and stability. J Exp Child Psychol 2022; 223:105492. [PMID: 35779285 DOI: 10.1016/j.jecp.2022.105492] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Revised: 05/09/2022] [Accepted: 06/01/2022] [Indexed: 11/15/2022]
Abstract
Motor skills are an important aspect of development during infancy and have been found to predict development in other domains. Therefore, fast and reliable assessments of infant motor skills are needed. The current study revisited a time and cost-effective parent-report measure of infants' motor skills-the Early Motor Questionnaire (EMQ)-and aimed to improve the utility of the EMQ as a tool to examine variability, stability, and individual differences in early motor development. A sample of 446 parents of infants provided a total of 775 EMQ responses for analyses. Using this large sample, regression was used to create age-independent scores for global, gross motor, fine motor, and perception-action scores on the EMQ. Age-adjusted scores were then converted to t-scores to facilitate score interpretation for past and future studies using the EMQ. Finally, starting flags for different age groups were created to decrease the time it takes parents to complete the EMQ. Together, these changes to the EMQ will improve the utility and interpretability of the measure. The EMQ is free to use and available in the supplemental materials or via www.onlinebabylab.com/emq.
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Affiliation(s)
- Darcy K Smith
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Klaus Libertus
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA.
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19
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D’Souza EE, Vyas R, Sisitsky M, Feldman HA, Gagoski B, Litt J, Larsen RJ, Kuchan MJ, Lasekan JB, Sutton BP, Grant PE, Ou Y, Morton SU. Increased Breastfeeding Proportion Is Associated with Improved Gross Motor Skills at 3-5 Years of Age: A Pilot Study. Nutrients 2022; 14:2215. [PMID: 35684014 PMCID: PMC9182886 DOI: 10.3390/nu14112215] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 04/23/2022] [Accepted: 05/23/2022] [Indexed: 02/04/2023] Open
Abstract
Breastmilk provides key nutrients and bio-active factors that contribute to infant neurodevelopment. Optimizing maternal nutrition could provide further benefit to psychomotor outcomes. Our observational cohort pilot study aims to determine if breastfeeding extent and breastmilk nutrients correlate with psychomotor outcomes at school age. The breastfeeding proportion at 3 months of age and neurodevelopmental outcomes at 3-5 years of age were recorded for 33 typically developing newborns born after uncomplicated pregnancies. The association between categorical breastfeeding proportion and neurodevelopmental outcome scores was determined for the cohort using a Spearman correlation with and without the inclusion of parental factors. Vitamin E and carotenoid levels were determined in breastmilk samples from 14 of the mothers. After the inclusion of parental education and income as covariates, motor skill scores positively correlated with breastmilk contents of α-tocopherol (Spearman coefficient 0.88, p-value = 0.02), translutein (0.98, p-value = 0.0007), total lutein (0.92, p-value = 0.01), and zeaxanthin (0.93, p-value = 0.0068). Problem solving skills negatively correlated with the levels of the RSR enantiomer of α-tocopherol (-0.86, p-value = 0.03). Overall, higher exposure to breastfeeding was associated with improved gross motor and problem-solving skills at 3-5 years of age. The potential of α-tocopherol, lutein, and zeaxanthin intake to provide neurodevelopmental benefit is worthy of further investigation.
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Affiliation(s)
- Erica E. D’Souza
- Division of Newborn Medicine, Boston Children’s Hospital, Boston, MA 02115, USA; (E.E.D.); (R.V.); (H.A.F.); (P.E.G.); (Y.O.)
| | - Rutvi Vyas
- Division of Newborn Medicine, Boston Children’s Hospital, Boston, MA 02115, USA; (E.E.D.); (R.V.); (H.A.F.); (P.E.G.); (Y.O.)
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, MA 02115, USA; (M.S.); (B.G.)
| | - Michaela Sisitsky
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, MA 02115, USA; (M.S.); (B.G.)
| | - Henry A. Feldman
- Division of Newborn Medicine, Boston Children’s Hospital, Boston, MA 02115, USA; (E.E.D.); (R.V.); (H.A.F.); (P.E.G.); (Y.O.)
- Department of Pediatrics, Harvard Medical School, Boston, MA 02115, USA
- Institutional Centers for Clinical and Translational Research, Boston Children’s Hospital, Boston, MA 02115, USA
| | - Borjan Gagoski
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, MA 02115, USA; (M.S.); (B.G.)
- Department of Radiology, Boston Children’s Hospital, Boston, MA 02115, USA
| | - Jonathan Litt
- Department of Neonatology, Beth Israel Deaconess Medical Center, Boston, MA 02115, USA;
| | - Ryan J. Larsen
- Beckman Institute, University of Illinois at Urbana-Champaign, Urbana, IL 61801, USA; (R.J.L.); (B.P.S.)
| | | | - John B. Lasekan
- Abbott Laboratories, Columbus, OH 43219, USA; (M.J.K.); (J.B.L.)
| | - Brad P. Sutton
- Beckman Institute, University of Illinois at Urbana-Champaign, Urbana, IL 61801, USA; (R.J.L.); (B.P.S.)
- Department of Bioengineering, University of Illinois at Urbana-Champaign, Urbana, IL 61801, USA
| | - Patricia Ellen Grant
- Division of Newborn Medicine, Boston Children’s Hospital, Boston, MA 02115, USA; (E.E.D.); (R.V.); (H.A.F.); (P.E.G.); (Y.O.)
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, MA 02115, USA; (M.S.); (B.G.)
- Department of Pediatrics, Harvard Medical School, Boston, MA 02115, USA
- Department of Radiology, Boston Children’s Hospital, Boston, MA 02115, USA
| | - Yangming Ou
- Division of Newborn Medicine, Boston Children’s Hospital, Boston, MA 02115, USA; (E.E.D.); (R.V.); (H.A.F.); (P.E.G.); (Y.O.)
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, MA 02115, USA; (M.S.); (B.G.)
- Department of Pediatrics, Harvard Medical School, Boston, MA 02115, USA
- Department of Radiology, Boston Children’s Hospital, Boston, MA 02115, USA
| | - Sarah U. Morton
- Division of Newborn Medicine, Boston Children’s Hospital, Boston, MA 02115, USA; (E.E.D.); (R.V.); (H.A.F.); (P.E.G.); (Y.O.)
- Fetal-Neonatal Neuroimaging and Developmental Science Center, Boston Children’s Hospital, Boston, MA 02115, USA; (M.S.); (B.G.)
- Department of Pediatrics, Harvard Medical School, Boston, MA 02115, USA
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20
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Inamdar K, Khurana S, Dusing SC. Effect of Contingency Paradigm-Based Interventions on Developmental Outcomes in Young Infants: A Systematic Review. Pediatr Phys Ther 2022; 34:146-161. [PMID: 35184076 DOI: 10.1097/pep.0000000000000873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE The purpose of this systematic review was to identify controlled trials evaluating the efficacy of contingency paradigm-based interventions to improve feeding, motor, or cognitive outcomes during the first year of life. SUMMARY OF KEY POINTS Seventeen studies, including 10 randomized controlled trials, incorporating contingency paradigm-based interventions were identified. Three of 3 trials reported improvements in nutritive sucking using pacifier-activated lullaby in preterm infants before term age. Seven of 12 trials reported improvements in reaching, manual exploration, and kicking behaviors in term and preterm infants; and 6 of 10 trials reported gains in early cognition using sticky mittens and contingent toys. CONCLUSION AND RECOMMENDATIONS FOR CLINICAL PRACTICE Contingency paradigm-based interventions can improve feeding outcomes in the neonatal intensive care unit in very preterm infants, and increase reaching, and perceptual-cognitive behaviors in term infants. Future research is needed to establish contingency paradigms as an effective early intervention strategy. WHAT THIS ADDS TO THE EVIDENCE This review synthesizes a body of literature on contingency paradigm-based interventions and highlights its potential paradigm-based interventions to improve developmental outcomes in infants.
