Journal
RESEARCH IN DEVELOPMENTAL DISABILITIES
Volume 53-54, Issue -, Pages 43-60Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.ridd.2016.01.016
Keywords
Motor skills; Developmental disabilities; Pre-kindergarten; Cognitive skills; Social skills
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Funding
- Early Learning Coalition of Miami-Dade/Monroe
- Institute of Education Sciences, U.S. Department of Education [R305B090002]
- Direct For Education and Human Resources
- Division Of Research On Learning [1252463] Funding Source: National Science Foundation
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Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. (C) 2016 Elsevier Ltd. All rights reserved.
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