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Stability of serial assessments of motor and communication abilities in typically developing infants--implications
Johanna Darrah1, Megan Hodge, Joyce Magill-Evans
1Faculty of Rehabilitation Medicine, Department of Physical Therapy, Room 2-50 Corbett Hall, University of Alberta, Edmonton, Alberta, Canada T6G 2G4.
Insights
Infant development is nonlinear and skills develop independently. Early intervention and screening policies should consider multiple developmental domains and time points for accurate assessment.
Area of Science:
- Developmental Psychology
- Pediatric Neuroscience
Background:
- Neuromaturational theory and dynamic systems theory propose different developmental rates for motor and communication skills.
- Understanding these developmental trajectories is crucial for accurate infant assessment.
Purpose of the Study:
- To evaluate the stability of fine motor, gross motor, and communication scores in infants.
- To test the assumptions of neuromaturational and dynamic systems theories regarding developmental rates.
Main Methods:
- Longitudinal descriptive study of 102 typically developing Canadian infants from 9 to 21 months.
- Utilized Peabody Developmental Motor Scales and Communication Symbolic Behavior Scales-Developmental Profile.
- Assessed score stability using 95% confidence intervals and evaluated normative and ipsative stability through correlations.
Main Results:
- Significant variability observed in infant scores within and across developmental domains.
- Typical infant development is nonlinear, not progressing at a constant rate.
- Fine motor, gross motor, and communication skills appear to develop independently.
Conclusions:
- Findings challenge assumptions of constant developmental rates and suggest independent skill progression.
- Implications for developmental screening policies, recommending multiple domains and time points.
- Informs early intervention programs by highlighting the need for comprehensive, longitudinal assessments.
Background:
Neuromaturational theory and dynamic systems theory make different assumptions about the rate of development of motor and communication skills.
Aims:
The stability of fine motor, gross motor, and communication scores of infants was evaluated to test these assumptions.
Study Design:
This longitudinal descriptive study evaluated infants in their homes at 9, 11, 13, 16, and 21 months of age.
Participants:
One hundred and two Canadian children of English-speaking parents classified as typically developing at 23 months of age using the Diagnostic Inventory for Screening Children Preschool Screen were included.
Outcome Measures:
The Peabody Developmental Motor Scales and the Communication Symbolic Behavior Scales-Developmental Profile were used to assess development at each time. Scores were stable if the 95% confidence intervals around the scores overlapped across all assessments. Correlations evaluated the relationship of scores in a domain over time (normative stability) as well as the relationship of scores between domains (ipsative stability).
Results:
There was large variability in scores within an infant, among infants and across developmental domains. Typical development is nonlinear rather than occurring at a constant rate. Fine motor, gross motor, and communication skills appear to develop independently.
Conclusions:
These results have implications both for developmental screening policies and for early intervention programs. Screening should include multiple domains and multiple time points before referrals are made to early intervention programs.