The association between learning disorders, motor function, and primitive reflexes in pre-school children: A systematic review

Abstract

This study aimed to systematically review evidence of the association between learning disorders, motor function, and primitive reflexes in preschool children. Seven databases were systematically searched (EMBASE, CINAHL, Academic Search Complete, Medline, PsycINFO, ScienceDirect, and Cochrane) with no restrictions. Inclusion criteria were full text peer-reviewed articles reporting new empirical data, assessing any two of three phenomena in preschool children: learning disorders, motor function, or primitive reflexes. Intervention studies or studies examining congenital, chromosomal or acquired neurological, or pathological conditions and prematurity were excluded. Included papers ( n = 27) were assessed for methodological quality by the Hoy et al. Risk of bias tool. Learning and motor function were assessed in all except two articles and motor deficits found to be associated with speech/language and executive function as well as several areas of academic performance. Three studies included primitive reflexes, with high levels of the asymmetrical tonic neck reflex positively correlated with fine motor skills, “school readiness” and “impulsivity, hyperactivity and inattention.” Caution must be used when interpreting the review results due to significant study heterogeneity. Further research is needed to further understand common underlying mechanisms that may inform earlier diagnostic methods for these three phenomena. PROSPERO: CRD42021265793

Chronic Pain in Autistic Youth: Clinical Prevalence and Reflections on Tailoring Evidence-Based Interventions from an Interdisciplinary Treatment Team

“…Many patients had consistently retained their primitive reflexes (e.g., Moro, asymmetric tonic neck reflex, and symmetric tonic neck reflex), which typically remit in infancy. The lack of integration of these reflexes is common in individuals with neurodevelopmental disorders and is associated with difficulties with sensory processing, handwriting, midline crossing, hand–eye coordination, oculomotor deficits, reduced muscle tone, poor postural support, and attentional and working memory deficits [ 41 ]. Autistic youth tended to exhibit difficulties with postural control, gross and fine motor coordination, difficulties in grading motor forces, and difficulties with motor imitation, which were the most notable during the physical exam and when learning PT exercises.…”