Background/ObjectiveMotor coordination impairment is common in children with neurodevelopmental
disorders such as autism spectrum disorder (ASD) and attention
deficit/hyperactivity disorder (AD/HD). The purpose of this study was to
investigate the relationship between motor coordination, cognitive ability,
and academic achievement in Japanese children with neurodevelopmental
disorders.MethodsThirty-four school-age (6–12 years old) children with neurodevelopmental
disorders and 34 age-matched typically developing (TD) children were
recruited in this study. Correlations between the scores of the Movement
Assessment Battery for Children-2 (M-ABC2) and the Kaufman Assessment
Battery for Children — Second Edition (K-ABCII) that assesses cognitive
abilities, and academic achievement were analyzed.ResultsThe children with neurodevelopmental disorders obtained a lower total score
and all component scores on M-ABC2 compared to the TD children. In children
with neurodevelopmental disorders, M-ABC2 Manual Dexterity score was
significantly correlated with K-ABCII Simultaneous Processing (r = .345, p =
.046), Knowledge (r = .422, p = .013), Reading (r = .342, p = .048), Writing
(r = .414, p = .017), and Arithmetic (r = .443, p = .009) scores. In
addition, M-ABC2 Balance score was significantly correlated with K-ABCII
Learning (r = .341, p = .048), Writing (r = .493, p = .004), and Arithmetic
(r = .386, p = .024) scores.ConclusionThese findings stress that it is essential to accurately identify motor
coordination impairments and the interventions that would consider motor
coordination problems related to cognitive abilities and academic
achievement in Japanese children with neurodevelopmental disorders.