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Affiliation(s)
- Ketaki Inamdar
- Department of Physical Therapy (Ms Inamdar), Rehabilitation and Movement Science Program, Motor Development Lab, Virginia Commonwealth University, Richmond, Virginia; Department of Physical Therapy (Dr Khurana), Motor Development Lab, Virginia Commonwealth University, Richmond, Virginia; Division of Biokinesiology and Physical Therapy (Dr Dusing), Motor Development Lab, University of Southern California, Los Angeles, California
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21
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Fears NE, Palmer SA, Miller HL. Motor skills predict adaptive behavior in autistic children and adolescents. Autism Res 2022; 15:1083-1089. [PMID: 35322578 PMCID: PMC9167704 DOI: 10.1002/aur.2708] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 02/20/2022] [Accepted: 03/10/2022] [Indexed: 11/10/2022]
Abstract
It is well-documented that intelligence quotient (IQ) is a poor predictor of adaptive behavior scores in autism, with autistic children having lower adaptive behavior scores than would be predicted based on their IQ scores. Differences in motor skills may explain the variability in their adaptive behavior scores. The current study examined how motor skills might explain autistic individuals' low adaptive behavior scores and which individual components of IQ (i.e., verbal comprehension and perceptual reasoning) and motor skills (i.e., manual dexterity, aiming and catching, and balance) may drive this effect. We examined the associations between IQ, motor skills, calibrated severity, and adaptive behavior scores in 45 autistic children and adolescents. Using a t-test, we found a significant difference (p <0.001) between full-scale IQ and adaptive behavior scores, indicating that our participants' adaptive behavior scores were lower than would be expected given their full-scale IQ. Using a linear regression, we investigated whether motor skills predicted adaptive behavior in autistic children and adolescents and found that motor skills scores were associated with adaptive behavior scores (p = 0.022). To further investigate these associations, we used another linear regression to examine how individual components of IQ and motor skills predicted adaptive behavior scores in autistic children and adolescents. Our results indicated that manual dexterity scores were associated with adaptive behavior scores (p = 0.036). These findings clearly illustrate the need for further understanding of autistic individuals' difficulties with adaptive behavior and the potential role of motor skill difficulties that may underlie these difficulties. LAY SUMMARY: Autistic children have lower adaptive behavior scores (e.g., daily living skills, social skills, communication) than intelligence scores (e.g., verbal and perceptual skills) along with difficulties with motor skills. Motor skills may explain the gap between adaptive behavior and intelligence. We found motor skills were associated with adaptive behavior in autistic children and adolescents. In particular, hand coordination was associated with adaptive behavior. We need to better understand how autistic individuals' motor skills impact their adaptive behavior to provide effective supports.
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Affiliation(s)
- Nicholas E Fears
- Department of Physical Therapy, University of North Texas Health Science Center, Fort Worth, Texas, USA.,School of Kinesiology, University of Michigan, Ann Arbor, Michigan, USA
| | | | - Haylie L Miller
- Department of Physical Therapy, University of North Texas Health Science Center, Fort Worth, Texas, USA.,School of Kinesiology, University of Michigan, Ann Arbor, Michigan, USA
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22
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Online Assessment of Motor, Cognitive, and Communicative Achievements in 4-Month-Old Infants. CHILDREN 2022; 9:children9030424. [PMID: 35327796 PMCID: PMC8947177 DOI: 10.3390/children9030424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 02/28/2022] [Accepted: 03/14/2022] [Indexed: 11/16/2022]
Abstract
Remote methods for data collection allow us to quickly collect large amounts of data, offering several advantages as compared to in-lab administration. We investigated the applicability of an online assessment of motor, cognitive, and communicative development in 4-month-old infants based on several items of the Bayley Scales of Infant Development, 3rd edition (BSID-III). We chose a subset of items which were representative of the typical developmental achievements at 4 months of age and that we could administer online with the help of the infant’s caregiver using materials which were easily available at home. Results showed that, in a sample of infants tested live (N = 18), the raw scores of the BSID-III were significantly correlated with the raw scores of a subset of items corresponding to those administered to a sample of infants tested online (N = 53). Moreover, for the “online” participants, the raw scores of the online assessment did not significantly differ from the corresponding scores of the “live” participants. These findings suggest that the online assessment was to some extent comparable to the live administration of the same items, thus representing a viable opportunity to remotely evaluate infant development when in-person assessment is not possible.
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23
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Schworer EK, Esbensen AJ, Nguyen V, Bullard L, Fidler DJ, Daunhauer LA, Mervis CB, Becerra AM, Abbeduto L, Thurman AJ. Patterns and predictors of adaptive skills in 2- to 7-year-old children with Down syndrome. J Neurodev Disord 2022; 14:18. [PMID: 35279072 PMCID: PMC8918277 DOI: 10.1186/s11689-022-09430-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 02/23/2022] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
There is substantial variability in adaptive skills among individuals with Down syndrome. Few studies, however, have focused on the early developmental period or on the potential sources of variability in adaptive skills. This study characterizes adaptive skills in young children with Down syndrome and investigates child characteristics associated with adaptive skills.
Methods
Participants were 44 children with Down syndrome ranging in age from 2.50 to 7.99 years (M = 4.66 years, SD = 1.46). The Vineland Adaptive Behavior Scales-3 (VABS-3) Comprehensive Interview Form was used to assess adaptive behavior in the three core domains: socialization, daily living, and communication skills. Caregivers also reported on motor skills and autism spectrum disorder symptoms. Child cognitive abilities were assessed.
Results
Analyses comparing mean standard score performance across the three VABS-3 core domains demonstrated significant differences between all pairs of domains, resulting in a group-level pattern of socialization > daily living > communication skills. At the individual level, 10 different patterns of relative strength and weakness were identified, with only 18% of participants evidencing significant differences between adaptive skill domain standard scores corresponding to the group-level pattern of significant differences. Child characteristics (cognitive abilities, motor skills, and autism spectrum disorder symptoms) were significantly associated with VABS-3 adaptive domain standard scores.
Conclusion
These findings underscore the importance of individualizing intervention programs focused on improving the adaptive skills of young children with Down syndrome based on consideration of the child’s relative adaptive strengths and weaknesses.
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24
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Babik I, Cunha AB, Lobo MA. A model for using developmental science to create effective early intervention programs and technologies to improve children's developmental outcomes. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 62:231-268. [PMID: 35249683 DOI: 10.1016/bs.acdb.2021.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Children born with a variety of environmental or medical risk factors may exhibit delays in global development. Very often, such delays are identified at preschool or school age, when children are severely overdue for effective early interventions that can alleviate the delays. This chapter proposes a conceptual model of child development to inform the creation of interventions and rehabilitative technologies that can be provided very early in development, throughout the first year of life, to optimize children's future developmental outcomes. The model suggests that early sensorimotor skills are antecedent and foundational for future motor, cognitive, language, and social development. As an example, this chapter describes how children's early postural control and exploratory movements facilitate the development of future object exploration behaviors that provide enhanced opportunities for learning and advance children's motor, cognitive, language, and social development. An understanding of the developmental pathways in the model can enable the design of effective intervention programs and rehabilitative technologies that target sensorimotor skills in the first year of life with the goal of minimizing or ameliorating the delays that are typically identified at preschool or school age. Specific examples of early interventions and rehabilitative technologies that have effectively advanced children's motor and cognitive development by targeting early sensorimotor skills and behaviors are provided.
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Affiliation(s)
- Iryna Babik
- Department of Psychological Science, Boise State University, Boise, ID, United States
| | - Andrea B Cunha
- Department of Physical Therapy, Biomechanics & Movement Science Program, University of Delaware, Newark, DE, United States
| | - Michele A Lobo
- Department of Physical Therapy, Biomechanics & Movement Science Program, University of Delaware, Newark, DE, United States.
