Relationship between Motor Coordination, Cognitive Abilities, and Academic Achievement in Japanese Children with Neurodevelopmental Disorders

Abstract

Background/ObjectiveMotor coordination impairment is common in children with neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (AD/HD). The purpose of this study was to investigate the relationship between motor coordination, cognitive ability, and academic achievement in Japanese children with neurodevelopmental disorders.MethodsThirty-four school-age (6–12 years old) children with neurodevelopmental disorders and 34 age-matched typically developing (TD) children were recruited in this study. Correlations between the scores of the Movement Assessment Battery for Children-2 (M-ABC2) and the Kaufman Assessment Battery for Children — Second Edition (K-ABCII) that assesses cognitive abilities, and academic achievement were analyzed.ResultsThe children with neurodevelopmental disorders obtained a lower total score and all component scores on M-ABC2 compared to the TD children. In children with neurodevelopmental disorders, M-ABC2 Manual Dexterity score was significantly correlated with K-ABCII Simultaneous Processing (r = .345, p = .046), Knowledge (r = .422, p = .013), Reading (r = .342, p = .048), Writing (r = .414, p = .017), and Arithmetic (r = .443, p = .009) scores. In addition, M-ABC2 Balance score was significantly correlated with K-ABCII Learning (r = .341, p = .048), Writing (r = .493, p = .004), and Arithmetic (r = .386, p = .024) scores.ConclusionThese findings stress that it is essential to accurately identify motor coordination impairments and the interventions that would consider motor coordination problems related to cognitive abilities and academic achievement in Japanese children with neurodevelopmental disorders.

Cognitive Competence of a Child in Primary School Age in the Context of Gross Motor Skills

“…Some authors point out the inadequate work of primary school teachers who do not encourage pupils' interest in, for example, mathematics and technical sciences (Cimpian et al, 2016; Riegle-Crumb a Humphries, 2012). Higashionna et al (2017) emphasize that it is necessary to identify precisely the possibilities for interventions that would help solve the problems of motor coordination and related cognitive abilities in children.…”

Contribuciones de la Neuropsicología a nivel educativo: un análisis teórico y reflexivo

“…Por su parte, las Praxias se asocian con la producción de movimientos de ejecución voluntaria, orientados al desarrollo de tareas motoras a nivel cortical. Estudios recientes sobre dificultades en la ejecución motora también sugieren limitaciones en el rendimiento académico de estudiantes (Higashionna et al, 2017;Macdonald et al, 2018). La disfunción en el desarrollo de estas habilidades puede acarrear dificultades relacionadas con el aprendizaje a nivel escolar.…”

Gross Motor Skills And Verbal Competences Of A Primary Aged Child

“…Fundamental motor skills are currently in scope of attention of many researches from different points and perspectives (Akbari et al, 2009;Payne & Isaacs, 2011;Gashaj, Oberer, Mast, & Roebers, 2019;https://doi.org/10.15405/epsbs.2019.11.53 Corresponding Author: Zdeněk Rechtik Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 442 Cadoret et al, 2018;Higashionna et al, 2017;El-Hady, El-Azim, & El, 2018;Oberer, Gashaj, & Roebers, 2018). Deeper understanding of this perspective and important issue can lead to increased quality of education, which is important for future welfare of the society.…”

“…Many authors in recent years investigate motor skills in connection with different cognitive abilities (Gashaj, Oberer, Mast, & Roebers, 2019;Cadoret et al, 2018;Higashionna et al, 2017;El-Hady, El-Azim, & El, 2018;Oberer, Gashaj, & Roebers, 2018). The results and points of perspectives are different across the field.…”