Is Developmental Coordination Disorder a Dysconnection Syndrome?

Tallet, Jessica; Wilson, Peter H.

doi:10.1007/s40474-020-00188-9

Cited by 11 publications

(11 citation statements)

References 150 publications

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“…Note that the cortical thickness did not differ between DCD and TD children in any regions. This result is little surprising as regard to the previous results of several neuroimaging studies reporting structural differences in cortical thickness (Caeyenberghs et al., 2016; Langevin, MacMaster, & Dewey, 2015), grey matter volume (Reynolds et al., 2017), white matter integrity (Hyde et al., 2019; Williams et al, 2017; Dewey et al., 2019; see Tallet & Wilson, 2020), and atypical functional activations (Adams et al, 2014; Fuelscher et al, 2018; Kashiwagi, Iwaki, Narumi, Tamai, & Suzuki, 2009; Reynolds et al., 2015; Thornton, Bray, Langevin, & Dewey, 2018; Zwicker et al., 2011). One possible difference between the sample of previous studies and ours could be that they possibly include left‐handers and comorbidity (especially with Dyslexia who present atypical neural characteristics; see Ramus, Altarelli, Jednoróg, Zhao, & di Covella, 2018).…”

Section: Discussionsupporting

confidence: 59%

“…This highlights a need for replication to investigate the cerebral networks implicated in audio‐verbal temporal learning in children. Moreover, future studies should investigate white matter differences and correlations with behavioral data (Dewey et al., 2019; Tallet & Wilson, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, structural analysis reported that relative grey matter volume of frontal regions is reduced in children with DCD compared to TD children (Reynolds et al, 2017) and frontal cortical thickness was different between DCD and TD groups (Caeyenberghs et al, 2016). Recent studies also reported that white matter integrity of the superior longitudinal fasciculus, that connect frontal and parietal regions, is reduced in DCD compared to TD (Hyde et al, 2019;Williams, Kashuk, Thorpe, & Egan, 2017; see Tallet & Wilson, 2020). These results suggest atypical cerebral features in DCD, especially in frontal and parietal cortices that are known to be implicated in the learning and memorizing of auditory-motor sequences.…”

Section: Research Highlightsmentioning

confidence: 99%

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Procedural learning and retention of audio‐verbal temporal sequence is altered in children with developmental coordination disorder but cortical thickness matters

Lê

Blais

Jucla

et al. 2020

Developmental Science

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Rhythmic abilities are impaired in developmental coordination disorder (DCD) but learning deficit of procedural skills implying temporal sequence is still unclear. Current contradictory results suggest that procedural learning deficits in DCD highly depend on learning conditions. The present study proposes to test the role of sensory modality of stimulations (visual or auditory) on synchronization, learning, and retention of temporal verbal sequences in children with and without DCD. We postulated a deficit in learning particularly with auditory stimulations, in association with atypical cortical thickness of three regions of interesting: sensorimotor, frontal and parietal regions. Thirty children with and without DCD (a) performed a synchronization task to a regular temporal sequence and (b) practiced and recalled a novel non-regular temporal sequences with auditory and visual modalities. They also had a magnetic resonance imaging to measure their cortical thickness. Results suggested that children with DCD presented a general deficit in synchronization of a regular temporal verbal sequence irrespective of the sensory modality, but a specific deficit in learning and retention of auditory non-regular verbal temporal sequence. Stability of audio-verbal synchronization during practice correlated with cortical thickness of the sensorimotor cortex. For the first time, our results suggest that synchronization deficits in DCD are not limited to manual tasks. This deficit persists despite repeated exposition and practice of an auditory temporal sequence, which suggests a possible alteration in audio-verbal coupling in DCD. On the contrary, control of temporal parameters with visual stimuli seems to be less affected, which opens perspectives for clinical practice. K E Y W O R D S audio-verbal coupling, motor skills disorder, procedural memory, sensorimotor synchronization, verbal responses 2 of 14 | LÊ et aL. 1 | INTRODUC TI ON Most motor activities, such as playing music, writing, dancing, etc., rely on rhythmic and timing abilities. Indeed, to acquire motor procedural skills, it is necessary to perceive sensory inputs, memorize them into a structured temporal sequence through repetitive practice, retain the sequence for a certain period, and then retrieve

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Section: Discussionsupporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Section: Research Highlightsmentioning

confidence: 99%

See 1 more Smart Citation

Procedural learning and retention of audio‐verbal temporal sequence is altered in children with developmental coordination disorder but cortical thickness matters

Lê

Blais

Jucla

et al. 2020

Developmental Science

Self Cite

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“…The acquisition and improvement of motor skills remains a challenge for individuals with DCD throughout their life span. Researchers have attempted to better understand DCD and its impact on motor performance, yet no consensus exists on probable cause (Schott, 2019;Tallet & Wilson, 2020;Wilson et al, 2017).…”

mentioning

confidence: 99%

Qualitative and Quantitative Assessment of Overarm Throwing in Children With and Without Developmental Coordination Disorder