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Babik I, Galloway JC, Lobo MA. Early exploration of one's own body, exploration of objects, and motor, language, and cognitive development relate dynamically across the first two years of life. Dev Psychol 2022; 58:222-235. [PMID: 34990201 PMCID: PMC9589518 DOI: 10.1037/dev0001289] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Early exploratory behaviors have been proposed to facilitate children's learning, impacting motor, cognitive, language, and social development. This study related the performance of behaviors used to explore oneself to behaviors used to explore objects, and then related both types of exploratory behaviors to motor, language, and cognitive measures longitudinally from 3 through 24 months of age via secondary analysis of an existing dataset. Participants were 52 children (23 full-term, 29 preterm). Previously published results from this dataset documented delays for preterm relative to full-term infants in each assessment. The current results related performance among the assessments throughout the first 2 years of life. They showed that the developmental trajectories of behaviors children used for self-exploration closely related to the trajectories of behaviors they employed to explore objects. The trajectories of both self and object exploration behaviors significantly related to trajectories of children's motor, language, and cognitive development. Specifically, significant relations to global development were observed for self-exploratory head lifting, midline head and hand positioning, hand opening, and behavioral variability, as well as for object-oriented bimanual holding, mouthing, looking, banging, manipulating, transferring of objects, and behavioral intensity and variability. These results demonstrate continuity among the early exploratory behaviors infants perform with their bodies alone, exploratory behaviors with portable objects, and global development. The findings identify specific self- and object-exploration behaviors that may serve as early indicators of developmental delay and could be targeted by interventions to advance motor, language, and cognitive outcomes for infants at risk for delay. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Iryna Babik
- Department of Psychological Science, Boise State University, Boise, ID, USA
| | - James Cole Galloway
- Biomechanics & Movement Science Program, Department of Physical Therapy, University of Delaware, Newark, DE, USA
| | - Michele A. Lobo
- Biomechanics & Movement Science Program, Department of Physical Therapy, University of Delaware, Newark, DE, USA
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Owens B, Libertus K. Are There Postnatal Benefits to Prenatal Kick Counting? A Quasi-Experimental Longitudinal Study. Front Psychol 2022; 13:712562. [PMID: 35153948 PMCID: PMC8825801 DOI: 10.3389/fpsyg.2022.712562] [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: 05/20/2021] [Accepted: 01/04/2022] [Indexed: 11/17/2022] Open
Abstract
Mild signs of postpartum depression or anxiety are present in up to half of all new mothers. However, the impact of having the "baby blues" on infant development remains largely unknown. The current study explores a potential relation between mother's self-reported depression or anxiety symptoms and infant's motor development in a longitudinal sample of 50 mother-infant dyads. Further, we examine whether engaging in fetal kick counting during pregnancy may reduce maternal psychopathology symptoms and thereby positively influence infant motor development and parent-child engagement during the first months of life. We hypothesized that subclinical maternal psychopathology would negatively impact infant motor development, and that completing a fetal kick count activity during the third trimester would reduce overall signs of maternal psychopathology. Results only partially support these hypotheses. Postpartum maternal anxiety seems to negatively affect the emergence of infants' fine motor skills. However, engaging in fetal kick counting during pregnancy did not reduce maternal depression or anxiety symptoms. Nevertheless, preliminary evidence suggests that engaging in fetal kick counting may impact early child development by altering the mother's attitudes toward the child. Future research is needed to examine the value of this low-cost intervention strategy more closely.
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Affiliation(s)
| | - Klaus Libertus
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States
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Bánki A, de Eccher M, Falschlehner L, Hoehl S, Markova G. Comparing Online Webcam- and Laboratory-Based Eye-Tracking for the Assessment of Infants' Audio-Visual Synchrony Perception. Front Psychol 2022; 12:733933. [PMID: 35087442 PMCID: PMC8787048 DOI: 10.3389/fpsyg.2021.733933] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 12/06/2021] [Indexed: 11/13/2022] Open
Abstract
Online data collection with infants raises special opportunities and challenges for developmental research. One of the most prevalent methods in infancy research is eye-tracking, which has been widely applied in laboratory settings to assess cognitive development. Technological advances now allow conducting eye-tracking online with various populations, including infants. However, the accuracy and reliability of online infant eye-tracking remain to be comprehensively evaluated. No research to date has directly compared webcam-based and in-lab eye-tracking data from infants, similarly to data from adults. The present study provides a direct comparison of in-lab and webcam-based eye-tracking data from infants who completed an identical looking time paradigm in two different settings (in the laboratory or online at home). We assessed 4-6-month-old infants (n = 38) in an eye-tracking task that measured the detection of audio-visual asynchrony. Webcam-based and in-lab eye-tracking data were compared on eye-tracking and video data quality, infants' viewing behavior, and experimental effects. Results revealed no differences between the in-lab and online setting in the frequency of technical issues and participant attrition rates. Video data quality was comparable between settings in terms of completeness and brightness, despite lower frame rate and resolution online. Eye-tracking data quality was higher in the laboratory than online, except in case of relative sample loss. Gaze data quantity recorded by eye-tracking was significantly lower than by video in both settings. In valid trials, eye-tracking and video data captured infants' viewing behavior uniformly, irrespective of setting. Despite the common challenges of infant eye-tracking across experimental settings, our results point toward the necessity to further improve the precision of online eye-tracking with infants. Taken together, online eye-tracking is a promising tool to assess infants' gaze behavior but requires careful data quality control. The demographic composition of both samples differed from the generic population on caregiver education: our samples comprised caregivers with higher-than-average education levels, challenging the notion that online studies will per se reach more diverse populations.
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Affiliation(s)
- Anna Bánki
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Martina de Eccher
- Department for Psychology of Language, Georg-Elias-Müller-Institut für Psychologie, Georg-August-Universität Göttingen, Göttingen, Germany
| | - Lilith Falschlehner
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Stefanie Hoehl
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Gabriela Markova
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
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Kretch KS, Koziol NA, Marcinowski EC, Kane AE, Inamdar K, Brown ED, Bovaird JA, Harbourne RT, Hsu L, Lobo MA, Dusing SC. Infant posture and caregiver‐provided cognitive opportunities in typically developing infants and infants with motor delay. Dev Psychobiol 2022; 64:e22233. [DOI: 10.1002/dev.22233] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 11/18/2021] [Accepted: 11/23/2021] [Indexed: 12/30/2022]
Affiliation(s)
- Kari S. Kretch
- Division of Biokinesiology and Physical Therapy University of Southern California Los Angeles California USA
| | - Natalie A. Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska‐Lincoln Lincoln Nebraska USA
| | | | - Audrey E. Kane
- Department of Occupational Therapy Virginia Commonwealth University Richmond Virginia USA
| | - Ketaki Inamdar
- Department of Physical Therapy Virginia Commonwealth University Richmond Virginia USA
| | - Elena Donoso Brown
- Department of Occupational Therapy Duquesne University Pittsburgh Pennsylvania USA
| | - James A. Bovaird
- Department of Educational Psychology University of Nebraska‐Lincoln Lincoln Nebraska USA
| | - Regina T. Harbourne
- Department of Physical Therapy Duquesne University Pittsburgh Pennsylvania USA
| | - Lin‐Ya Hsu
- Department of Rehabilitation Medicine University of Washington Seattle Washington USA
| | - Michele A. Lobo
- Department of Physical Therapy University of Delaware Newark Delaware USA
| | - Stacey C. Dusing
- Division of Biokinesiology and Physical Therapy University of Southern California Los Angeles California USA
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Motor skills, language development, and visual processing in preterm and full-term infants. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-021-02658-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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van den Berg L, Libertus K, Nyström P, Gottwald JM, Licht V, Gredebäck G. A Pre-registered sticky mittens study: active training does not increase reaching and grasping in a swedish context. Child Dev 2022; 93:e656-e671. [PMID: 36047569 PMCID: PMC9826026 DOI: 10.1111/cdev.13835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 06/09/2022] [Accepted: 06/24/2022] [Indexed: 01/18/2023]
Abstract
Several studies have previously investigated the effects of sticky mittens training on reaching and grasping development. However, recent critique casted doubts on the robustness of the motor effect of this training. The current study presents a pre-registered report that aimed to generalize these effects to Swedish infants. Three-month-old infants N = 96, 51 females, mostly White middle class in Uppsala, received daily, parent-led sticky mittens or observational training for 2 weeks or no training in 2019. Reaching and grasping abilities were assessed before and after training, using motion tracking and a 4-step reaching task. Sticky mittens training did not facilitate successful reaching. These results indicate that beneficial motor effects of sticky mittens training did not generalize to this sample.
