Impaired motor inhibition in developmental coordination disorder

He, Jason; Fuelscher, Ian; Coxon, James P.; Barhoun, Pamela; Parmar, Dinisha; Enticott, Peter G.; Hyde, Christian

doi:10.1016/j.bandc.2018.09.002

Cited by 19 publications

(31 citation statements)

References 76 publications

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“…After the practice block, participants completed a test blocks containing 100 trials—again, 70% Go-trials and 30% No-go trials. Both practice and test blocks began and ended with Go-trial fillers—five and 15, respectively—designed to allow the participant to settle into the task [57]. The responses to the filler trials were not considered for subsequent analyses.…”

Section: Methodsmentioning

confidence: 99%

“…Response inhibition data from all subjects were merged in one file using E-Prime and then processed using MS ® Excel. Children’s responses to the practice block and to the Go-trial fillers and premature responses (≤150 ms) were not included in the analyses [57]. Each participant’s performance at this test was summarised as average reaction time of the correct response (Go) and the proportion of accurate inhibited responses (No-Go).…”

Section: Methodsmentioning

confidence: 99%

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Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children

Mazzoli

Teo

Salmon

et al. 2019

IJERPH

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Previous research showed that children’s physical activity is positively related to executive functions, whilst screen time shows negative associations. However, it is unclear how school-based sitting time and transitions from sitting to standing relate to cognition. We investigated the relationship between class time sitting/stepping/sit-to-stand transitions and cognitive functions in Grade 1–2 children. Overall, 149 children (7.7 ± 0.6 years old, 54% boys) participated. Measures included class time sitting/stepping/sit-to-stand transitions and: (i) response inhibition (i.e., response time and accuracy); (ii) lapses of attention; (iii) working memory; and (iv) brain activity (cortical haemodynamic response). Linear mixed-models, adjusting for age, sex, and clustering at the classroom level, found that more sitting time was associated with higher lapses of attention (β = 0.12, p < 0.05). Children who stepped more had quicker inhibition response time (β = −0.95, p < 0.01); however, they were less accurate in their responses (β = −0.30, p < 0.05) and this was also observed with sit-to-stand transitions (β = −0.26, p < 0.05). No associations were found with brain activity. In conclusion, reducing and breaking up sitting may help keep children focused, but the evidence regarding response inhibition is unclear.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children

Mazzoli

Teo

Salmon

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Both practice and test block included test fillers at the beginning and the end (5 and 15, respectively; all Go trials) to allow the participant to settle into the task. The average response time to the Go trials and the percentage of responses accurately withheld (No-go trials) constituted each child's performance at this test, which are commonly used parameters to measure inhibitory performance (Hirose et al 2012;He et al 2018). Filler trials were excluded from the analysis.…”

Section: Response Inhibitionmentioning

confidence: 99%

Effects of classroom‐based active breaks on cognition, sitting and on‐task behaviour in children with intellectual disability: a pilot study

Mazzoli

Salmon

Pesce

et al. 2021

J intellect Disabil Res

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Background Classroom‐based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on‐task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) – a population who are insufficiently active. This study aimed to investigate the effects of a 5‐week active breaks intervention on cognitive functions and on‐task behaviour in schoolchildren with ID. Methods Twenty‐four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer‐based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on‐task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid‐trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on‐task behaviour data. Results A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on‐task behaviour. Stepping time and bouts of sitting were positively affected. Conclusions Classroom‐based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.

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“…Children with DCD have lower ability to predict the consequences of their own motor actions compared to typically developing children . Further, He et al investigated impairment in motor inhibition in adults with DCD and found that affected adults present with atypical motor inhibition that also impacts their manual dexterity and motor control, similar to children with DCD.…”

Section: Introductionmentioning

confidence: 99%

Using a mouse model to gain insights into developmental coordination disorder

Gill

Rajan

Goldowitz

et al. 2020

Genes Brain and Behavior

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Motor impairments are a common feature of many neurodevelopmental disorders; in fact, over 50% of children with Attentional Deficit Hyperactivity Disorder or Autism Spectrum Disorder may have a co‐occurring diagnosis of developmental coordination disorder (DCD). DCD is a neurodevelopmental disorder of unknown etiology that affects motor coordination and learning, significantly impacting a child's ability to carry out everyday activities. Animal models play an important role in scientific investigation of behaviour and the mechanisms and processes that are involved in control of motor actions. The purpose of this paper is to present an approach in the mouse directed to gain behavioral and genetic insights into DCD that is designed with high face validity, construct validity and predictive validity. Pre‐clinical and clinical expertise is used to establish a set of scientific criteria that the model will meet in order to investigate the potential underlying causes of DCD.

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Impaired motor inhibition in developmental coordination disorder

Cited by 19 publications

References 76 publications

Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children

Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children

Effects of classroom‐based active breaks on cognition, sitting and on‐task behaviour in children with intellectual disability: a pilot study

Using a mouse model to gain insights into developmental coordination disorder

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