Schott

Getchell

2021

Journal of Motor Learning and Development

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Background: Children with developmental coordination disorder (DCD) frequently have difficulties performing gross motor skills such as the overarm throw. Our study examines the differences in both qualitative and quantitative characteristics of overarm throwing for accuracy between typically developing (TD) and children with DCD. Methods: A total of 74 children (36 females/38 males) aged between 7 and 11 years, participated in this study. The authors used the Movement Assessment Battery for Children—second edition to assess motor impairment. In total, 37 (50%) met the criteria for DCD. Each participant completed 10 overarm throws for accuracy at a target. The authors assessed movement quality using the component approach (Roberton & Halverson, 1984) and quantity using target accuracy. Results: The analyses revealed significantly lower throwing accuracy in DCD versus TD children. Children with DCD also demonstrated fewer component combinations and lower developmental levels than their TD peers. Finally, product scores tracked with process scores. Discussion: Both qualitative and quantitative measures clearly showed that children with DCD are at a disadvantage in controlling a ball during overarm throwing. They used stability profiles that limited coordination variability. TD participants performed more combinations of higher developmental levels to achieve more accurate throws, suggesting they controlled variability to optimize the accuracy of their throws.

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“…The model of Doyon and Benali (2005) suggests that sequence learning is supposed to involve the cortico-striato-cortical loop, whereas the cortico-cerebello-cortical loop is involved in sensorimotor adaptation. On this basis, it seems that the cortico-striato-cortical loop could be altered in DCD ( Cignetti et al, 2020 ; Tallet and Wilson, 2020 ). In this study, we evaluated learning with only 30 practice trials, which corresponds to the fast-learning stage according to Doyon and Benali (2005) .…”

Section: Limits and Prospectsmentioning

confidence: 99%

The Differential Effects of Auditory and Visual Stimuli on Learning, Retention and Reactivation of a Perceptual-Motor Temporal Sequence in Children With Developmental Coordination Disorder

Blais

Jucla

Maziero

et al. 2021

Front. Hum. Neurosci.

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This study investigates the procedural learning, retention, and reactivation of temporal sensorimotor sequences in children with and without developmental coordination disorder (DCD). Twenty typically-developing (TD) children and 12 children with DCD took part in this study. The children were required to tap on a keyboard, synchronizing with auditory or visual stimuli presented as an isochronous temporal sequence, and practice non-isochronous temporal sequences to memorize them. Immediate and delayed retention of the audio-motor and visuo-motor non-isochronous sequences were tested by removing auditory or visual stimuli immediately after practice and after a delay of 2 h. A reactivation test involved reintroducing the auditory and visual stimuli after the delayed recall. Data were computed via circular analyses to obtain asynchrony, the stability of synchronization and errors (i.e., the number of supplementary taps). Firstly, an overall deficit in synchronization with both auditory and visual isochronous stimuli was observed in DCD children compared to TD children. During practice, further improvements (decrease in asynchrony and increase in stability) were found for the audio-motor non-isochronous sequence compared to the visuo-motor non-isochronous sequence in both TD children and children with DCD. However, a drastic increase in errors occurred in children with DCD during immediate retention as soon as the auditory stimuli were removed. Reintroducing auditory stimuli decreased errors in the audio-motor sequence for children with DCD. Such changes were not seen for the visuo-motor non-isochronous sequence, which was equally learned, retained and reactivated in DCD and TD children. All these results suggest that TD children benefit from both auditory and visual stimuli to memorize the sequence, whereas children with DCD seem to present a deficit in integrating an audio-motor sequence in their memory. The immediate effect of reactivation suggests a specific dependency on auditory information in DCD. Contrary to the audio-motor sequence, the visuo-motor sequence was both learned and retained in children with DCD. This suggests that visual stimuli could be the best information for memorizing a temporal sequence in DCD. All these results are discussed in terms of a specific audio-motor coupling deficit in DCD.

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Is Developmental Coordination Disorder a Dysconnection Syndrome?

Cited by 11 publications

References 150 publications

Procedural learning and retention of audio‐verbal temporal sequence is altered in children with developmental coordination disorder but cortical thickness matters

Procedural learning and retention of audio‐verbal temporal sequence is altered in children with developmental coordination disorder but cortical thickness matters

Qualitative and Quantitative Assessment of Overarm Throwing in Children With and Without Developmental Coordination Disorder

The Differential Effects of Auditory and Visual Stimuli on Learning, Retention and Reactivation of a Perceptual-Motor Temporal Sequence in Children With Developmental Coordination Disorder

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