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Affiliation(s)
| | - Klaus Libertus
- Learning Research and Development CenterUniversity of PittsburghPittsburghPennsylvaniaUSA
| | - Pär Nyström
- Department of PsychologyUppsala UniversityUppsalaSweden
| | | | - Victoria Licht
- University of Milano‐BicoccaDepartment of PsychologyMilanItaly
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Bossavit B, Arnedillo-Sánchez I. Using motion capture technology to assess locomotor development in children. Digit Health 2022; 8:20552076221144201. [PMID: 36532118 PMCID: PMC9756361 DOI: 10.1177/20552076221144201] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Accepted: 11/21/2022] [Indexed: 08/01/2023] Open
Abstract
OBJECTIVE Motor and cognitive development share biological background within the prefrontal cortex and cerebellum. Monitoring motor development is relevant to identify children at risk of developmental delays. However, access to timely assessment is prevented by its availability and cost. Affordable motion capture technology may provide an alternative to human assessment. METHODS MotorSense uses this technology to guide and assess children executing age-related developmental motor tasks. It incorporates advanced heuristics informed by pattern recognition principles based on the developmental sequences of motor skills. MotorSense was evaluated with 16 4-6 year-old children from a rural primary school. RESULTS A total of 506 jumps, 2415 steps and 831 hops were analysed. The analysis illustrates MotorSense Accuracy (MA), recognising jump forward (89.96%), jump high (83.34%), jump sideway (85.63%), hop (74.58%) and jog (92.34%), is as good as the sensor's precision. The analysis of the tasks' execution shows a high level of agreement between human and MotorSense's assessment on jump forward (91%), jump high (99%), jump sideway (93%), hop (94%) and jog (92%). CONCLUSIONS MotorSense helps address the shortage of affordable technologies to support the assessment of motor development using graded age-related developmental motor tasks. Furthermore, it could contribute towards the tele-detection of motor developmental delays.
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Affiliation(s)
- Benoit Bossavit
- School of Computer Science and Statistics, Trinity College Dublin, Dublin, Ireland
- School of Computer Science and Languages, Universidad de Malaga, Malaga, Spain
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Schlichting T, Martins da Silva K, Silva Moreira R, Marques de Moraes MV, Cicuto Ferreira Rocha NA, Boyd RN, Neves Dos Santos A. Telehealth Program for Infants at Risk of Cerebral Palsy during the Covid-19 Pandemic: A Pre-post Feasibility Experimental Study. Phys Occup Ther Pediatr 2022; 42:490-509. [PMID: 35341469 DOI: 10.1080/01942638.2022.2057209] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Aim: To verify the effects of a telerehabilitation program for infants at high risk for Cerebral Palsy (CP) during the COVID-19 pandemic.Method: Longitudinal study. Infants were aged 3-18 months corrected age, at risk of developmental delay. The General Movement Assessment or a neurologic examination were performed to identify the risk of CP. Motor function was assessed using the Gross Motor Function Measure-88 (GMFM-88) and the Alberta Infant Motor Scale (AIMS). Caregivers of infants at high risk of CP applied a home-based program supervised by a Physical therapist, five times a week over 12 weeks. The program included guidance for optimal positioning, optimization of goal-directed activities, environmental enrichment, and educational strategies.Results: 100 infants at risk for delayed motor development were recruited. Eighteen infants were classified at high risk of CP, and 10 families completed telerehabilitation (83% final retention rate). No adverse events were reported. Adherence to the telecare program was high (90%). The costs were low. We found increased scores for all dimensions and the total score of the GMFM-88, and the AIMS percentile at the end of the intervention. Most infants presented a clinically significant change for the GMFM-88.Conclusions: The telecare program was feasible.
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Affiliation(s)
- Tatiane Schlichting
- Department of Health Science, Federal University of Santa Catarina, Araranguá, Santa Catarina, Brazil
| | - Kaitiana Martins da Silva
- Interdisciplinary Post-Graduation Program in Health Sciences, Federal University of São Paulo, Santos, São Paulo, Brazil
| | - Rafaela Silva Moreira
- Department of Health Science, Federal University of Santa Catarina, Araranguá, Santa Catarina, Brazil
| | | | | | - Roslyn N Boyd
- Queensland Cerebral Palsy and Rehabilitation Research Centre, Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia
| | - Adriana Neves Dos Santos
- Department of Health Science, Federal University of Santa Catarina, Araranguá, Santa Catarina, Brazil
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Wang LAL, Petrulla V, Zampella CJ, Waller R, Schultz RT. Gross motor impairment and its relation to social skills in autism spectrum disorder: A systematic review and two meta-analyses. Psychol Bull 2022; 148:273-300. [PMID: 35511567 PMCID: PMC9894569 DOI: 10.1037/bul0000358] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Gross motor ability is associated with profound differences in how children experience and interact with their social world. A rapidly growing literature on motor development in autism spectrum disorder (ASD) indicates that autistic individuals exhibit impairment in gross motor skills. However, due to substantial heterogeneity across studies, it remains unclear which gross motor skills are impaired in ASD, when and for whom these differences emerge, and whether motor and social impairments are related. The present article addressed these questions by synthesizing research on gross motor skills in ASD in two separate meta-analyses. The first examined gross motor deficits in ASD compared to neurotypical (NT) controls, aggregating data from 114 studies representing 6,423 autistic and 2,941 NT individuals. Results demonstrated a significant overall deficit in gross motor skills in ASD (Hedges' g = -1.04) that was robust to methodological and phenotypic variation and was significant at every level of the tested moderators. However, moderation analyses revealed that this deficit was most pronounced for object control skills (i.e., ball skills), clinical assessment measures, and movements of the upper extremities or the whole body. The second meta-analysis investigated whether gross motor and social skills are related in ASD, synthesizing data from 21 studies representing 654 autistic individuals. Findings revealed a modest but significant overall correlation between gross motor and social skills in ASD (r = 0.27). Collectively, results support the conclusion that motor deficits are tied to the core symptoms of ASD. Further research is needed to test the causality and directionality of this relationship. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Leah A. L. Wang
- Center for Autism Research, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania, United States,Department of Psychology, University of Pennsylvania
| | | | - Casey J. Zampella
- Center for Autism Research, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania, United States
| | | | - Robert T. Schultz
- Center for Autism Research, The Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania, United States,Department of Psychology, University of Pennsylvania,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania,Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania
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Jeličić L, Sovilj M, Bogavac I, Drobnjak A, Gouni O, Kazmierczak M, Subotić M. The Impact of Maternal Anxiety on Early Child Development During the COVID-19 Pandemic. Front Psychol 2021; 12:792053. [PMID: 35002886 PMCID: PMC8728063 DOI: 10.3389/fpsyg.2021.792053] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Accepted: 12/02/2021] [Indexed: 12/25/2022] Open
Abstract
Background: Maternal prenatal anxiety is among important public health issues as it may affect child development. However, there are not enough studies to examine the impact of a mother's anxiety on the child's early development, especially up to 1 year. Objective: The present prospective cohort study aimed to examine whether maternal trait anxiety, perceived social support, and COVID-19 related fear impacted speech-language, sensory-motor, and socio-emotional development in 12 months old Serbian infants during the COVID-19 pandemic. Methods: This follow-up study included 142 pregnant women (Time 1) and their children at 12 months (Time 2). Antenatal maternal anxiety and children's development were examined. Maternal anxiety was assessed using the State-Trait Anxiety Inventory (STAI). Child speech-language, sensory-motor, and socio-emotional development were assessed using the developmental scale in the form of an online questionnaire that examined the early psychophysiological child development. Information on socioeconomic factors, child and maternal demographics, clinical factors, and perceived fear of COVID-19 viral infection were collected. Multivariable General Linear Model analysis was conducted, adjusted for demographic, clinical, and coronavirus prenatal experiences, maternal prenatal anxiety levels, perceived social support, speech-language, motor skills, and cognitive and socio-emotional development at the infants' age of 12 months. Results: The study revealed the influence of the COVID-19 pandemic on maternal trait anxiety. The association between selected independent factors and infants' development was found in a demographically unified sample except for employment and the number of children. There was a correlation between all observed developmental functions. Univariate General Linear model statistical analysis indicated that linear models with selected independent factors and covariates could account for 30.9% (Cognition) up to 40.6% (Speech-language) of variability in developmental functions. It turned out that two-way and three-way interactions had a dominant role on models, and STAI-T Level and COVID-19 related fear were present in all interaction terms. Conclusion: Our findings reveal important determinants of child developmental outcomes and underline the impact of maternal anxiety on early child development. These findings lay the groundwork for the following interdisciplinary research on pregnancy and child development to facilitate and achieve positive developmental outcomes and maternal mental health.
