Background: Motor development allows infants to gain knowledge of the world but its vital role in social development is often ignored. Method: A systematic search for papers investigating the relationship between motor and social skills was conducted, including research in typical development and in Developmental Coordination Disorder, Autism Spectrum Disorders and Specific Language Impairment. Results: The search identified 42 studies, many of which highlighted a significant relationship between motor skills and the development of social cognition, language and social interactions. Conclusions: This complex relationship requires more attention from researchers and practitioners, allowing the development of more tailored intervention techniques for those at risk of motor, social and language difficulties. Key Practitioner Message Significant relationships exist between the development of motor skills, social cognition, language and social interactions in typical and atypical development  Practitioners should be aware of the relationships between these aspects of development and understand the impact that early motor difficulties may have on later social skills  Complex relationships between motor and social skills are evident in children with ASD, DCD and SLI  Early screening and more targeted interventions may be appropriate Acknowledgements

The aim of the current paper was to use data from a prospective study to assess the impact of early motor skills on the rate of language development in infants with an older sibling with Autism Spectrum Disorder (ASD), who are at increased risk of developing ASD themselves. Infants were tested prospectively at four points (7, 14, 24 and 36 months), and were assessed for ASD at the last visit. Latent growth curve analysis was used to model rate of language development using the Vineland Adaptive Behavior Scales between 7-36 months in infants at high and low familial risk for ASD. Motor scores from the Mullen Scales of Early Learning at 7 months were used as predictors of language growth. Gross motor scores predicted the subsequent rate of expressive, but not receptive, language development in at-risk siblings who were later diagnosed with ASD. Although the pattern was similar for fine motor skills, the relationship did not reach significance. It seems that early motor delay impacts the rate of development of expressive language, and this may be of particular importance to infants at increased risk of developing ASD.

Motor and social difficulties are often found in children with an autism spectrum disorder (ASD) and with developmental coordination disorder (DCD), to varying degrees. This study investigated the extent of overlap of these problems in children aged 7–10 years who had a diagnosis of either ASD or DCD, compared to typically-developing controls. Children completed motor and face processing assessments. Parents completed questionnaires concerning their child’s early motor and current motor and social skills. There was considerable overlap between the ASD and DCD groups on the motor and social assessments, with both groups more impaired than controls. Furthermore, motor skill predicted social functioning for both groups. Future research should consider the relationships between core symptoms and their consequences in other domains.

This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link:http://openaccess.city.ac.uk/5124/ Link to published version: http://dx.doi.org/10. 1080/87565641.2014.997933 Copyright and reuse: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. AbstractThe current study assessed a comprehensive range of executive functions (EFs) in children with poor motor skills, comparing profiles of children with a diagnosis of developmental coordination disorder (DCD) and those identified with motor difficulties (MD). Children in both groups performed more poorly than typically-developing controls on (Geuze, 2005). The DLPFC is also closely linked to the cerebellum, a central structure in motor control, suggesting that motor impairments could have concomitant effects on cognitive functioning (Diamond, 2000). This relationship between motor and cognitive functioning is the focus of the present study.One area of cognitive functioning that may be affected in DCD, with particular implications for academic achievement, is that of 'executive functioning' (EF; Best, Miller, & Naglieri, 2011;St Clair-Thompson & Gathercole, 2006). This term covers a range of highlevel abilities, including planning, switching between tasks, inhibiting responses and storing information in memory while processing another task (Henry & Bettenay, 2010;Hill, 2004 & Howerter, 2000), the present study also assesses two further aspects of EF, planning and fluency, which have traditionally been studied in research with frontal lobe patients and those with other neurodevelopmental disorders (Pennington & Ozonoff, 1996).The current paper provides a detailed picture of the strengths and weaknesses of EF in children with DCD.Previous research investigating EF in DCD has reported mixed results. In measures of response inhibition, which require participants to either respond or inhibit their responses depending on the stimulus presented, children with a diagnosis of DCD make a similar number of errors to TD controls (e.g., Pratt, Leonard, Adeyinka, & Hill, 2014;Querne et al., 2008). However, when comparing button presses that were either congruent or incongruent with a visually-presented target, Mandich, Buckolz, and Polatajko (2002) reported that differences in errors between these two conditions were greater for those with DCD compared to TD controls. In tests of switching (e.g., "press button 'a' when you see stimulus Several methodological and interpretational difficulties arising from previous research into EF in DCD were addressed in the current study. One key issue is that many EF tasks require a motor response (such as pressing a button) or complex visuospatial processing, both of which may cause individuals with DCD to perform poorly due to impairments in these (...

