The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
David W Grissmer - One of the best experts on this subject based on the ideXlab platform.
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how are Motor Skills linked to children s school performance and academic achievement
Child Development Perspectives, 2016Co-Authors: Claire E Cameron, William M Murrah, Elizabeth A Cottone, David W GrissmerAbstract:Children need a range of Skills to transition successfully to formal schooling. In early childhood classrooms, children must master their fine and gross Motor Skills. In this article, we review the evidence that links Motor Skills to diverse school outcomes, then describe three sets of cognitive processes—Motor coordination, executive function, and visuospatial Skills—that are tapped by Motor assessments. We then use these processes to explain how Motor Skills are implicated in children's self-regulation and their emergent literacy and numeracy. We conclude by encouraging theoretical and methodological approaches to clarify the mechanisms that implicate Motor Skills in school performance and achievement.
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fine Motor Skills and executive function both contribute to kindergarten achievement
Child Development, 2012Co-Authors: Claire E Cameron, Laura L Brock, William M Murrah, Lindsay H Bell, Samantha L Worzalla, David W Grissmer, Frederick J MorrisonAbstract:This study examined the contribution of executive function (EF) and multiple aspects of fine Motor Skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds’ (n = 213) fine and gross Motor Skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock–Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine Motor Skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine Motor Skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.
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fine Motor Skills and early comprehension of the world two new school readiness indicators
Developmental Psychology, 2010Co-Authors: David W Grissmer, William M Murrah, Kevin J Grimm, Sophie M Aiyer, Joel S SteeleAbstract:Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing Skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social Skills or internalizing and externalizing behavior. We incorporated Motor Skills measures from 3 of the data sets and found that fine Motor Skills are an additional strong predictor of later achievement. Using one of the data sets, we also predicted later science scores and incorporated an additional early test of general knowledge of the social and physical world as a predictor. We found that the test of general knowledge was by far the strongest predictor of science and reading and also contributed significantly to predicting later math, making the content of this test another important kindergarten readiness indicator. Together, attention, fine Motor Skills, and general knowledge are much stronger overall predictors of later math, reading, and science scores than early math and reading scores alone.
Catherine Lord - One of the best experts on this subject based on the ideXlab platform.
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damaging de novo mutations diminish Motor Skills in children on the autism spectrum
Proceedings of the National Academy of Sciences of the United States of America, 2018Co-Authors: Andreas Buja, Catherine Lord, Natalia Volfovsky, Abba M Krieger, Alex E Lash, Michael Wigler, Ivan IossifovAbstract:In individuals with autism spectrum disorder (ASD), de novo mutations have previously been shown to be significantly correlated with lower IQ but not with the core characteristics of ASD: deficits in social communication and interaction and restricted interests and repetitive patterns of behavior. We extend these findings by demonstrating in the Simons Simplex Collection that damaging de novo mutations in ASD individuals are also significantly and convincingly correlated with measures of impaired Motor Skills. This correlation is not explained by a correlation between IQ and Motor Skills. We find that IQ and Motor Skills are distinctly associated with damaging mutations and, in particular, that Motor Skills are a more sensitive indicator of mutational severity than is IQ, as judged by mutational type and target gene. We use this finding to propose a combined classification of phenotypic severity: mild (little impairment of either), moderate (impairment mainly to Motor Skills), and severe (impairment of both IQ and Motor Skills).
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damaging mutations are associated with diminished Motor Skills and iq in children on the autism spectrum
bioRxiv, 2017Co-Authors: Andreas Buja, Catherine Lord, Natalia Volfovsky, Abba M Krieger, Alex E Lash, Michael Wigler, Ivan IossifovAbstract:In individuals with Autism Spectrum Disorder (ASD), de novo mutations have previously been shown to be significantly correlated with lower IQ, but not with the core characteristics of ASD: deficits in social communication and interaction, and restricted interests and repetitive patterns of behavior. We extend these findings by demonstrating in the Simons Simplex Collection that damaging de novo mutations in ASD individuals are also significantly and convincingly correlated with measures of impaired Motor Skills. This correlation is not explained by a correlation between IQ and Motor Skills. We find that IQ and Motor Skills are distinctly associated with damaging mutations and, in particular, that Motor Skills are a more sensitive indicator of mutational severity, as judged by the type and its gene target. We use this finding to propose a combined classification of phenotypic severity: mild (little impairment of both), moderate (impairment mainly to Motor Skills) and severe (impairment of both).