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Affiliation(s)
- Ljiljana Jeličić
- Cognitive Neuroscience Department, Research and Development Institute “Life Activities Advancement Center,”Belgrade, Serbia
- Department of Speech, Language and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Mirjana Sovilj
- Department of Speech, Language and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Ivana Bogavac
- Cognitive Neuroscience Department, Research and Development Institute “Life Activities Advancement Center,”Belgrade, Serbia
- Department of Speech, Language and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - And̄ela Drobnjak
- Department of Speech, Language and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Olga Gouni
- Cosmoanelixis, Prenatal & Life Sciences, Athens, Greece
- Prenatal Sciences Research Institute, Athens, Greece
| | | | - Miško Subotić
- Cognitive Neuroscience Department, Research and Development Institute “Life Activities Advancement Center,”Belgrade, Serbia
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Ketcheson L, Felzer-Kim IT, Hauck JL. Promoting Adapted Physical Activity Regardless of Language Ability in Young Children With Autism Spectrum Disorder. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2021; 92:813-823. [PMID: 32854599 DOI: 10.1080/02701367.2020.1788205] [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: 10/14/2019] [Accepted: 06/18/2020] [Indexed: 06/11/2023]
Abstract
Purpose: There is a relationship between motor and language skills in children with Autism Spectrum Disorder (ASD), but little work addresses the ramifications of this relationship for professionals who teach motor skills to this population. Within a motor skills intervention, this study probed the importance of language skills for motor intervention. We examined the relationship between motor and language skills at baseline, and then the relationship between baseline language skills and motor improvements resulting from the intervention. Method: Twenty children aged 4-6 years with ASD participated. Eleven children received 20 hr per week of motor intervention for 8 weeks. Nine children did not receive motor intervention. Language skills (Mullen Scales of Early Learning) and motor skills (Test of Gross Motor Development - 2) were assessed at baseline and post-intervention. Spearman correlations tested the associations between baseline language and baseline motor skills. This analysis was repeated in the intervention sample to test the association between baseline language level and response to intervention (motor skill changes from baseline to post-intervention). Results: Prior to intervention, locomotor skills are positively correlated (p < .001) with both receptive (rs = 0.827) and expressive (rs = 0.722) language skills. Similarly, object-control skills are positively correlated (rs < .001) with receptive (rs = 0.779) and expressive (rs = 0.729) language skills. However, those baseline language skills do not relate to motor change in the experimental group. Conclusion: These results suggest that motor programs may improve motor skills in children with ASD when language is supported, regardless of pre-program language ability.
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Andalò B, Rigo F, Rossi G, Majorano M, Lavelli M. Do motor skills impact on language development between 18 and 30 months of age? Infant Behav Dev 2021; 66:101667. [PMID: 34837789 DOI: 10.1016/j.infbeh.2021.101667] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2021] [Revised: 11/11/2021] [Accepted: 11/12/2021] [Indexed: 11/19/2022]
Abstract
Despite recent evidence on the relation between motor development and language development in infancy, this relation is still little explored in the late second and third year. This study investigated whether gross and/or fine motor skills affect language outcomes in this age range and whether any such effects narrow over time to specific language categories related to motor experience, such as spatial vocabulary. Thirty-six Italian monolingual toddlers (58% girls) participated, divided into two groups based on their age. They were assessed twice: the younger group at 18 (Time-1) and 24 months (Time-2); the older group at 24 (Time-1) and 30 months (Time-2). At Time-1 motor and language abilities were measured using the Griffiths Mental Development Scales. At Time-2, only language outcomes (three vocabularies: nouns, predicates, and spatial terms) were assessed, using the Picture Naming Game-PiNG. Hierarchical linear regressions show that motor skills affect language abilities also in the late second and third year, but the impact varies according to the type of motor skills (gross vs. fine) and children's age. At 18 months, controlling for linguistic abilities, a global score of gross motor skills predicted predicate production, and a specific gross-motor coordination skill: general dynamic coordination (GDC) predicted noun production at 24 months. At 24 months, controlling for linguistic abilities, GDC predicted predicate production, and a combination of fine- and gross-motor coordination skills (bilateral coordination and GDC) predicted spatial vocabulary comprehension at 30 months. Overall, results suggest that the relation between motor and language development is not simple or stable over time, but rather dynamic.
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Affiliation(s)
| | - Federica Rigo
- Department of Human Sciences, University of Verona, Italy
| | - Germano Rossi
- Department of Psychology, University of Milano-Bicocca, Italy
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Long BL, Sanchez A, Kraus AM, Agrawal K, Frank MC. Automated detections reveal the social information in the changing infant view. Child Dev 2021; 93:101-116. [PMID: 34787894 DOI: 10.1111/cdev.13648] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
How do postural developments affect infants' access to social information? We recorded egocentric and third-person video while infants and their caregivers (N = 36, 8- to 16-month-olds, N = 19 females) participated in naturalistic play sessions. We then validated the use of a neural network pose detection model to detect faces and hands in the infant view. We used this automated method to analyze our data and a prior egocentric video dataset (N = 17, 12-month-olds). Infants' average posture and orientation with respect to their caregiver changed dramatically across this age range; both posture and orientation modulated access to social information. Together, these results confirm that infant's ability to move and act on the world plays a significant role in shaping the social information in their view.
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Affiliation(s)
- Bria L Long
- Department of Psychology, Stanford University, Stanford, California, USA
| | - Alessandro Sanchez
- Department of Psychology, Stanford University, Stanford, California, USA
| | - Allison M Kraus
- Department of Psychology, Stanford University, Stanford, California, USA
| | - Ketan Agrawal
- Department of Psychology, Stanford University, Stanford, California, USA
| | - Michael C Frank
- Department of Psychology, Stanford University, Stanford, California, USA
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38
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Will EA, Roberts JE. Motor Influences on Communication: Comparisons Between Down Syndrome and Fragile X Syndrome. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 126:460-476. [PMID: 34700347 PMCID: PMC8764748 DOI: 10.1352/1944-7558-126.6.460] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2020] [Accepted: 01/19/2021] [Indexed: 06/13/2023]
Abstract
Motor skills, an important foundation for language and communication, are considerably delayed in children with Down syndrome (DS) and fragile X syndrome (FXS). However, the impact of these impairments on expressive and receptive communication and the phenotypic specificity of these associations remains unknown. Participants included 37 with DS and 37 age and developmentally matched children with FXS. Syndrome-specific motor and communication profiles emerged, with higher communication scores seen in the DS versus FXS on, but lower gross motor scores. Significant associations between domains of motor and communication were identified for both groups with additional phenotype-specific patterns. Findings demonstrate the importance of early motor abilities for communication in DS and FXS. Implications for phenotypic specificity and targeted intervention are discussed.
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Affiliation(s)
- Elizabeth A. Will
- Corresponding Author: Dr. Elizabeth A. Will, Department of Psychology, University of South Carolina, 1512 Pendleton Street, Columbia, South Carolina, 29208 ()
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Grzadzinski R, Amso D, Landa R, Watson L, Guralnick M, Zwaigenbaum L, Deák G, Estes A, Brian J, Bath K, Elison J, Abbeduto L, Wolff J, Piven J. Pre-symptomatic intervention for autism spectrum disorder (ASD): defining a research agenda. J Neurodev Disord 2021; 13:49. [PMID: 34654371 PMCID: PMC8520312 DOI: 10.1186/s11689-021-09393-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 09/16/2021] [Indexed: 12/26/2022] Open
Abstract
Autism spectrum disorder (ASD) impacts an individual's ability to socialize, communicate, and interact with, and adapt to, the environment. Over the last two decades, research has focused on early identification of ASD with significant progress being made in understanding the early behavioral and biological markers that precede a diagnosis, providing a catalyst for pre-symptomatic identification and intervention. Evidence from preclinical trials suggest that intervention prior to the onset of ASD symptoms may yield more improved developmental outcomes, and clinical studies suggest that the earlier intervention is administered, the better the outcomes. This article brings together a multidisciplinary group of experts to develop a conceptual framework for behavioral intervention, during the pre-symptomatic period prior to the consolidation of symptoms into diagnosis, in infants at very-high-likelihood for developing ASD (VHL-ASD). The overarching goals of this paper are to promote the development of new intervention approaches, empirical research, and policy efforts aimed at VHL-ASD infants during the pre-symptomatic period (i.e., prior to the consolidation of the defining features of ASD).
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Affiliation(s)
- Rebecca Grzadzinski
- Carolina Institute for Developmental Disabilities, University of North Carolina, Chapel Hill, NC, USA.
