The Therapeutic Potential of Non-invasive Neurostimulation for Motor Skill Learning in Children with Neurodevelopmental Disorders

Grohs, Melody N.; Hilderley, Alicia J.; Kirton, Adam

doi:10.1007/s40474-019-0155-8

Cited by 8 publications

(8 citation statements)

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“…Contrary to previous evidence of tDCS enhanced motor learning in typically developing children (Ciechanski and Kirton, 2017;Cole et al, 2018) and children with motor impairment (i.e., cerebral palsy) (Grohs et al, 2019), tDCS did not enhance the rate of motor learning in children with DCD relative to practice alone. The limited efficacy of tDCS could be reflective of stimulation parameters including cortical target (Thibaut et al, 2017) or montage (i.e., anode and cathode arrangement) (Woods and Martin, 2016).…”

Section: Discussioncontrasting

confidence: 99%

“…TDCS, through the application of a subthreshold electrical current (1-2 milliamps), alters neuronal excitability and spontaneity, facilitating the brain's endogenous mechanisms of neuroplasticity (Stagg and Nitsche, 2011;Kronberg et al, 2017). When paired with motor skill training, multi-session tDCS is shown to augment motor learning in adults (Reis et al, 2009), typically developing children (Ciechanski and Kirton, 2017;Cole et al, 2018) and children with motor impairment such as cerebral palsy (Finisguerra et al, 2019;Grohs et al, 2019;Saleem et al, 2019). Recent reviews highlight the growing body of research investigating the therapeutic potential of tDCS in children with neurodevelopmental disorders (Finisguerra et al, 2019;Grohs et al, 2019;Saleem et al, 2019); preliminary evidence has supported tDCS enhanced motor functioning in balance, gait, hand function, reaction time and in inhibitory control.…”

Section: Introductionmentioning

confidence: 99%

“…When paired with motor skill training, multi-session tDCS is shown to augment motor learning in adults (Reis et al, 2009), typically developing children (Ciechanski and Kirton, 2017;Cole et al, 2018) and children with motor impairment such as cerebral palsy (Finisguerra et al, 2019;Grohs et al, 2019;Saleem et al, 2019). Recent reviews highlight the growing body of research investigating the therapeutic potential of tDCS in children with neurodevelopmental disorders (Finisguerra et al, 2019;Grohs et al, 2019;Saleem et al, 2019); preliminary evidence has supported tDCS enhanced motor functioning in balance, gait, hand function, reaction time and in inhibitory control. Safety and tolerability of tDCS is well-established in adults (Bikson et al, 2016) and is growing in children (Zewdie et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Transcranial Direct Current Stimulation on Motor Function in Children 8–12 Years With Developmental Coordination Disorder: A Randomized Controlled Trial

Grohs

Craig

Kirton

et al. 2020

Front. Hum. Neurosci.

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Background and objectives: Developmental coordination disorder (DCD) is a neurodevelopmental motor disorder occurring in 5-6% of school-aged children. It is suggested that children with DCD show deficits in motor learning. Transcranial direct current stimulation (tDCS) enhances motor learning in adults and children but is unstudied in DCD. We aimed to investigate if tDCS, paired with motor skill training, facilitates motor learning in a pediatric sample with DCD.Methods: Twenty-eight children with diagnosed DCD (22 males, mean age: 10.62 ± 1.44 years) were randomized and placed into a treatment or sham group. Anodal tDCS was applied (1 mA, 20 min) in conjunction with fine manual training over 5 consecutive days. Children's motor functioning was assessed with the Purdue Pegboard Test and Jebsen-Taylor Hand Function Test at baseline, post-intervention and 6 weeks following intervention. Group differences in rates of motor learning and skill transfer/retention were examined using linear mixed modeling and repeated measures ANOVAs, respectively.Results: There were no serious adverse events or drop-outs and procedures were well-tolerated. Independent of group, all participants demonstrated improved motor scores over the 5 training days [F(69.280), p < 0.001, 95% CI (0.152, 0.376)], with no skill decay observed at retention. There was no interaction between intervention group and day [F(2.998), p = 0.086, 95% CI (−0.020, 0.297)].Conclusion: Children with DCD demonstrate motor learning with long-term retention of acquired skill. Motor cortex tDCS did not enhance motor learning as seen in other populations. Before conclusions of tDCS efficacy can be drawn, additional carefully designed trials with reproducible results are required.Clinical Trial Registration:ClinicalTrials.gov: NCT03453983

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Transcranial Direct Current Stimulation on Motor Function in Children 8–12 Years With Developmental Coordination Disorder: A Randomized Controlled Trial

Grohs

Craig

Kirton

et al. 2020

Front. Hum. Neurosci.