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Motor Skills and calibrated autism severity in young children with autism spectrum disorder
Adapted Physical Activity Quarterly, 2014Co-Authors: Megan Macdonald, Catherine Lord, Dale A UlrichAbstract:In addition to the core characteristics of autism spectrum disorder (ASD), Motor skill deficits are present, persistent, and pervasive across age. Although Motor skill deficits have been indicated in young children with autism, they have not been included in the primary discussion of early intervention content. One hundred fifty-nine young children with a confirmed diagnosis of ASD (n = 110), PDD-NOS (n = 26), and non-ASD (n = 23) between the ages of 14–33 months participated in this study.1 The univariate general linear model tested the relationship of fine and gross Motor Skills and social communicative Skills (using calibrated autism severity scores). Fine Motor and gross Motor Skills significantly predicted calibrated autism severity (p < .05). Children with weaker Motor Skills have greater social communicative skill deficits. Future directions and the role of Motor Skills in early intervention are discussed.
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the relationship of Motor Skills and adaptive behavior Skills in young children with autism spectrum disorders
Research in Autism Spectrum Disorders, 2013Co-Authors: Megan Macdonald, Catherine Lord, Dale A UlrichAbstract:Abstract Objective To determine the relationship of Motor Skills and adaptive behavior Skills in young children with autism. Design A multiple regression analysis tested the relationship of Motor Skills on the adaptive behavior composite, daily living, adaptive social and adaptive communicative Skills holding constant age, non-verbal problem solving, and calibrated autism severity. Setting Majority of the data collected took place in an autism clinic. Participants A cohort of 233 young children with ASD ( n = 172), PDD-NOS ( n = 22) and non-ASD (developmental delay, n = 39) between the ages of 14–49 months were recruited from early intervention studies and clinical referrals. Children with non-ASD (developmental delay) were included in this study to provide a range of scores indicted through calibrated autism severity. Interventions Not applicable. Main outcome measures The primary outcome measures in this study were adaptive behavior Skills. Results Fine Motor Skills significantly predicted all adaptive behavior Skills ( p p Conclusions The fine and gross Motor Skills are significantly related to adaptive behavior Skills in young children with autism spectrum disorder. There is more to focus on and new avenues to explore in the realm of discovering how to implement early intervention and rehabilitation for young children with autism and Motor Skills need to be a part of the discussion.
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the relationship of Motor Skills and social communicative Skills in school aged children with autism spectrum disorder
Adapted Physical Activity Quarterly, 2013Co-Authors: Megan Macdonald, Catherine Lord, Dale A UlrichAbstract:Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication Skills. The purpose of this study is to determine whether the functional Motor Skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative Skills. It is hypothesized that children with better Motor Skills will have better social communicative Skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of Motor Skills on social communicative Skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control Motor Skills significantly predicted calibrated ASD severity (p < .05). Children with weaker Motor Skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.
Irene R Faber - One of the best experts on this subject based on the ideXlab platform.
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can perceptuo Motor Skills assessment outcomes in young table tennis players 7 11 years predict future competition participation and performance an observational prospective study
PLOS ONE, 2016Co-Authors: Irene R Faber, Marije T Elferinkgemser, N Faber, F G J Oosterveld, Maria Nijhuisvan Der W G SandenAbstract:Forecasting future performance in youth table tennis players based on current performance is complex due to, among other things, differences between youth players in growth, development, maturity, context and table tennis experience. Talent development programmes might benefit from an assessment of underlying perceptuo-Motor Skills for table tennis, which is hypothesized to determine the players' potential concerning the perceptuo-Motor domain. The Dutch perceptuo-Motor Skills assessment intends to measure the perceptuo-Motor potential for table tennis in youth players by assessing the underlying Skills crucial for developing technical and tactical qualities. Untrained perceptuo-Motor tasks are used as these are suggested to represent a player's future potential better than specific sport Skills themselves as the latter depend on exposure to the sport itself. This study evaluated the value of the perceptuo-Motor Skills assessment for a talent developmental programme by evaluating its predictive validity for competition participation and performance in 48 young table tennis players (7-11 years). Players were tested on their perceptuo-Motor Skills once during a regional talent day, and the subsequent competition results were recorded half-yearly over a period of 2.5 years. Logistic regression analysis showed that test scores did not predict future competition participation (p >0.05). Yet, the Generalized Estimating Equations analysis, including the test items 'aiming at target', 'throwing a ball', and 'eye-hand coordination' in the best fitting model, revealed that the outcomes of the perceptuo-Motor Skills assessment were significant predictors for future competition results (R2 = 51%). Since the test age influences the perceptuo-Motor Skills assessment's outcome, another multivariable model was proposed including test age as a covariate (R2 = 53%). This evaluation demonstrates promising prospects for the perceptuo-Motor Skills assessment to be included in a talent development programme. Future studies are needed to clarify the predictive value in a larger sample of youth competition players over a longer period in time.
William M Murrah - One of the best experts on this subject based on the ideXlab platform.
