Executive functions in kindergarten children at risk for developmental coordination disorder

Alesi, Marianna; Pecoraro, Donatella; Pepi, Annamaria

doi:10.1080/08856257.2018.1468635

Cited by 20 publications

(30 citation statements)

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“…The poor perceptions of movement and the lack of planning prevent those children from acquiring more complex motor skills (Brown-Lum & Zwicker, 2015;Zwicker, Missiuna, Harris, & Boyd, 2012). The weak motor scores are related with poor achievement in reading, writing, and mathematics tasks (Alloway, 2007;Asonitou, Koutsouki, Kourtessis, & Charitou, 2012;Gomez, Piazza, & Jobert, 2015;Pieters, Desoete, Van Waelvelde, Vanderswalmen, & Roeyers, 2012) and with deficits in essential cognitive functions, such as inhibition control, working memory, and planning (Houwen, van der Veer, Visser, & Cantell, 2017) in children with DCD (Bernardi, Leonard, Hill, Botting, & Henry, 2017;Leonard, Bernardi, Hill, & Henry, 2015a) and at-risk of DCD (Alesi, Pecoraro, & Pepi, 2019;Houwen et al, 2017).…”

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confidence: 99%

“…The disorder affects these executive functions (Houwen et al, 2017;Leonard & Hill, 2015). The deficits are evident for children with DCD (Wilson et al, 2017) and at-risk of DCD (Alesi et al, 2019) in dual-tasks that require adaptation, adjustment, and response inhibition, constraining children ability to improve motor control and to automate motor skills (Wilson et al, 2017). Furthermore, although working memory, inhibitory control, and cognitive flexibility improve across childhood for children with TD , children with DCD have persistent deficits in some executive function components that affect school performance (Bernardi et al, 2017;Leonard et al, 2015a;Schott & Holfelder, 2015).…”

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Executive function in children with and without developmental coordination disorder: A comparative study

Sartori

Valentini

Fonseca

2020

Child

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Background Children with motor impairments also show poor performance in some executive functions' components. However, there is no consensus on which specific executive subdomain is more impacted. Aim The objective of this study was to compare executive functions in children with developmental coordination disorder (DCD), at risk for DCD (r‐DCD), and in typically developing (TD) children. Methods and Procedures A sample of 397 children was assessed using the MABC‐2. Two groups of children were identified; DCD (n = 63) and at r‐DCD (n = 31). A third matched group of children with TD (n = 63) was formed. The MABC‐2 checklist and the WASI tests were used as screening tools. Measures of executive function including verbal and nonverbal tasks for working memory, inhibitory control, and cognitive flexibility were tested. Multivariate analysis of variance followed by analyses of variance and Bonferroni tests were used to verify group effects on executive functions. Results A significant group effects were found for Working Memory, Λ = .78, F(4, 360) = 10.12, p ≤ .001, ηp2 = .12; Inhibitory Control, Λ = .59, F(16, 294) = 5.48, p ≤ .001, ηp2 = .23; and Cognitive Flexibility and Inhibitory Control, Λ = .60, F(22, 288) = 3.74, p ≤ .001, ηp2 = .22, with moderate effect sizes. The DCD group showed lower scores compared with the TD group on the visuospatial and verbal working memory; inhibitory control and in tasks of cognitive flexibility; the r‐DCD group showed lower scores compared with the TD group for visuospatial working memory and for cognitive flexibility. Conclusions and Implications Poor performance in several measures of executive functions in children with DCD emphasized the need of motor/executive task‐specific interventions. Furthermore, children at r‐DCD showed low scores in several executive functions; therefore, preventive services should also be provided for this subclinical group.

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Executive function in children with and without developmental coordination disorder: A comparative study

Sartori

Valentini

Fonseca

2020

Child

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“…This theoretical claim about a relationship between the motor and cognitive domains, more specifically the relationship between motor skills and executive functions (EFs) has attracted the attention of many early childhood researchers over the years. Thus far, research has not been able to elucidate a clear picture on the relationship between these two domains (Livesey et al, 2006;Michel et al, 2011;Lehmann et al, 2014;Houwen et al, 2017;Oberer et al, 2017;Alesi et al, 2019;Maurer and Roebers, 2019), as studies have used different and sometimes limited sets of only one or two motor skills and/or EFs. In addition, previous studies have examined the relationship between motor skills and EFs on exclusively one level (i.e., on an item-level or a construct-level), making it difficult to gain insight into the multi-level nature of the relationship.…”

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confidence: 99%

Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children

et al. 2020

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There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of taskspecific and latent relationships between a range of motor skills and EFs in preschool children. The sample consisted of 198 3-to 5-year-old children (102 boys; 51.5%). Motor skills were assessed using the Movement Assessment Battery for Children Second Edition. EFs were assessed with the performance-based tasks 'Day/Night,' 'Hand Tapping,' 'Forward Corsi Block,' 'Forward Digit Recall,' and 'Conflict Task,' and a rating-based EF measure (i.e., the Behavior Rating Inventory of Executive Functioning-Preschool version). Task-specific relationships were examined using zeroorder Pearson correlations. Latent factors of motor skills and EFs were examined using confirmatory factor analysis and exploratory structural equation modeling. Structural equation modeling (SEM) was used to examine latent relationships. The results of the Pearson correlation analyses showed statistically significant albeit weak correlations between specific motor and EF items (r = 0.15 to r = 0.23). SEM showed non-significant weak relationships between a general motor factor (as a unitary latent construct) on the one hand, and performance-based EFs and rating-based EFs (as latent EF components) on the other hand. In conclusion, this study suggested only weak relationships between motor skills and EFs in preschool children with no clear differences between their task-specific and latent relationships.

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“…However, there is almost no information about literacy readiness in young children aged 3-6 years despite the increasing research interest in the relationship between motor and cognitive abilities (Carson et al, 2016;Coleman, Piek and Livesey, 2001; Franco and Justo, 2009;Herrero, 2000;Michel, Molitor and Schneider, 2018;Piek et al, 2004;Torres-Luque et al, 2016 although the onset may be identified at earlier ages (Blank et al, 2012). To do this, a screening was done on all kindergarten children from one public school located in quarter of medium socioeconomic level (Alesi, Pecoraro and Pepi, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Additional inclusion criteria were: 1. absence of a diagnosis of intellectual disability, visual or neurological impairment; 2. absence of a diagnosis of neurodevelopmental Cuadernos de Psicología del Deporte, 19, 1 (enero) Motor differentiation`s and cognitive skill in pre-scholar age 53 disorders. Of these 13 children, matched for gender, were randomly chosen and assigned to a comparison group.Children at risk for DCD and TD children were recruited from kindergarten schools(Alesi, Pecoraro and Pepi, 2018). The catchment areas of these schools were predominately of middle socioeconomic status as judged by parents' education and employment.…”

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Motor differentiation`s and cognitive skill in pre-scholar age

Alesi

Gómez-López

Bianco

2018

CPD

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Little research has been produced about literacy readiness in Kindergarten children at risk for Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age Little research has been produced about literacy readiness in Kindergarten children at risk for Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age

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Executive functions in kindergarten children at risk for developmental coordination disorder

Cited by 20 publications

References 44 publications

Executive function in children with and without developmental coordination disorder: A comparative study

Executive function in children with and without developmental coordination disorder: A comparative study

Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children

Motor differentiation`s and cognitive skill in pre-scholar age

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