1
|
Kalemba A, Lorent M, Blythe SG, Gieysztor E. The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children-A Pilot Study. Int J Environ Res Public Health 2023; 20:2322. [PMID: 36767689 PMCID: PMC9915247 DOI: 10.3390/ijerph20032322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 01/24/2023] [Accepted: 01/25/2023] [Indexed: 06/18/2023]
Abstract
The aim of the pilot project was to research relationships between the occurrence and level of intensity of primitive reflexes in primary school children, the ability to read an analogue clock and to tell the time. A group of 28 children (14 girls and 14 boys) who attended Montessori Primary School was examined. In the first stage, participants were assessed for the presence of five primitive reflexes (PR): the asymmetrical tonic neck reflex (ATNR), symmetrical tonic neck reflex (STNR), spinal Galant reflex, tonic labyrinthine reflex (TLR) and Palmar grasp reflex. Romberg's test was employed to identify signs of difficulties with control of balance and/or proprioception. In the second stage, pupils underwent tests that challenged their ability to read a clock and calculate passing time. After summing up points obtained for all tests, a correlation coefficient was made from which the results were derived. There is a negative correlation between the ability to read an analogue clock and the continued presence of some primitive reflexes. Lower neuromotor maturity (higher points of PR) correlates with lower ability to read a clock. The highest correlations between difficulty with telling the time were found with persistence of the STNR, ATNR and Romberg's test.
Collapse
Affiliation(s)
- Agata Kalemba
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Wroclaw Medical University, 50-367 Wroclaw, Poland
| | - Maria Lorent
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Wroclaw Medical University, 50-367 Wroclaw, Poland
| | | | - Ewa Gieysztor
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Wroclaw Medical University, 50-367 Wroclaw, Poland
- Laboratory of Clinical Bases of Physiotherapy, Department of Physiotherapy, Faculty of Health Sciences, Wroclaw Medical University, 50-367 Wroclaw, Poland
| |
Collapse
|
2
|
Demiy A, Kalemba A, Lorent M, Pecuch A, Wolańska E, Telenga M, Gieysztor EZ. A Child's Perception of Their Developmental Difficulties in Relation to Their Adult Assessment. Analysis of the INPP Questionnaire. J Pers Med 2020; 10:jpm10040156. [PMID: 33027926 PMCID: PMC7712011 DOI: 10.3390/jpm10040156] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 08/30/2020] [Accepted: 09/05/2020] [Indexed: 01/30/2023] Open
Abstract
This study involved a comparison of the perception of developmental difficulties in a child by the parents, the teacher, and through the child’s self-assessment. Based on the Institute for Neuro-Psychological Psychology (INPP) questionnaire according to S. Goddard Blythe, three groups were examined: schoolchildren, parents, and teachers. Each of them answered a set of 21 questions and assessed the degree of occurrence of a given difficulty for the child on a scale from 0 to 4. The questions concerned psychomotor problems related to balance, motor coordination and concentration, as well as school skills. In total, 49 questionnaires from children and parents and 46 from teachers were used for the study. The mean answer to each question was calculated within the following groups: child–parent, child–teacher, and parent–teacher. The sum of the children’s answer points was significantly higher than the sum of the parents’ answer points (p = 0.037). Children assessed their developmental difficulties more strongly than teachers, but this difference was not statistically significant. The individual difficulties of the children were assessed significantly more seriously or more gently than by the National Scientific Conference “Human health problems—causes, present state, ways for the future” speeches by 44 teacher participants on 5 June 2020. Parents and teachers also assessed the children’s difficulties significantly differently (p = 0.044). The biggest difference in answers concerned the question of maintaining attention. The obtained results indicate a significant difference in the perception of difficulties occurring in the same child by the teacher and the parent. The child’s behavior in school and home environments may be different and, depending on the requirements, assessed differently. Children perceive their difficulties much more seriously than adults. Talking and the support of adults can make it easier for a child to overcome developmental difficulties.
Collapse
Affiliation(s)
- Alina Demiy
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
| | - Agata Kalemba
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Correspondence:
| | - Maria Lorent
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
| | - Anna Pecuch
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Laboratory of Clinical Bases of Physiotherapy, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland
| | - Ewelina Wolańska
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Division Pediatric Propedeutics and Rare Disorders, Department of Pediatrics, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland
| | - Marlena Telenga
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
| | - Ewa Z. Gieysztor
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Laboratory of Clinical Bases of Physiotherapy, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland
| |
Collapse
|