- Program for Early Autism Research Leadership and Service (PEARLS), University of North Carolina, Chapel Hill, NC, USA.
| | - Dima Amso
- Department of Psychology, Columbia University, New York, NY, USA
| | - Rebecca Landa
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Linda Watson
- Program for Early Autism Research Leadership and Service (PEARLS), University of North Carolina, Chapel Hill, NC, USA
- Division of Speech and Hearing Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Michael Guralnick
- Center on Human Development and Disability, University of Washington, Seattle, WA, USA
| | | | - Gedeon Deák
- Department of Cognitive Science, University of California, San Diego, San Diego, CA, USA
| | - Annette Estes
- Department of Speech and Hearing Sciences, University of Washington Autism Center, University of Washington, Seattle, WA, USA
| | - Jessica Brian
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Department of Paediatrics, University of Toronto, Toronto, Canada
| | - Kevin Bath
- Department of Neuroscience, Brown University, Providence, RI, USA
| | - Jed Elison
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Leonard Abbeduto
- University of California, Davis, MIND Institute, University of California, Davis, Sacramento, CA, USA
| | - Jason Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Joseph Piven
- Carolina Institute for Developmental Disabilities, University of North Carolina, Chapel Hill, NC, USA
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Sansavini A, Zuccarini M, Gibertoni D, Bello A, Caselli MC, Corvaglia L, Guarini A. Language Profiles and Their Relation to Cognitive and Motor Skills at 30 Months of Age: An Online Investigation of Low-Risk Preterm and Full-Term Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:2715-2733. [PMID: 34215160 DOI: 10.1044/2021_jslhr-20-00636] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Wide interindividual variability characterizes language development in the general and at-risk populations of up to 3 years of age. We adopted a complex approach that considers multiple aspects of lexical and grammatical skills to identify language profiles in low-risk preterm and full-term children. We also investigated biological and environmental predictors and relations between language profiles and cognitive and motor skills. Method We enrolled 200 thirty-month-old Italian-speaking children-consisting of 100 low-risk preterm and 100 comparable full-term children. Parents filled out the Italian version of the MacArthur-Bates Communicative Development Inventories Infant and Toddler Short Forms (word comprehension, word production, and incomplete and complete sentence production), Parent Report of Children's Abilities-Revised (cognitive score), and Early Motor Questionnaire (fine motor, gross motor, perception-action, and total motor scores) questionnaires. Results A latent profile analysis identified four profiles: poor (21%), with lowest receptive and expressive vocabulary and absent or limited word combination and phonological accuracy; weak (22.5%), with average receptive but limited expressive vocabulary, incomplete sentences, and absent or limited phonological accuracy; average (25%), with average receptive and expressive vocabulary, use of incomplete and complete sentences, and partial phonological accuracy; and advanced (31.5%), with highest expressive vocabulary, complete sentence production, and phonological accuracy. Lower cognitive and motor scores characterized the poor profile, and lower cognitive and perception-action scores characterized the weak profile. Having a nonworking mother and a father with lower education increased the probability of a child's assignment to the poor profile, whereas being small for gestational age at birth increased it for the weak profile. Conclusions These findings suggest a need for a person-centered and cross-domain approach to identifying children with language weaknesses and implementing timely interventions. An online procedure for data collection and data-driven analyses based on multiple lexical and grammatical skills appear to be promising methodological innovations. Supplemental Material https://doi.org/10.23641/asha.14818179.
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Affiliation(s)
| | | | - Dino Gibertoni
- Department of Biomedical and Neuromotor Sciences, University of Bologna, Italy
| | | | | | - Luigi Corvaglia
- Department of Medical and Surgical Sciences, University of Bologna, Italy
- Neonatology and Neonatal Intensive Care Unit, S. Orsola-Malpighi Hospital, Bologna, Italy
| | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, Italy
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Kobaş M, Aktan‐Erciyes A, Göksun T. Fine motor abilities and parental input of spatial features predict object word comprehension of Turkish‐learning children. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Mert Kobaş
- Department of Psychology Koç University Istanbul Turkey
| | | | - Tilbe Göksun
- Department of Psychology Koç University Istanbul Turkey
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Park J, Miller CA, Sanjeevan T, Van Hell JG, Weiss DJ, Mainela-Arnold E. Non-linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:858-872. [PMID: 34137124 DOI: 10.1111/1460-6984.12632] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Revised: 04/01/2021] [Accepted: 04/28/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND & AIMS Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non-linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of fDLD in children in linguistically diverse settings. METHODS & PROCEDURES We examined non-linguistic cognitive abilities in mono- and bilingual school-aged children (ages 8-12) with and without fDLD. Typically developing (TD) children (14 monolinguals, 12 bilinguals) and children with fDLD (28 monolinguals, 12 bilinguals) completed tasks measuring motor functions, procedural learning, executive attention and processing speed. Children were assigned as fDLD based on parental or professional concerns regarding children's daily language functioning. If no concerns were present, children were assigned as TD. Standardized English scores, non-verbal IQ scores and years of maternal education were also obtained. Likelihood ratios were used to examine how well each measure separated the fDLD versus TD groups. A binary logistic regression was used to test whether combined measures enhanced the prediction of identifying fDLD status. OUTCOMES & RESULTS A combination of linguistic and non-linguistic measures provided the best distinction between fDLD and TD for both mono- and bilingual groups. For monolingual children, the combined measures include English language scores, functional motor abilities and processing speed, whereas for bilinguals, the combined measures include English language scores and procedural learning. CONCLUSIONS & IMPLICATIONS A combination of non-linguistic and linguistic measures significantly improved the distinction between fDLD and TD for both mono- and bilingual groups. This study supports the possibility of using non-linguistic cognitive measures to identify fDLD in linguistically diverse settings. WHAT THIS PAPER ADDS What is already known on the subject Given that standardized English language measures may fail to identify functional language disorder, we examined whether supplementing English language measures with non-linguistic cognitive tasks could resolve the problem. Our study is based on the hypothesis that non-linguistic cognitive abilities contribute to language processing and learning. This is further supported by previous findings that children with language disorder exhibit non-linguistic cognitive deficits. What this paper adds to existing knowledge The results indicated that a combination of linguistic and non-linguistic cognitive abilities increased the prediction of functional language disorder in both mono- and bilingual children. What are the potential or actual clinical implications of this work? This study supports the possibility of using non-linguistic cognitive measures to identify the risk of language disorder in linguistically diverse settings.
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Affiliation(s)
- Jisook Park
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Carol A Miller
- Department of Communication Sciences and Disorders, Pennsylvania State University, University Park, PA, USA
| | - Teenu Sanjeevan
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Janet G Van Hell
- Department of Psychology, Pennsylvania State University, University Park, PA, USA
| | - Daniel J Weiss
- Department of Psychology, Pennsylvania State University, University Park, PA, USA
| | - Elina Mainela-Arnold
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
- Department of Psychology and Speech and Language Pathology, University of Turku, Turku, Finland
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Locatelli C, Onnivello S, Antonaros F, Feliciello A, Filoni S, Rossi S, Pulina F, Marcolin C, Vianello R, Toffalini E, Ramacieri G, Martelli A, Procaccini G, Sperti G, Caracausi M, Pelleri MC, Vitale L, Pirazzoli GL, Strippoli P, Cocchi G, Piovesan A, Lanfranchi S. Is the Age of Developmental Milestones a Predictor for Future Development in Down Syndrome? Brain Sci 2021; 11:655. [PMID: 34069813 PMCID: PMC8157296 DOI: 10.3390/brainsci11050655] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 05/12/2021] [Accepted: 05/14/2021] [Indexed: 01/23/2023] Open
Abstract
Down Syndrome (DS) is the most common genetic alteration responsible for intellectual disability, which refers to deficits in both intellectual and adaptive functioning. According to this, individuals with Down Syndrome (DS) reach developmental milestones (e.g., sitting, walking, and babbling) in the same order as their typically developing peers, but later in life. Since developmental milestones are the first blocks on which development builds, the aims of the current study are to: (i) expand the knowledge of developmental milestone acquisition; and (ii) explore the relationship between developmental milestone acquisition and later development. For this purpose 105 children/adolescents with DS were involved in this study, divided in two groups, Preschoolers (n = 39) and School-age participants (n = 66). Information on the age of acquisition of Sitting, Walking, Babbling, and Sphincter Control was collected, together with cognitive, motor, and adaptive functioning. Sitting predicted later motor development, but, with age, it became less important in predicting motor development in everyday life. Babbling predicted later language development in older children. Finally, Sphincter Control emerged as the strongest predictor of motor, cognitive, language, and adaptive skills, with its role being more evident with increasing age. Our data suggest that the age of reaching the milestones considered in the study has an influence on successive development, a role that can be due to common neural substrates, the environment, and the developmental cascade effect.