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how are Motor Skills linked to children s school performance and academic achievement
Child Development Perspectives, 2016Co-Authors: Claire E Cameron, William M Murrah, Elizabeth A Cottone, David W GrissmerAbstract:Children need a range of Skills to transition successfully to formal schooling. In early childhood classrooms, children must master their fine and gross Motor Skills. In this article, we review the evidence that links Motor Skills to diverse school outcomes, then describe three sets of cognitive processes—Motor coordination, executive function, and visuospatial Skills—that are tapped by Motor assessments. We then use these processes to explain how Motor Skills are implicated in children's self-regulation and their emergent literacy and numeracy. We conclude by encouraging theoretical and methodological approaches to clarify the mechanisms that implicate Motor Skills in school performance and achievement.
-
fine Motor Skills and executive function both contribute to kindergarten achievement
Child Development, 2012Co-Authors: Claire E Cameron, Laura L Brock, William M Murrah, Lindsay H Bell, Samantha L Worzalla, David W Grissmer, Frederick J MorrisonAbstract:This study examined the contribution of executive function (EF) and multiple aspects of fine Motor Skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds’ (n = 213) fine and gross Motor Skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock–Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine Motor Skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine Motor Skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.
-
fine Motor Skills and early comprehension of the world two new school readiness indicators
Developmental Psychology, 2010Co-Authors: David W Grissmer, William M Murrah, Kevin J Grimm, Sophie M Aiyer, Joel S SteeleAbstract:Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing Skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness factors with 6 longitudinal data sets. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social Skills or internalizing and externalizing behavior. We incorporated Motor Skills measures from 3 of the data sets and found that fine Motor Skills are an additional strong predictor of later achievement. Using one of the data sets, we also predicted later science scores and incorporated an additional early test of general knowledge of the social and physical world as a predictor. We found that the test of general knowledge was by far the strongest predictor of science and reading and also contributed significantly to predicting later math, making the content of this test another important kindergarten readiness indicator. Together, attention, fine Motor Skills, and general knowledge are much stronger overall predictors of later math, reading, and science scores than early math and reading scores alone.
Korbinian Moeller - One of the best experts on this subject based on the ideXlab platform.
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putting a finger on numerical development reviewing the contributions of kindergarten finger gnosis and fine Motor Skills to numerical abilities
Frontiers in Psychology, 2020Co-Authors: Roberta Barrocas, Stephanie Roesch, Caterina Gawrilow, Korbinian MoellerAbstract:The well-documented association between fingers and numbers is not only based on the observation that most children use their fingers for counting and initial calculation, but also on extensive behavioral and neuro-functional evidence. In this article, we systematically review developmental studies evaluating the association between finger sensoriMotor Skills (that is, finger gnosis and fine Motor Skills) and numerical abilities. In sum, reviewed studies were found to provide evidential value and indicated that both finger gnosis and fine Motor Skills predict measures of counting, number system knowledge, number magnitude processing, and calculation ability. Therefore, specific and unique contributions of both finger gnosis and fine Motor Skills to the development of numerical Skills seem to be substantiated. Through critical consideration of the reviewed evidence, we suggest that the association of finger gnosis and fine Motor Skills with numerical abilities may emerge from a combination of functional and redeployment mechanisms, in which the early use of finger-based numerical strategies during childhood might be the developmental process by which number representations become intertwined with the finger sensoriMotor system, which carries an innate predisposition for said association to unfold. Further research is nonetheless necessary to clarify the causal mechanisms underlying this association.
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Putting a finger on numerical development – reviewing the contributions of kindergarten finger gnosis and fine Motor Skills to numerical abilities
2020Co-Authors: Roberta Barrocas, Stephanie Roesch, Caterina Gawrilow, Korbinian MoellerAbstract:The well-documented association between fingers and numbers is not only based on the observation that most children use their fingers for counting and initial calculation, but also on extensive behavioral and neuro-functional evidence. In this article, we critically review developmental studies evaluating the association between finger sensoriMotor Skills (i.e., finger gnosis and fine Motor Skills) and numerical abilities. In sum, reviewed studies were found to provide evidential value and indicated that both finger gnosis and fine Motor Skills predict measures of counting, number system knowledge, number magnitude processing, and calculation ability. Therefore, specific and unique contributions of both finger gnosis and fine Motor Skills to the development of numerical Skills seem to be substantiated. Through critical consideration of the reviewed evidence, we suggest that the association of finger gnosis and fine Motor Skills with numerical abilities may emerge from a combination of functional and redeployment mechanisms, in which the early use of finger-based numerical strategies during childhood might be the developmental process by which number representations become intertwined with the finger sensoriMotor system, which carries an innate predisposition for said association to unfold. Further research is nonetheless necessary to clarify the causal mechanisms underlying this association
