An Investigative Study of Early Developmental Factors in Children with Motor/Learning Difficulties

Stephenson, Elizabeth A.; McKay, Christina; Chesson, Rosemary

doi:10.1177/030802269005300103

Cited by 11 publications

(12 citation statements)

References 4 publications

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“…The experience described by parents in this study of negotiating the maze of health care services is also remarkably similar to studies conducted in other countries with parents who have children with motor coordination problems (Pless et al, 2001;Sprinkle & Hammond, 1997;Stephenson et al, 1990). There is consistent evidence that parents notice differences in their child during the preschool years, but diagnosis or confirmation from others is typically delayed until the child enters the school system and begins to experience secondary difficulties (Ahern, 2000;Losse et al 1991).…”

Section: Discussionsupporting

confidence: 79%

“…Two studies, one conducted in Scotland (Stephenson, McKay, & Chesson, 1990) and the other in Australia (Ahern, 2000), have explored the experiences of parents when trying to obtain a diagnosis for their child's motor difficulties. Findings from both studies highlighted the frustrations experienced by parents and the many attempts that they made to get confirmation from health professionals regarding their child's condition.…”

mentioning

confidence: 99%

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Mysteries and Mazes: Parents' Experiences of Children with Developmental Coordination Disorder

et al. 2006

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Section: Discussionsupporting

confidence: 79%

mentioning

confidence: 99%

Mysteries and Mazes: Parents' Experiences of Children with Developmental Coordination Disorder

et al. 2006

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“…Methods of data analysis and findings were discussed jointly and evaluated by the assessor and interviewers (two occupational therapists and one child and family psychiatrist). For further details of the study's methods and techniques, see Stephenson et al (1990) and Chesson et al (1990).…”

Section: Methodsmentioning

confidence: 99%

The identification and treatment of motor/learning difficulties: parents’perceptions and the role of the therapist

Stephenson¹,

McKay²,

Chesson³

1991

Child

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The diagnostic experience of 31 children, assessed as having motor/learning difficulties, attending an occupational therapy department within a children's hospital, was investigated. The study demonstrates the difficulty of specific identification of perceptuomotor problems. Close examination of the children's individual diagnostic pathways revealed a high number of health-care professional contacts and the fact that frequently there were lengthy gaps between parental (and sometimes professional) suspicions and final confirmation. The children's diagnostic experiences prior to starting treatment were varied and involved, and no one single route was predominant. The rationale for occupational-therapy assessment and treatment of this disorder is described, and parental perceptions of its effect are discussed. The findings suggest that an important part of therapeutic intervention may be increasing children's self-confidence and reducing intra and extra family tensions. Fewer behavioural problems were reported once treatment had commenced. It was concluded that an important part of the therapist's role was to provide information and support for parents and to liaise with school teachers, in addition to treating the children themselves.

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“…Sovik and Maeland (1986) pointed out that, although it is possible to observe clumsiness during the preschool period, it is only when children start regular schooling that they will confront the problems related to this kind of behaviour. Early detection has been advocated by both educators and health care professionals (Dussart, 1994;Haubenstricker, 1982;Kirk, 1987;Schoemaker, Hijlkema & Kalverboer, 1994;Stephenson, McKay & Chesson, 1990). The concept of early identification of preacademic problems in the preschooler was advocated by Miller (1982) and prompted the development of a screening tool called the Miller Assessment for Preschoolers (MAP).…”

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confidence: 99%

Aspects of Motor Performance and Preacademic Learning

Feder¹,

Kerr²

1996

Can J Occup Ther

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This study examined preschool children's performance on a pursuit tracking task in relation to specific performance on motor and cognitive measures of preacademic skill development. Fifty children, ages 4.3 to 5.8 years were tested using the Miller Assessment for Preschoolers (MAP)and number/counting items. High and low performance groups were designated based on performance on the MAP, individual MAP spatial items as well as number/counting items. Groups were compared based on their performance on a pursuit tracking task. Results indicated that the low performance number/counting concept group demonstrated a significantly slower average response time, overshoot movement time and reaction time. These findings offer support for an underlying perceptual-motor difficulty in children exhibiting low scores on preacademic tasks of mathematical concepts. The low MAP and spatial groups demonstrated a significantly higher rate of overshoots, suggesting difficulty in processing visual spatial information. RESUME Le but de cette étude était d'examiner la performance d'enfants d'âge préscolaire lors d'une tâche de poursuite, en relation avec une performance spécifique lors d'épreuves motrices et cognitives mesurant le développement des habiletés préscolaires. On a testé 50 enfants âgés de 4,3 à 5,8 ans à l'aide du Miller Assessment for Preschoolers (MAP) et d'items sur les concepts des nombres et du calcul. Les groupes ont été classés en deux catégories, soit performance élevée et faible performance, en fonction de leur performance sur le MAP, sur des items particuliers du MAP portant sur les notions spatiales et sur les items sur les concepts des nombres et du calcul. On a ensuite comparé les groupes en fonction de leur performance lors d'une tâche de poursuite. Les résultats ont indiqué que le groupe ayant obtenu une faible performance pour les items sur les concepts des nombres et du calcul a démontré un temps de réponse moyen, un temps d'exécution du mouvement de poursuite et un temps de réaction sensiblement plus lents. Ces résultats démontrent une difficulté perceptive et motrice sous-jacente chez les enfants qui présentent des scores faibles dans les tâches sur les concepts mathématiques préscolaires. Les groupes ayant présenté une faible performance pour le MAP et les items sur les notions spatiales ont obtenu des taux sensiblement plus élevés de mouvements imprécis, ce qui suggère des difficultés dans le traitement de l'information visuo-spatiale. Katya P. Feder, M.Sc., B.M.R.,O.T.(C) is a private practice occupational therapist currently pursuing doctoral studies in Rehabilitation

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An Investigative Study of Early Developmental Factors in Children with Motor/Learning Difficulties

Cited by 11 publications

References 4 publications

Mysteries and Mazes: Parents' Experiences of Children with Developmental Coordination Disorder

Mysteries and Mazes: Parents' Experiences of Children with Developmental Coordination Disorder

The identification and treatment of motor/learning difficulties: parents’perceptions and the role of the therapist

Aspects of Motor Performance and Preacademic Learning

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