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Affiliation(s)
- Chiara Locatelli
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
| | - Sara Onnivello
- Department of Developmental Psychology and Socialization, University of Padova, via Venezia 8, 35131 Padova, Italy; (S.O.); (F.P.); (C.M.); (R.V.); (S.L.)
| | - Francesca Antonaros
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Agnese Feliciello
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
| | - Sonia Filoni
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
- Specialisation School in Anesthesia, Intensive Care and Pain Care, University of Modena and Reggio Emilia, Largo del Pozzo, 71, 41125 Modena, Italy
| | - Sara Rossi
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
| | - Francesca Pulina
- Department of Developmental Psychology and Socialization, University of Padova, via Venezia 8, 35131 Padova, Italy; (S.O.); (F.P.); (C.M.); (R.V.); (S.L.)
| | - Chiara Marcolin
- Department of Developmental Psychology and Socialization, University of Padova, via Venezia 8, 35131 Padova, Italy; (S.O.); (F.P.); (C.M.); (R.V.); (S.L.)
| | - Renzo Vianello
- Department of Developmental Psychology and Socialization, University of Padova, via Venezia 8, 35131 Padova, Italy; (S.O.); (F.P.); (C.M.); (R.V.); (S.L.)
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, via Venezia 8, 35131 Padova, Italy;
| | - Giuseppe Ramacieri
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Anna Martelli
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
| | - Giulia Procaccini
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
| | - Giacomo Sperti
- IRCCS, St. Orsola-Malpighi Polyclinic, via Massarenti 11, 40138 Bologna, Italy; (C.L.); (A.F.); (S.F.); (S.R.); (A.M.); (G.P.); (G.S.)
| | - Maria Caracausi
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Maria Chiara Pelleri
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Lorenza Vitale
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Gian Luca Pirazzoli
- Medical Department, Maggiore Hospital, Largo Nigrisoli 2, 40133 Bologna, Italy;
| | - Pierluigi Strippoli
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Guido Cocchi
- Neonatology Unit, St. Orsola-Malpighi Polyclinic, Department of Medical and Surgical Sciences (DIMEC), University of Bologna, via Massarenti 9, 40138 Bologna, Italy;
| | - Allison Piovesan
- Unit of Histology, Embryology and Applied Biology, Department of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, via Belmeloro 8, 40126 Bologna, Italy; (F.A.); (G.R.); (M.C.); (M.C.P.); (L.V.); (P.S.)
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialization, University of Padova, via Venezia 8, 35131 Padova, Italy; (S.O.); (F.P.); (C.M.); (R.V.); (S.L.)
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Molinini RM, Koziol NA, Marcinowski EC, Hsu LY, Tripathi T, Harbourne RT, McCoy SW, Lobo MA, Bovaird JA, Dusing SC. Early motor skills predict the developmental trajectory of problem solving in young children with motor delays. Dev Psychobiol 2021; 63:e22123. [PMID: 33942902 DOI: 10.1002/dev.22123] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 03/17/2021] [Accepted: 03/18/2021] [Indexed: 11/08/2022]
Abstract
INTRODUCTION The purpose of this study was to quantify the relationship between early motor skills, such as sitting, and the development of problem-solving skills in children with motor delays. METHODS Motor (Gross Motor Function Measure) and problem-solving (Assessment of Problem-Solving in Play) skills of 134 children 7-16 months adjusted age at baseline with motor delay were assessed up to 5 times over 12 months. Participants were divided into two groups: mild and significant motor delay. RESULTS Motor and problem-solving scores had large (r's = 0.53-0.67) and statistically significant (p's > .01) correlations at all visits. Baseline motor skills predicted baseline and change in problem solving over time. The associations between motor and problem-solving skills were moderated by level of motor delay, with children with significant motor delay generally having stronger associations compared to those with mild motor delay. CONCLUSIONS These findings suggest that overall baseline motor skills are predictive of current and future development of problem-solving skills and that children with significant motor delay have a stronger and more stable association between motor and problem-solving skills over time. This highlights that children with motor delays are at risk for secondary delays in problem solving, and this risk increases as degree of motor delay increases.
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Affiliation(s)
- Rebecca M Molinini
- Motor Development Lab, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Natalie A Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Emily C Marcinowski
- School of Kinesiology, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Lin-Ya Hsu
- Department of Rehabilitation Medicine, University of Washington, Seattle, Washington, USA
| | - Tanya Tripathi
- Pediatric and Rehabilitation Laboratory, The Ohio State University, Columbus, Ohio, USA
| | - Regina T Harbourne
- Rangos School of Health Sciences, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - Sarah W McCoy
- Department of Rehabilitation Medicine, University of Washington, Seattle, Washington, USA
| | - Michele A Lobo
- Move to Learn Innovation Lab, Department of Physical Therapy and Biomechanics and Movement Science Program, University of Delaware, Newark, Delaware, USA
| | - James A Bovaird
- Educational Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
| | - Stacey C Dusing
- Motor Development Lab, Department of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, California, USA
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Inamdar K, Molinini RM, Panibatla ST, Chow JC, Dusing SC. Physical therapy interventions to improve sitting ability in children with or at-risk for cerebral palsy: a systematic review and meta-analysis. Dev Med Child Neurol 2021; 63:396-406. [PMID: 33319378 DOI: 10.1111/dmcn.14772] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/12/2020] [Indexed: 12/25/2022]
Abstract
AIM To conduct a systematic review and meta-analysis on the effectiveness of physical therapy interventions to improve sitting ability in young children with or at risk for cerebral palsy (CP). METHOD A systematic literature search was performed using five databases. Study selection criteria were randomized controlled trials published in English on physical therapy interventions targeting sitting, reporting developmental or functional sitting outcomes, and focused on young children with or at risk for CP (mean age ≤5y). Risk of bias (ROB) was assessed using the Cochrane ROB 2.0 tool. RESULTS Twelve unique studies met the inclusion criteria and were categorized into one of two categories: (1) comparison of two physical therapy interventions or (2) physical therapy plus adjunct versus physical therapy alone. The combined pooled effect size (g) for the 10 studies included in meta-analysis was large (g=0.78) but non-significant. Pooled effect for category 1 was small (g=-0.06) and non-significant. Interventions in category 2 showed a large and significant effect (g=1.90, p=0.022). INTERPRETATION There is a lack of strong evidence for physical therapy interventions targeting sitting in young children with or at-risk for CP due to limitations in methodological rigor and sample sizes. Components of impairment remediation combined with functional balance training should be explored to improve sitting in children diagnosed with CP. Given the benefits of early achievement of sitting, strong evidence-based research is needed. WHAT THIS PAPER ADDS Strong evidence is lacking for physical therapy interventions to improve sitting ability in young children with/at risk for cerebral palsy (CP). Kinesio-taping may be an effective adjunct to conventional physical therapy in improving sitting ability in children with spastic bilateral CP. Task-specific, intensive, and child-initiated intervention components show promise for improving sitting in young infants at risk for CP.
