Developmental coordination disorder subtypes also vary in the pattern of behavioral and emotional problems.

Background: Behavioral and emotional problems in children with Developmental Coordination Disorder (DCD) are well documented. However, the heterogeneity of this group has been largely overlooked. Addressing this gap is important to develop individually-tailored interventions.

Exploring the Relationship Between Play During School Recess and Motor Performance in 6- to 8-Year-Old Children.

Background: Playing with others, which in school occurs mainly during recess, might be an enabling factor to improve children's motor performance, as behaviour is shaped by observing and imitating others.

Objective: The aim of the current study was to examine whether children's play activities and with whom 6- to 8-year-old children play during recess are related to their motor performance.

Methods: The study sample consisted of 86 Dutch participants (mean age 6.

Participation Patterns in Leisure Activities of 6- to 8-Year-Old Typically Developing Children in Relation to Their Motor Performance.

The average level of children's motor performance has decreased in the past decades. Therefore, it is important to identify risk- or enabling factors for motor performance. One such factor could be children's participation in leisure activities (LA).

Qualitative age-related changes in fine motor skill performance among 3- to 6-year-old typically developing children.

This study described intra-task fine motor skill components of the Manual Dexterity tasks (Posting Coins; PC, Threading Beads; TB, Drawing Trail; DT) of the Movement Assessment Battery for Children-2 Test for typically developing children and investigated age- and sex-related differences. Three- to six-year-old Dutch children (n = 182, M 4.5 ± 1.

The relationship between motor performance and executive functioning in early childhood: A systematic review on motor demands embedded within executive function tasks.

This systematic review examined to what extent response demands of executive functioning (EF) tasks influence the relationship between motor performance and EF in 2- to 6-year-old typically developing (TD) children and children with motor coordination difficulties (MCD). Eighteen of the included articles focused on TD children only and three also on children with MCD. EF tasks were subdivided based on the type of responses (i.

Using Structural Equation Modeling to analyze handwriting of children and youth with Autism Spectrum Disorder.

This study tests a handwriting model for children and youth with Autism Spectrum Disorder (ASD) that displays the relationships between handwriting process and product characteristics, and the predictors of these characteristics. Structural Equation Modelling was used to test the model for children and youth with ASD (n = 50) and typically developing peers (n = 50), ages 10 to 15, for a copying and freestyle handwriting task. Findings suggest a generic handwriting model applying to both groups and both handwriting tasks.

Neuromuscular Features in XL-MTM Carriers: A Cross-sectional Study in an Unselected Cohort.

Background And Objective: X-linked myotubular myopathy (XL-MTM) is an early-onset congenital myopathy characterized by mild to severe muscle weakness in male individuals. The objective was to characterize the clinical spectrum of neuromuscular features in X-linked myotubular myopathy (XL-MTM) carriers.

Methods: We performed a nationwide cross-sectional study focusing on neuromuscular features in an unselected cohort of Dutch XL-MTM carriers.

Sensory processing in young children with visual impairments: Use and extension of the Sensory Profile.

Background: Children with visual impairments (VI) are at risk for sensory processing difficulties. A widely used measure for sensory processing is the Sensory Profile (SP). However, the SP requires adaptation to accommodate for how children with VI experience sensory information.

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes.

A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children's school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child's school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.

The Relationships between Sibling Characteristics and Motor Performance in 3- to 5-Year-Old Typically Developing Children.

Siblings have been hypothesized to positively impact the motor performance of children by acting as examples and by providing a safe environment, but they may also negatively impact motor performance because they could compete for the parent's time and care. Therefore, this study investigates the relationship between several sibling characteristics and motor performance in 3- to 5-year-old children. The sample consisted of 205 3- to 5-year-old children (mean age 50.

Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder.

The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n = 67) and Typically Developing (TD) peers (n = 67). Participants (80.6% male, ages 9-14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed.

The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review.

Motor performance during childhood is important for prosperity in life, and the social environment may contain potentially important and modifiable factors associated with motor performance. Therefore, the aim of this systematic review was to identify social environmental factors associated with motor performance in 3- to 12-year-old typically developing children. Four electronic databases were searched, which resulted in 31 included studies.

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2.

Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3-5 years (87 boys; 51%).

The degree of stability in motor performance in preschool children and its association with child-related variables.

Understanding the stability of individual differences in motor performance during the early years of life, despite normative age-related growth in motor performance, has important implications for identification of motor coordination difficulties and subsequently, early remediation. Therefore, the aims of the present study were to examine the degree of rank-order and individual-level stability in motor performance in young children with different levels of motor skill proficiency. Subsequently, we explored the influence of child variables (i.

A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out.

Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach.

Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children.

There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of task-specific and latent relationships between a range of motor skills and EFs in preschool children.

Early detection of dysphagia and dysarthria in children with neuromuscular disorders: Diagnostic accuracy of a Screeninglist for Physicians.

Purpose: Regardless of age or disease stage, children with neuromuscular disorders (NMD) are at risk of developing dysphagia and/or dysarthria. It is important to screen these children regularly in order to detect and treat problems as soon as possible. To date, there are no standardized tools for screening for dysphagia and dysarthria in children with NMD (pNMD).

Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis.

Background: A relationship between motor performance and cognitive functioning is increasingly being recognized. Yet, little is known about the precise nature of the relationship between both domains, especially in early childhood.

Aims: To identify distinct constellations of motor performance, executive functioning (EF), and verbal ability in preschool aged children; and to explore how individual and contextual variables are related to profile membership.

Age-related validity and reliability of the Dutch Little Developmental Coordination Disorder Questionnaire (LDCDQ-NL).

Background: Early recognition of children at risk of Developmental Coordination Disorder (DCD) is important, but variability in motor development in preschool children affects the validity of instruments to reliably detect children at risk of DCD.

Aims: To investigate the age-related validity and reliability of the Dutch version of the Little Developmental Coordination Disorder Questionnaire (LDCDQ-NL).

Methods And Procedures: Two hundred and sixty 3- to 5-year old children were recruited in the Netherlands.

Skill-related physical fitness versus aerobic fitness as a predictor of executive functioning in children with intellectual disabilities or borderline intellectual functioning.

Children with intellectual disabilities (ID) or borderline intellectual disabilities (BIF) often demonstrate impairments in executive functioning (EF). Studies in typically developing children show that aerobic fitness (AF) is positively related with EF. Skill-related physical fitness (SF) might, however, be a stronger predictor of EF than AF, as cognitive challenges are inherent in application of these skills.

The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables?

It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4years 1months, SD 8months; 75 male) by means of the Behaviour Rating Inventory of Executive Function-Preschool version (BRIEF-P).

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities.

It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay.

A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities.

While it is generally agreed that motor activity promotes motor, cognitive, and social development, the specific benefits in people with severe or profound intellectual disabilities (S-PID) are as yet unknown. The aim of this study was to systematically review the evidence related to motor interventions designed to improve motor, cognitive, and/or social outcomes in people with S-PID. A systematic review of empirical studies published between 1982 and 2012 was conducted using four databases (MEDLINE, PsycINFO, ERIC, and CINAHL).