Subject(s)
Attention Deficit Disorder with Hyperactivity/rehabilitation , Behavior Therapy/instrumentation , Mental Processes , Motor Skills Disorders/rehabilitation , Occupational Therapy/methods , Attention Deficit Disorder with Hyperactivity/complications , Attention Deficit Disorder with Hyperactivity/diagnosis , Behavior Therapy/methods , Child , Child, Preschool , Female , Follow-Up Studies , Humans , Male , Models, Theoretical , Motor Skills Disorders/complications , Motor Skills Disorders/diagnosis , Occupational Therapy/instrumentation , Periodicity , Sensitivity and Specificity , Treatment OutcomeSubject(s)
Attention Deficit Disorder with Hyperactivity/therapy , Learning Disabilities/therapy , Occupational Therapy/psychology , Professional-Patient Relations , Psychomotor Disorders/therapy , Sensation , Attention Deficit Disorder with Hyperactivity/psychology , Child , Child, Preschool , Female , Humans , Learning Disabilities/psychology , Male , Outcome and Process Assessment, Health Care , Psychomotor Disorders/psychologyABSTRACT
Nondysfunctional 4-year-old and 6-year-old children were administered the Praxis on Verbal Command subtest of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989) under two conditions. One condition was administered in the standardized manner on verbal command; the other involved administration of the same items on imitation. An analysis of variance indicated that the variables of age and condition were significant, whereas sex was not significant. The Age x Condition interaction was also significant. Scheffé multiple comparisons revealed a significant difference between 4-year-olds and 6-year-olds on verbal command but not on imitation. Verbal-command scores were significantly lower than imitation scores for the 4-year-olds but not for the 6-year-olds.
Subject(s)
Child Development , Learning Disabilities/diagnosis , Psychomotor Performance , Age Factors , Child , Child, Preschool , Communication , Humans , Imitative Behavior , Neuropsychological TestsABSTRACT
The purpose of this study was to collect normative data on and to assess the clinical usefulness of scales designed to measure the quality of children's ability to perform three bilateral motor coordination tasks: jumping jacks, symmetrical stride jumps, and reciprocal stride jumps. One hundred children, aged 5 to 9 years, were tested according to the scales developed for this study. Results indicated that scores tended to increase with age and that sex differences were not significant. Jumping jacks were found to be the most reliable and the easiest of the three tasks. Reciprocal stride jumps were the most difficult. Quality of performance was assessed, and the number of jumps in a 10-sec trial was recorded for each age. The data from this study may be useful in comparing the performance of children with motor deficits to the performance of normal children of the same age.
Subject(s)
Child Development/physiology , Motor Skills , Age Factors , Child , Child, Preschool , Female , Humans , Male , Occupational Therapy , Pilot Projects , Research Design , Sex FactorsABSTRACT
This investigation examined (a) whether the ability to comprehend pantomimed gestures improves with age in young children and whether the ability to point to the actual object precedes the ability to point to a functional associate and (b) whether there is a difference in the ability to comprehend pantomimed gestures between learning-disabled and normal subjects. The Gesture Comprehension Test, the Imitation of Postures test, and the Test for Auditory Comprehension of Language were administered to 68 normal children and 24 learning-disabled children 4 to 6 years of age. Results indicated that gesture comprehension improved with age and that the ability to point to the actual object preceded the ability to point to its functional associate. Boys performed significantly better than girls. There was no significant difference between normal and learning-disabled subjects' ability to comprehend gestures. A moderate correlation was found between the Gesture Comprehension Test and the Test for Auditory Comprehension of Language; a low correlation was found between the Gesture Comprehension Test and the Imitation of Postures test. These results suggest the possibility that in preschool children and young school-age children, gesture comprehension may be more closely related to language than to nonsymbolic aspects of praxis.
Subject(s)
Child Development/physiology , Gestures , Kinesics , Learning Disabilities/psychology , Aging/physiology , Analysis of Variance , Child , Child, Preschool , Female , Humans , Male , Sex FactorsABSTRACT
This study was designed to establish test-retest reliability of the consonant vowel and digit formats of the dichotic listening test with normal and learning-disabled children between the ages of 7 and 10 years. Between-group differences on ear advantage and total accuracy scores were also examined. The results indicated that both groups showed a right ear advantage and that there were no significant differences in ear advantage between the two groups on either format. However, on the digit format, the learning-disabled group performed significantly lower than the normal group on both the percentage of total accuracy and the left ear raw score. There were no significant differences between the two groups on percentage of total accuracy or raw ear scores on the consonant vowel format. The normal group tended to obtain higher reliability coefficients than he learning-disabled group. Both groups tended to obtain higher reliability on the consonant vowel format than on the digit format. Wide variability in reliability results was found when using different laterality formulas to determine ear advantage.
