Childhood Disorders: Learning and Motor Skills Disorders

2006 ◽  
pp. 26-31
Keyword(s):  
Motor Skills ◽  
Childhood Disorders ◽  
Motor Skills Disorders

Childhood-Onset Disorders

2017 ◽  
Author(s):  
Waqar Rizvi
Keyword(s):  
Intellectual Disability ◽  
Disruptive Behavior ◽  
Motor Skills ◽  
Behavior Disorders ◽  
Communication Disorders ◽  
Learning Disorders ◽  
Tic Disorders ◽  
Childhood And Adolescence ◽  
Childhood Onset ◽  
Motor Skills Disorders

This chapter provides a review of disorders first diagnosed in infancy, childhood, and adolescence including intellectual disability, learning disorders, motor skills disorders, communication disorders, attention deficit and disruptive behavior disorders, tic disorders, elimination disorders, kleptomania, and pyromania

scholarly journals Efficiency of Multisensoric Therapy in Autism Spectrum Disorder Patients

2018 ◽  
Vol 72 (3) ◽  
pp. 193-195
Author(s):  
Aleksandrs Vasiļonoks ◽  
Irisa Zīle ◽  
Valdis Folkmanis
Keyword(s):  
Motor Skills ◽  
Autism Spectrum ◽  
Speech Development ◽  
University Hospital ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Dance Movement ◽  
Motor Skills Disorders ◽  
Number Of Patients ◽  
Montessori Method

Abstract The aim of this study was to investigate the role of various treatment methods for children with autistic spectrum disorders (ASD). The prospective study was conducted in 2013–2015 at the Children’s University Hospital and Social Pediatric Centre of the University of Latvia. The data analysis included 72 children (2 to 5 year old) with ASD, of whom 38 had infantile autism, 16 had atypical autism, and 18 had other diffuse developmental disorder). 86.1% patients received therapy. The most common treatment was by Montessori method and special pedagogue. Other treatments were dance-movement therapy, animal, sand and one patient received spa treatments. Univariate OR analysis showed that Montessori therapy had a decreasing trend on three health disorders (visual, hearing, and fine motor skills disorders) compared with other types of therapy, but the effect was not statistically significant. Special pedagogue therapy for autism patients showed similar results. A significant effect was observed for fine motor skills (p < 0.05) and speech development (p < 0.05), and Montessori method and special education were shown to be the most effective tools for promoting developmental progress and reducing developmental delay. Special pedagogue method showed statistically significant efficiency in fine motor skills and speech development. However, significant differences were not found for the Montessori method due to a limited number of patients.

scholarly journals Application of Motor Development Scale: an integrative review

Revista CEFAC ◽  
2019 ◽  
Vol 21 (4) ◽  
Author(s):  
Maria Cecilia Souza Santos ◽  
Suraya Gomes Novais Shimano ◽  
Larissa Giovanna de Oliveira Araújo ◽  
Karina Pereira
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Methodological Quality ◽  
Case Control Studies ◽  
Cross Sectional ◽  
Motor Skills Disorders ◽  
Minimum Score ◽  
Newcastle Ottawa Scale ◽  
Cross Sectional Studies ◽  
Evidence Database

ABSTRACT Objective: to know, understand, and analyze studies that employed the Motor Development Scale as a method for motor evaluation. Methods: the study included the databases Scielo, Pubmed, Lilacs, Science Direct, Web of Science, Scopus and Cochrane to identify the studies, using the following keywords: child; motor skills; motor skills disorders. The methodological quality of cross-sectional studies was analyzed by the Loney scale, cohort and case-control studies were assessed by the Newcastle-Ottawa scale, and clinical trials by the Physiotherapy Evidence Database. Results: twenty studies met the inclusion criteria. There was predominance of cross-sectional studies, which had as main outcome the analysis of motor development of schoolchildren, children with obesity and overweight, premature, with Attention Deficit Hyperactivity Disorder, learning disabilities and Down syndrome. The studies presented objective criteria to measure the outcome and for interpretation and applicability of adequate results, although they did not reach the minimum score established by the assessment scales. Conclusion: the Motor Development Scale is being used in Brazil in several contexts, presenting clear and statistically consistent results, although the methodologies of studies do not fully meet the standards of methodological quality.

Toward an Understanding of Developmental Coordination Disorder

2002 ◽  
Vol 19 (1) ◽  
pp. 11-31 ◽  
Author(s):  
Sheila E. Henderson ◽  
Leslie Henderson
Keyword(s):  
Motor Skills ◽  
Developmental Coordination Disorder ◽  
Medical Model ◽  
Childhood Disorders ◽  
Positive Effects ◽  
Intelligence Studies ◽  
Specific Disorders ◽  
High Degree ◽  
Coordination Disorder ◽  
Unexpected Difficulty

We consider three issues concerning unexpected difficulty in the acquisition of motor skills: terminology, diagnosis, and intervention. Our preference for the label Developmental Coordination Disorder (DCD) receives justification. Problems in diagnosis are discussed, especially in relation to the aetiology-dominated medical model. The high degree of overlap between DCD and other childhood disorders appears to militate against its acceptance as a distinct syndrome. In this context, we emphasize the need to determine whether incoordination takes different forms when it occurs alone is combined with general developmental delay or with other specific disorders in children of normal intelligence. Studies of intervention have mostly shown positive effects but do not, as yet, allow adjudication between different sorts of content. We suggest that the study of DCD and its remediation would benefit greatly from the employment of the simple but rich paradigms developed for the experimental analysis of fully formed adult movement skills.

Developmental Dysgraphia and Motor Skills Disorders

1995 ◽  
Vol 10 (1_suppl) ◽  
pp. S6-S8 ◽  
Author(s):  
Ruthmary K. Deuel
Keyword(s):  
Motor Skills ◽  
Motor Skills Disorders

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

A Response Evocation Program for /ɝ/

1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg
Keyword(s):  
Service Delivery ◽  
Motor Skills ◽  
Task Analysis ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Program Outcomes ◽  
Program Step ◽  
Skills Learning ◽  
Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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