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Affiliation(s)
- Ketaki Inamdar
- Rehabilitation and Movement Sciences Program, Department of Physical Therapy, College of Health Professions, Virginia Commonwealth University, Richmond, VA, USA
| | - Rebecca M Molinini
- Rehabilitation and Movement Sciences Program, Department of Physical Therapy, College of Health Professions, Virginia Commonwealth University, Richmond, VA, USA
| | - Siva Tejaa Panibatla
- Physical Therapy Department, School of Health Sciences, Touro College, New York, NY, USA
| | - Jason C Chow
- Department of Counseling, Higher Education, and Special Education, College of Education, University of Maryland, College Park, MD, USA
| | - Stacey C Dusing
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA
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Oudgenoeg-Paz O, Mulder H. A perception-action approach to the early development of spatial cognition: The importance of active exploration. ENFANCE 2021. [DOI: 10.3917/enf2.211.0037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Allende Valenzuela T, Wrann Reinike B, Quezada Gaponov C. Perfil psicomotor y lenguaje en niños/as con Trastorno Específico del Lenguaje mixto escolarizados. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2021. [DOI: 10.5209/rlog.65480] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
El diagnóstico de trastorno específico del lenguaje (TEL) suele abordarse desde los saberes del profesional fonoaudiólogo con escaso aporte de otras disciplinas. Se ha demostrado que el desarrollo infantil es un proceso complejo influido por diferentes factores que se retroalimentan y participan en la evolución de habilidades, aptitudes y destrezas durante la niñez. Debido a la imbricación de distintas dimensiones, resulta de interés visualizar las interrelaciones que puedan darse entre la adquisición patológica del lenguaje y otras esferas del desarrollo. En este estudio se observaron los perfiles psicomotores de 22 niños/as diagnosticados con TEL mixto entre 5 y 7 años y 11 meses, que asistían a un establecimiento educacional gratuito de la Región Metropolitana de Chile. A continuación, se correlacionaron estos perfiles con algunas variables lingüísticas: vocabulario, gramática receptiva, gramática expresiva y fonología. Los resultados muestran que los niños/as con diagnóstico de TEL mixto presentan un perfil psicomotor normal o dispráxico, sin diferencias entre los tres rangos etarios estudiados. Todos los factores psicomotores correlacionan con al menos una variable lingüística, a excepción de lateralidad. El vocabulario fue la variable lingüística que correlacionó con más factores psicomotores. Los factores psicomotores que aparecieron más descendidos fueron noción de cuerpo, estructuración espaciotemporal y praxia fina.
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van Dokkum NH, Reijneveld SA, Bos AF, de Kroon MLA. Attainment of smiling and walking in infancy associates with developmental delays at school entry in moderately-late preterm children: a community-based cohort study. BMC Pediatr 2021; 21:84. [PMID: 33596865 PMCID: PMC7888138 DOI: 10.1186/s12887-021-02548-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Accepted: 01/27/2021] [Indexed: 11/12/2022] Open
Abstract
Background Moderately-late preterm (MLP) children (gestational age [GA] 32–36 weeks) are followed-up within community services, which often use developmental milestones as indicators of delay. We aimed to examine associations of parental report of smiling-age and walking-age with developmental delay upon school entry for MLP and full-term children. Methods This study regards a community-based cohort study, including 1241 children. Parent-reported smiling-age (n = 514) and walking-age (n = 1210) were recorded in preventive child healthcare. To determine developmental delay at school entry (at age 4) we used the Ages and Stages Questionnaire (ASQ) total and domain scores. We assessed the association of smiling-age and walking-age with dichotomized ASQ-scores, using logistic regression analyses. Results For MLP children, each week later corrected smiling-age was associated with a relative increased likelihood of delays of 31, 43, 36 and 35% in the personal-social, problem-solving, gross motor and general developmental functioning, respectively. Each month later corrected walking-age was associated with a relative increased likelihood of delays of 10, 15 and 13% in the personal-social, gross motor and general developmental functioning, respectively. All corrected smiling-ages and walking-ages were within normal full-term ranges. For full-term children, we only found that later walking-age was associated with delays in the personal-social and gross motor domains. Conclusions Smiling-age and walking-age are associated with developmental delay in several domains for MLP and full-term children. Professionals could use these milestones to identify children that may benefit from closer monitoring of their development. Trial registration Clinical Trial Registry name and registration number: controlled-trials.com, ISRCTN80622320.
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Affiliation(s)
- Nienke H van Dokkum
- Department of Pediatrics, Division of Neonatology, Beatrix Children's Hospital, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands. .,Department of Health Sciences, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands.
| | - Sijmen A Reijneveld
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands
| | - Arend F Bos
- Department of Pediatrics, Division of Neonatology, Beatrix Children's Hospital, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands
| | - Marlou L A de Kroon
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands
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49
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Harrop C, Libsack E, Bernier R, Dapretto M, Jack A, McPartland JC, Van Horn JD, Webb SJ, Pelphrey K. Do Biological Sex and Early Developmental Milestones Predict the Age of First Concerns and Eventual Diagnosis in Autism Spectrum Disorder? Autism Res 2021; 14:156-168. [PMID: 33274604 PMCID: PMC8023413 DOI: 10.1002/aur.2446] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 10/26/2020] [Accepted: 11/15/2020] [Indexed: 11/09/2022]
Abstract
Despite advances in early detection, the average age of autism spectrum disorder (ASD) diagnosis exceeds 4 years and is often later in females. In typical development, biological sex predicts inter-individual variation across multiple developmental milestones, with females often exhibiting earlier progression. The goal of this study was to examine sex differences in caregiver-reported developmental milestones (first word, phrase, walking) and their contribution to timing of initial concerns expressed by caregivers and eventual age of diagnosis. 195 (105 males) children and adolescents aged 8 to 17 years with a clinical diagnosis of ASD were recruited to the study (mean IQ = 99.76). While developmental milestones did not predict timing of diagnosis or age parents first expressed concerns, females had earlier first words and phrases than males. There was a marginal difference in the age of diagnosis, with females receiving their diagnosis 1 year later than males. Despite sex differences in developmental milestones and diagnostic variables, IQ was the most significant predictor in the timing of initial concerns and eventual diagnosis, suggesting children with lower IQ, regardless of sex, are identified and diagnosed earlier. Overall, biological sex and developmental milestones did not account for a large proportion of variance for the eventual age of ASD diagnosis, suggesting other factors (such as IQ and the timing of initial concerns) are potentially more influential. LAY SUMMARY: In this study, a later age of diagnosis in females having ASD was confirmed; however, biological sex was not the stronger predictor of age of diagnosis. Parents reported that females learned language more quickly than males, and parents noted their first concerns when females were older than males. In this sample, the strongest predictor of age of diagnosis was the age of first concerns.
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Affiliation(s)
- Clare Harrop
- University of North Carolina at Chapel Hill, Allied Health Sciences, Carr Mill Mall, Carrboro, NC, 27510
| | - Erin Libsack
- Stony Brook University, Department of Psychology, Stony Brook, NY, 11794
| | - Raphael Bernier
- University of Washington Seattle, Department of Psychiatry and Behavioral Sciences, Seattle, WA, 98195
- Seattle Children’s Research Institute, Center on Child Health, Behavior and Development, Seattle, WA, 98121
| | - Mirella Dapretto
- University of California Los Angeles, Department of Psychiatry and Biobehavioral Sciences, Los Angeles, CA, 90024
| | - Allison Jack
- George Mason University, Department of Psychology, Fairfax, VA, 22030
| | - James C. McPartland
- Yale School of Medicine, Department of Pediatrics, New Haven, CT, 06520
- Yale School of Medicine, Yale Child Study Center, New Haven, CT, 06519
| | | | - Sara Jane Webb
- University of Washington Seattle, Department of Psychiatry and Behavioral Sciences, Seattle, WA, 98195
- Seattle Children’s Research Institute, Center on Child Health, Behavior and Development, Seattle, WA, 98121
| | - Kevin Pelphrey
- University of Virginia, Department of Neurology, Charlottesville, VA, 22903
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50
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Begum Ali J, Charman T, Johnson MH, Jones EJH. Early Motor Differences in Infants at Elevated Likelihood of Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder. J Autism Dev Disord 2020; 50:4367-4384. [PMID: 32328858 PMCID: PMC7677154 DOI: 10.1007/s10803-020-04489-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
We investigated infant's manual motor behaviour; specifically behaviours crossing the body midline. Infants at elevated likelihood of Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) produced fewer manual behaviours that cross the midline compared to infants with a typical likelihood of developing these disorders; however this effect was limited to 10-month-olds and not apparent at age 5 and 14 months. Although, midline crossing did not predict ASD traits, it was related to ADHD traits at 2 years of age. We rule out motor ability and hand dominance as possible explanations for this pattern of behaviour, positing that these results may be a consequence of multisensory integration abilities, and the neurobehavioural shift period, in the first year of life.
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Affiliation(s)
- Jannath Begum Ali
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX, UK.
| | - Tony Charman
- Psychology Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Mark H Johnson
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX, UK
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Emily J H Jones
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX, UK
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