A New Test for Assessing Preschool Motor Development: DIAL-3

Mardell-Czudnowski, Carol; Goldenberg, Dorothea

doi:10.1123/apaq.17.1.78

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…At baseline, children received a neurological examination, which was classified as abnormal if the following findings were identified: hypertonia, hypotonia, or microcephaly. Also, at this time, children received developmental testing, including the Bayley Tests of Infant Development17 for all children under age 3 years and the Developmental Indicators for the Assessment of Learning (DIAL‐3)18 for children aged ≥3 years.…”

Section: Methodsmentioning

confidence: 99%

Distribution of febrile seizure duration and associations with development

Hesdorffer

Benn

Bagiella

et al. 2011

Annals of Neurology

115

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Objectives-In prior studies of febrile seizures (FS), prolonged FS are defined, absent empirical evidence, as lasting 10 or 15 minutes or more. We assessed the distribution of FS duration in a cohort with first FS, and the association between FS duration and baseline characteristics of the children.Methods-We calculated the observed cumulative probability, S(t), that a FS would last at least t minutes, S(t) = exp(−t/ τ) . Data were also fit using a model obtained as the sum of two exponential distributions [S(t) = αexp(−t/τ 1 )+(1-α)exp(−t/τ 2 )]. After assessing the best fit, the cut off defining long FS was determined. Logisitic regression was used to examine associations between long FS and baseline characteristics, behavior and development.Results-In 158 children with a first FS, median duration was 4.0 minutes. Duration of FS was best fit by a two-component mixture exponential model. Using this model we identified one population that accounts for 82.3% of FS and has a mean duration of 3.8 minutes (short FS) and a second population that accounts for 17.7% of FS and has a mean duration of 39.8 minutes (long FS). Long FS were significantly associated with developmental delay (p=0.010) and delays and younger age at first FS (p=0.048).Interpretation-Like the distribution of afebrile seizure duration in children, the distribution of first FS duration is best modeled by assuming two populations. Developmental delay and younger age are associated with prolonged FS. Our data lend further support to defining 10 minutes as the upper limit for a simple FS. Febrile seizures (FS) are common, affecting 2-5% of children by 6 years of age 1 2 and are associated with an increased risk of subsequent epilepsy. Epilepsy develops in 2-4% of children with a history of FS, four times more frequently than in children without and the risk is as great as 57% in children with focal, prolonged and recurrent FS 3. In prior studies, prolonged FS have been defined in the absence of empirical evidence as those lasting either 10 minutes or more or as those lasting 15 minutes or more.1 2 4 -11 In children with first afebrile seizures, seizure duration is best fit as the sum of two exponential distributions with seizures lasting a mean of 3.6 minutes occurring in 76% of children and those lasting a mean of 31 minutes occurring in 24% of children 12. Similar information does not exist for first FS. KeywordsUsing similar methodology to that reported by Shinnar et al in afebrile seizures 12, we analyzed the distribution of FS duration in a cohort presenting with a first FS. Additionally, we determined whether the distribution of FS duration differs from what was previously reported for first afebrile seizures in children, and the association between febrile seizure duration and baseline characteristics of the children. Methods Study SubjectsIn this prospective cohort study 13, we identified children, aged 6 months to 5 years, with first FS by daily screening of the The Morgan Stanley Children's Hospital of New YorkPresbyterian Pediatric ...

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Section: Methodsmentioning

confidence: 99%

Distribution of febrile seizure duration and associations with development

Hesdorffer

Benn

Bagiella

et al. 2011

Annals of Neurology

115

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“…1989). The timely diagnosis of possible disturbances during the preschool years, when very significant changes are observed in all fields of development (Bredekamp & Copple 1998), increases the possibility for correct management of identified problems (Illingworth 1975; Griffiths 1984; Sameroff & McDonough 1994; Mardell‐Czudnowski & Goldenberg 2000).…”

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Standardization of the motor scales of the Griffiths Test II on children aged 3 to 6 years in Greece

Giagazoglou

Tsimaras

Fotiadou

et al. 2005

Child

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“…Various terms, such as developmental apraxia, perceptual motor impairments, movement problems, motor coordination problems, physical awkwardness, clumsiness, etc., have been used to describe children who often experience difficulties in acquiring appropriate motor skills (Maeland, 1992). These children, although never diagnosed with neuromuscular difficulties, do not perform culturally normative skills with acceptable proficiency (Wall, 1982)) have obvious locomotor problems (Mardell-Czudnowski & Goldenberg, 2000;Goodway, Crowe, & Ward, 2003)) and experience severe difficulties with skilled movements in sports and physical education classes (Rose, Larkin, & Berger, 1998;Fitzpatrick & Watkinson, 2003).…”

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confidence: 99%

Depth Perception of Elementary School Students with Qualitatively Evidenced Locomotor Impairments

et al. 2004

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The purpose of the study was to examine differences in depth perception of students classified according to their gross locomotor skills. The seven qualitative gross locomotor tasks of Ulrich's Test of Gross and Motor Development were used to classify 162 students as either motor impaired (n1 =27) or nonimpaired (n2= 135). The Howard Dollman Apparatus was used to measure depth perception. Analysis showed that the motor-impaired group scored significantly lower than the nonimpaired group on depth perception. Discriminant function analysis indicated that only the running task separated the students by depth perception scores. Subsequent multiple regression analysis confirmed that the running task, along with sliding and galloping, were significant predictors of the students' perception of the third dimension. Physical educators working with students with gross locomotor impairments or low perception of the third dimension need to adjust their teaching and offer opportunities for successful involvement in physical education classes and sports.

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A New Test for Assessing Preschool Motor Development: DIAL-3

Cited by 7 publications

References 17 publications

Distribution of febrile seizure duration and associations with development

Distribution of febrile seizure duration and associations with development

Standardization of the motor scales of the Griffiths Test II on children aged 3 to 6 years in Greece

Depth Perception of Elementary School Students with Qualitatively Evidenced Locomotor Impairments

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