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“…The linear mixed effects model examined changes between groups from pre-to postintervention with fixed effects for Group, Day, the interaction of Group and Day, and random effects for participants including the intercept to account for repeated measures [39,40].…”

Section: Discussionmentioning

confidence: 99%

“…"The research literature suggests that poor motor performance in DCD children may be associated with deficits in motor learning. However, research concerning the presence of motor learning deficits in DCD is inconsistent, with some studies reporting limited skill improvement following practice and others reporting positive effects of practice" [8,39,40]. "Studies supporting the latter emphasize that children with DCD can acquire motor skills, though they may display slower rates of motor learning, requiring more intensive practice to reach desired levels of motor competence.…”

Section: Discussionmentioning

confidence: 99%

Visual Contribution to Motor Skill DCD Disorders & Walking Physiology Using Spatial Cognition and Linear Geometries as Landmark Coordination Cues

Basdekidou

2023

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Problem: Awareness of children, who experience movement, particularly motor coordination difficulties, has increased dramatically over the last ten years. These motor coordination problems of children with Developmental Coordination Disorder (DCD) or/and Attention-Deficit / Hyperactivity Disorder (ADHD) have been frequently associated with poor visual and spatial eye-vision processing. Background: Motor control difficulties for DCD and ADHD children have been discussed in detail. However, just a little is known about the influence of the natural environment on these disorders. Even more, the built environment’s impact as a spatial cognition and coordination functionality has never been considered. Aim: This pilot and innovative study aim to identify the correlation between and evaluate the visual contribution of the so-called “spatial compound linear geometries” and DCD children’s motor/walking control. Methodology: Twenty children aged 5 to 8 years with DCD difficulties (two intervention groups, one with 10 boys and the other one with 10 girls) were assessed by a statistical structural evaluation in three built environments (two urban parks and one pocket park), under two conditions (rich or not in trees, flora, and PnP linear geometries), and different motor coordination control situations (static balance, dynamic balances, dark condition). Results: The worst performances (regarding movement disorders and motor coordination problems) were observed for both groups with DCD children playing in parks poor in or without trees, flora, and spatial compound linear geometries. Instead, a significant performance (strong statistical correlation) was found for the same intervention group (DCD children’s boys or girls) playing in parks rich in trees, flora, and vegetation (natural environment). The best performance (very strong statistical correlation) was detected in parks rich in a natural environment and linear geometries. Conclusions: While the natural environment contribution is bibliographically known, the best performance finding of the visual contribution of the spatial compound linear geometries, as spatial landmarks enriching the visual-spatial motor/walking functionalities for Children with DCD disorder, could provide new cognitive approaches towards an understanding of children’s Developmental Coordination Disorder and walking physiology. DCD children’s performance, scores, and cues were related to both the natural environment and the spatial compound linear geometries as spatial landmark motor coordination cues and spatio-temporal clues. The significant variability in sensory processing among children with DCD, ADHD, and co-occurring symptoms can contribute to understanding how neurological and social factors correlate across diagnoses. Also, derived observations for stepping errors, Gait analysis (variables), and spatio-temporal clues conclude that visual eye-based processing interrelates with motor coordination problems, performance, inattention, environmental conditions (dark), sex identity (boys, girls), and DCD hyperactivity. Applications: Development of interactive visual applications for (i) human spatial cognition and movement improvement; and (ii) children’s motor control and coordination refinement.

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tDCS in Child and Adolescent Psychiatry

Salehinejad

Vicario

Vila-Rodriguez

et al. 2021

Transcranial Direct Current Stimulation in Neuropsychiatric Disorders

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The Therapeutic Potential of Non-invasive Neurostimulation for Motor Skill Learning in Children with Neurodevelopmental Disorders

Cited by 8 publications

References 90 publications

Effects of Transcranial Direct Current Stimulation on Motor Function in Children 8–12 Years With Developmental Coordination Disorder: A Randomized Controlled Trial

Effects of Transcranial Direct Current Stimulation on Motor Function in Children 8–12 Years With Developmental Coordination Disorder: A Randomized Controlled Trial

Visual Contribution to Motor Skill DCD Disorders & Walking Physiology Using Spatial Cognition and Linear Geometries as Landmark Coordination Cues

tDCS in Child and Adolescent Psychiatry

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