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On the relationship between motor performance and executive functioning in children with intellectual disabilities
E Hartman1, S Houwen, E Scherder
1Human Movement Sciences, University Medical Center Groningen, University of Groningen, the Netherlands. e.hartman@med.umcg.nl
Journal of Intellectual Disability Research : JIDR
|June 12, 2010
Summary
Children with intellectual disabilities (ID) show deficits in motor skills and executive functions (EF). These domains are interrelated, suggesting early interventions can improve both cognitive and motor development in intellectually challenged children.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
- Motor Development
Background:
- Children with intellectual disabilities (ID) often exhibit motor impairments and higher-order cognitive deficits.
- This study investigated motor skills and executive functions (EF) in school-age children with borderline and mild ID.
- The relationship between motor performance and EF in these children was also examined.
Purpose of the Study:
- To assess motor skills and executive functions in children with borderline and mild intellectual disabilities.
- To compare the performance of children with borderline and mild ID to typically developing peers.
- To explore the correlation between motor skills and executive functions in children with ID.
Main Methods:
- Sixty-one children with borderline ID (IQ 71-79) and 36 with mild ID (IQ 54-70) were assessed, alongside 97 typically developing controls.
- Gross motor skills (locomotor and object control) were evaluated using the Test of Gross Motor Development (TGMD-2).
- Executive functioning, including planning and problem-solving, was measured with the Tower of London (TOL) task.
Main Results:
- The ID cohort performed significantly lower on all assessments compared to controls.
- Children with mild ID scored lower in locomotor skills than those with borderline ID.
- Motor performance and EF showed a positive correlation, with decision time and execution time mediating the relationship.
Conclusions:
- Intellectually challenged children demonstrate impairments in both qualitative motor skills and higher-order executive functions.
- Deficits in motor skills and executive functions are interrelated in children with ID.
- Early interventions targeting both motor and cognitive development are recommended for children with intellectual disabilities.
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