Psychiatric Symptoms in Children With Gross Motor Problems

Emck, Claudia; Bosscher, R.J.; Wieringen, P.C.W. van; Doreleijers, Theo A. H.; Beek, Peter J.

doi:10.1123/apaq.29.2.161

Cited by 15 publications

(9 citation statements)

References 59 publications

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“…Children with ADHD often demonstrate poor motor co-ordination or motor performance and balance. 145-147 Substantial evidences have been observed for problems in motor development and motor execution children with ADHD. 148 Clinical and epidemiological studies report that 30% to 50% of children with ADHD suffer from motor coordination problems.…”

Section: Co-morbiditymentioning

confidence: 99%

Overview of attention deficit hyperactivity disorder in young children

Singh¹,

Yeh²,

Verma³

et al. 2015

Health Psych Res

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Attention deficit hyperactivity disorder (ADHD) is a complex disorder, which can be seen as a disorder of life time, developing in preschool years and manifesting symptoms (full and/or partial) throughout the adulthood; therefore, it is not surprising that there are no simple solutions. The aim of this paper is to provide a short and concise review which can be used to inform affected children and adults; family members of affected children and adults, and other medical, paramedical, non-medical, and educational professionals about the disorder. This paper has also tried to look into the process of how ADHD develops; what are the associated problems; and how many other children and adults are affected by such problems all over the world basically to understand ADHD more precisely in order to develop a better medical and or non-medical multimodal intervention plan. If preschool teachers and clinicians are aware of what the research tells us about ADHD, the varying theories of its cause, and which areas need further research, the knowledge will assist them in supporting the families of children with ADHD. By including information in this review about the connection between biological behavior, it is hoped that preschool teachers and clinicians at all levels will feel more confident about explaining to parents of ADHD children, and older ADHD children themselves about the probable causes of ADHD.

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Section: Co-morbiditymentioning

confidence: 99%

Overview of attention deficit hyperactivity disorder in young children

Singh¹,

Yeh²,

Verma³

et al. 2015

Health Psych Res

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“…Yet, what is clear from the literature is that motor deficits in some fashion likely are associated with and related to ASD (Bhat, Landa, Galloway, 2011; Bonnet & Gao, 1996; Downey & Rapport, 2012; Dziuk et al, 2007; Emck, Bosscher, van Wieringen, Doreleijers, & Beek, 2012; Fournier, Hass, Naik, Lodha, & Cauraugh, 2010; Gowen & Hamilton, 2012; Jansiewicz et al, 2006; Landa et al, 2012; Miyahara, 2013; Nobile et al, 2011; Travers, Powell, Klinger, & Klinger, 2012). If so it is important to characterize motor performance in ASD using standardized neuropsychological measures like SOG, FTT and GPT.…”

mentioning

confidence: 99%

Neuropsychological investigation of motor impairments in autism

Duffield

Trontel

Bigler

et al. 2013

Journal of Clinical and Experimental Neuropsychology

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It is unclear how standardized neuropsychological measures of motor function relate to brain volumes of motor regions in autism spectrum disorder (ASD). An all male sample composed of 59 ASD and 30 controls (ages 5–33 years) completed three measures of motor function: strength of grip (SOG), finger tapping test (FTT), and grooved peg-board test (GPT). Likewise, all participants underwent magnetic resonance imaging with region of interest (ROI) volumes obtained to include the following regions: motor cortex (pre-central gyrus), somatosensory cortex (post-central gyrus), thalamus, basal ganglia, cerebellum and caudal middle frontal gyrus. These traditional neuropsychological measures of motor function are assumed to differ in motor complexity with GPT requiring the most followed by FTT and SOG. Performance by ASD participants on the GPT and FTT differed significantly from controls, with the largest effect size differences observed on the more complex GPT task. Differences on the SOG task between the two groups were non-significant. Since more complex motor tasks tap more complex networks, poorer GPT performance by those with ASD may reflect less efficient motor networks. There was no gross pathology observed in classic motor areas of the brain in ASD, as region of interest (ROI) volumes did not differ, but FTT was negatively related to motor cortex volume in ASD. The results suggest a hierarchical motor disruption in ASD, with difficulties evident only in more complex tasks as well as a potential anomalous size-function relation in motor cortex in ASD.

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“…Cashmore and Jones (2008) found that Australian daycare centres restrict gross motor activity through a lack of outdoor space and equipment. Further research into the areas of learning provided and encouraged by ECE providers is important, as it may be worthwhile to place more emphasis on gross motor skills at a preschool level, especially given the links between gross motor ability and cognitive (Davis et al, 2011;Murray et al, 2006;Piek et al, 2008;Son & Meisels, 2006) and psychosocial functioning (Emck et al, 2012;Piek et al, 2010;Shaffer et al, 1985;Sigurdsson et al, 2002), and academic achievement (Cameron et al, 2012;Dinehart & Manfra, 2013;Lopes et al, 2013;Sullivan & McGrath, 2003;Visscher et al, 2010).…”

Section: Discussionmentioning

confidence: 98%

Predicting Motor Skills From Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School

Sargisson

Powell²,

Stanley³

et al. 2014

The Australian Educational and Developmental Psychologist

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The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The fine motor scores of Māori children were poorer than those of Pākekā or children of other ethnicities, and righthanded children had better fine motor scores than left-handed children. There was some evidence that left-handed boys performed particularly poorly on tasks requiring fine motor skills. Children with medical problems had poorer gross motor scores than children without medical problems. Implications for the identification of problems at school entry are discussed.

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Psychiatric Symptoms in Children With Gross Motor Problems

Cited by 15 publications

References 59 publications

Overview of attention deficit hyperactivity disorder in young children

Overview of attention deficit hyperactivity disorder in young children

Neuropsychological investigation of motor impairments in autism

Predicting Motor Skills From Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School

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