Department of Child and Adolescent Psychiatry, Robert Debré Hospital, APHP, Paris, France.
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d'Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, 29 rue d'Ulm, 75005, Paris, France.
Eur Child Adolesc Psychiatry. 2019 Nov;28(11):1461-1474. doi: 10.1007/s00787-019-01311-x. Epub 2019 Mar 12.
Children with developmental coordination disorder also manifest difficulties in non-motor domains (attentional, emotional, behavioral and socialization skills). Longitudinal studies can help disentangle the complex relationships between the development of motor skills and other cognitive domains. This study aims to examine the contribution of early cognitive factors to changes in motor skills during the preschool period. Children (N = 1144) from the EDEN mother-child cohort were assessed for motor skills with the Copy Design task (NEPSY battery) and the parent-rated Ages and Stages Questionnaire (fine and gross motor skills scores) at ages 3 and 5-6 years. At 3 years, language skills were evaluated using tests from the NEPSY and ELOLA batteries. Emotional problems, conduct problems, inattention and hyperactivity symptoms, peer relationships and pro-social behavior were assessed with the Strengths and Difficulties Questionnaire (SDQ) also at 3 years. Linear and logistic regression models were performed to examine whether positive and negative changes in motor skills between 3 and 5-6 years are associated with specific cognitive skills at 3 years, while adjusting for a broad range of pre- and postnatal environmental factors. In the linear regression model, the SDQ Inattention symptoms score at 3 years was associated with negative changes in motor skills (standardized β = - 0.09, SD = 0.03, p value = 0.007) and language skills at 3 years were associated with positive changes in motor skills (standardized β = 0.05, SD = 0.02, p value = 0.041) during the preschool period. In logistic regression models, the SDQ Inattention symptoms score at 3 years was associated with a higher likelihood of a declining trajectory of motor skills (OR [95% CI] = 1.37 [1.02-1.84]). A higher language skills score at 3 years was associated with an increased likelihood of a resilient trajectory (1.67 [1.17-2.39]). This study provides a better understanding of the natural history of developmental coordination delays by identifying cognitive factors that predict changes in motor skills between the ages of 3 and 5-6 years.
患有发育性协调障碍的儿童在非运动领域（注意力、情绪、行为和社交技能）也表现出困难。纵向研究可以帮助理清运动技能发展与其他认知领域之间复杂的关系。本研究旨在检验早期认知因素对学龄前儿童运动技能发展变化的贡献。EDEN 母婴队列中的儿童（N=1144）在 3 岁和 5-6 岁时使用 NEPSY 电池的复制设计任务（精细和粗大运动技能评分）和家长评定的年龄与阶段问卷（精细和粗大运动技能评分）评估运动技能。在 3 岁时，使用 NEPSY 和 ELOLA 电池的测试评估语言技能。使用困难问卷（SDQ）在 3 岁时评估情绪问题、行为问题、注意力不集中和多动症状、同伴关系和亲社会行为。线性和逻辑回归模型用于检验 3 岁至 5-6 岁之间运动技能的积极和消极变化是否与 3 岁时特定的认知技能相关，同时调整了广泛的产前和产后环境因素。在线性回归模型中，3 岁时的 SDQ 注意力不集中症状评分与运动技能的负向变化相关（标准化β=-0.09，SD=0.03，p 值=0.007），3 岁时的语言技能与运动技能的正向变化相关（标准化β=0.05，SD=0.02，p 值=0.041）。在逻辑回归模型中，3 岁时的 SDQ 注意力不集中症状评分与运动技能下降轨迹的可能性增加相关（OR [95%CI] = 1.37 [1.02-1.84]）。3 岁时较高的语言技能评分与弹性轨迹的可能性增加相关（1.67 [1.17-2.39]）。本研究通过确定预测 3 岁至 5-6 岁之间运动技能变化的认知因素，更好地了解了发育性协调障碍的自然史。
