University of South Florida, School of Physical Therapy and Rehabilitation Sciences, 12901 Bruce B. Downs Blvd, MDC 077, Tampa, FL 33612 (USA).
Georgetown University, Center for Child and Human Development, Washington, District of Columbia.
Phys Ther. 2019 Jun 1;99(6):761-770. doi: 10.1093/ptj/pzz025.
Participation is a major outcome area for physical therapists serving young children with disabilities. Contemporary models of disability such as the International Classification of Function, developmental theories such as the system perspective, and evidence-based early childhood practices recognize the interdependence of developmental domains, and suggest that change in 1 area of development influences change in another. Physical therapy provided in naturally occurring activities and routines, considered the preferred service delivery method, promotes participation of young children with disabilities. Research indicates that: (1) children develop skills, become independent, and form relationships through participation; and (2) with developing skills, children can increasingly participate. The purpose of this Perspective article is to synthesize the literature examining the relationship between motor skill development and the social interaction dimension of participation in young children. Current research examining the influence of motor skill development on social interactions in children with autism spectrum disorder will be discussed, exemplifying the interdependence of developmental domains. Implications for physical therapist practice and recommendations for future research are provided.
参与是为残疾幼儿提供服务的物理治疗师的一个主要结果领域。当代残疾模式，如功能的国际分类、系统观点等发展理论，以及循证的婴幼儿实践，都认识到发展领域的相互依存性，并表明一个领域的变化会影响另一个领域的变化。在自然发生的活动和日常生活中提供的物理治疗，被认为是首选的服务提供方式，可促进残疾幼儿的参与。研究表明：（1）儿童通过参与发展技能、变得独立并建立关系；（2）随着技能的发展，儿童可以越来越多地参与。本文的目的是综合考察运动技能发展与幼儿参与的社会互动维度之间关系的文献。目前正在讨论研究运动技能发展对自闭症谱系障碍儿童社会互动的影响，这例证了发展领域的相互依存性。本文为物理治疗师的实践提供了启示，并为未来的研究提出了建议。