Epithelioid hemangioendothelioma (EHE) is an ultra-rare, translocated, vascular sarcoma. EHE clinical behavior is variable, ranging from that of a low-grade malignancy to that of a high-grade sarcoma and it is marked by a high propensity for systemic involvement. No active systemic agents are currently approved specifically for EHE, which is typically refractory to the antitumor drugs used in sarcomas. The degree of uncertainty in selecting the most appropriate therapy for EHE patients and the lack of guidelines on the clinical management of the disease make the adoption of new treatments inconsistent across the world, resulting in suboptimal outcomes for many EHE patients. To address the shortcoming, a global consensus meeting was organized in December 2020 under the umbrella of the European Society for Medical Oncology (ESMO) involving >80 experts from several disciplines from Europe, North America and Asia, together with a patient representative from the EHE Group, a global, disease-specific patient advocacy group, and Sarcoma Patient EuroNet (SPAEN). The meeting was aimed at defining, by consensus, evidence-based best practices for the optimal approach to primary and metastatic EHE. The consensus achieved during that meeting is the subject of the present publication.

Analyses were conducted in order to investigate motor development in younger siblings of children diagnosed with autism spectrum disorder (ASD). Infants at familial risk and low risk of developing ASD were tested longitudinally between the ages of 7 and 36 months. Data were analysed from motor scales on the Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales at each age point. Significantly lower motor scores in at-risk infants were evident from the age of 7 months compared to the low-risk group. Infants who were later diagnosed with ASD demonstrated significantly poorer Fine Motor skills at 36 months than at-risk infants without any developmental difficulties. In addition, Gross Motor scores were highly correlated across the two measures for low-risk infants and infants who later developed ASD. Early motor difficulties may be an early indicator of a number of neurodevelopmental disorders, including ASD

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Throughout development, we gain increasing control over our bodies, allowing us to move around our environment and manipulate and use objects. This developing motor control is key to our understanding of the properties of our environment (Piaget, 1953). Being able to crawl or walk affects infants' understanding of the distance between objects, as well as the feel of different surfaces and slopes (Adolph and Joh, 2007). They will also be exposed to different risks in the environment, leading to a change in the relationships with their caregivers as they learn to use social information, such as facial expressions or tone of voice, to guide their exploration (Campos et al., 2000). The development of motor skills can therefore be viewed as part of an interactive developmental process with perceptual, social, and cognitive abilities (Thelen, 1992), which is subject to the constraints of the body and the environment. One theme of research which could help to provide more insight into these typical developmental processes is the study of neurodevelopmental disorders, in which expected interactions between different abilities may be disrupted. Motor difficulties have been highlighted in a number of neurodevelopmental disorders, including autism spectrum disorder (Provost et al., 2007), specific language impairment (Hill, 2001) and dyslexia (Nicolson et al., 2001), all of which have core deficits in other domains, such as language or social communication. The current article will focus on developmental coordination disorder (DCD), in which motor impairments are central to the diagnosis (see Table 1). DCD is relatively understudied and under-recognized in comparison to many other neurodevelopmental disorders, despite its prevalence of around 5–6% in the population (American Psychiatric Association, 2013). However, given the close connections between motor development and the other skills outlined above, this article will argue that DCD provides a model case for investigating the impact of poor motor skills on perceptual, social and cognitive development. A review of pertinent research will demonstrate the impact that poor motor skills can have on functioning in a number of different domains. Finally, the article will suggest that raising awareness of the relationships between these skills is a vital next step to aid earlier intervention for a range of perceptual, social and cognitive difficulties in individuals with motor difficulties. This will not only benefit those with DCD, but could also improve outcomes in a range of other neurodevelopmental disorders