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Effects of infant motor problems and treatment with physiotherapy on child outcomes at school-age
Nicole Baumann1, James Tresilian1, Dieter Wolke2
1Department of Psychology, University of Warwick, Coventry, United Kingdom.
Insights
Early motor problems in children are linked to later challenges in motor skills and cognition. This study found no evidence that physiotherapy improved these developmental outcomes.
Area of Science:
- Developmental Pediatrics
- Child Psychology
- Neurology
Background:
- Early motor coordination problems are known predictors of various school-age developmental outcomes.
- Understanding the long-term impact of these early issues is crucial for timely interventions.
Purpose of the Study:
- To examine if physiotherapy treatment influences the association between early motor problems and subsequent developmental outcomes.
- To investigate the trajectory of developmental outcomes in children with and without early motor difficulties.
Main Methods:
- A prospective, whole-population study followed 1374 children from birth to 8 years.
- Early motor function was assessed via neurological examinations; physiotherapy receipt was via parent interviews.
- Developmental outcomes (motor, cognitive, mental health, attention) were measured at 6 and 8 years using standard tests and ratings.
Main Results:
- Early motor problems correlated with poorer motor skills, cognitive function, and attention regulation at school-age.
- Physiotherapy receipt showed an independent negative relationship with school-aged outcomes, even after accounting for covariates.
- Propensity score matching attenuated the adverse effects of physiotherapy on outcomes.
Conclusions:
- Infant motor problems predict motor and cognitive difficulties in school-aged children, potentially initiating a trajectory of developmental challenges.
- No beneficial effect of physiotherapy treatment was observed in this study.
- Early motor problems may signify a risk for broader developmental domain issues.
Background:
Early motor coordination problems have previously been associated with various developmental outcomes at school-age.
Aims:
Investigate whether and how treatment with physiotherapy may alter associations between early motor problems and subsequent developmental outcomes.
Study Design:
A prospective whole-population study.
Subjects:
1374 children were followed from birth to 8 years.
Outcome Measures:
Early motor functioning was determined with standard neurological examinations at birth and at 5 months. Information on receipt of physiotherapy was collected through parent interviews at 5, 20 and 56 months. Developmental outcomes at 6 and 8 years included motor skills, mental health, cognitive function, and attention regulation and were determined through standard tests, parent reports and observed behavior ratings.
Results:
Early motor problems were associated with lower motor skills, cognitive function, and attention regulation at school-age, but not with mental health. In addition to early motor problems, receipt of physiotherapy was independently and negatively related to outcomes at school-age. Accounting for imbalances in covariates, including initial motor scores, via propensity score matching attenuated the adverse effects of receipt of physiotherapy on school-aged outcomes.
Conclusions:
Infant motor problems are associated with motor and cognitive outcomes at school-age. Early motor problems may represent a starting point of a trajectory of difficulties that may lead to a higher risk of problems in multiple developmental domains. No evidence for a beneficial effect of treatment with physiotherapy was found.
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