Associations of ADHD-Risk and Motor Competence With School Functioning.

Area of Science:

• Child Psychology
• Developmental Neuroscience
• Educational Psychology

Background:

• Motor competence and Attention-Deficit/Hyperactivity Disorder (ADHD) risk are crucial for school functioning.
• Understanding their unique associations is vital for effective educational support.
• The Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF) is a key assessment tool.

Purpose of the Study:

• To investigate the distinct relationships between motor competence, ADHD risk, and school functioning.
• To examine the factor structure of the BOT2-SF in early elementary school children.
• To identify predictors of academic performance and adaptive school behavior.

Main Methods:

• A sample of 202 early elementary school children (mean age 6.83) participated.
• Data included child motor assessments and teacher/parent reports on school functioning.
• Statistical analyses examined the factor structure of the BOT2-SF and unique predictors.

Main Results:

• A two-factor model best described the BOT2-SF, with fine and gross motor factors.
• Both fine and gross motor skills uniquely predicted academic performance, independent of ADHD risk.
• ADHD risk was the sole unique predictor of adaptive school behavior.

Conclusions:

• Motor competence and ADHD risk have independent impacts on different aspects of school functioning.
• Assessing both ADHD and motor skills in children with school difficulties is recommended.
• Targeted interventions can be developed based on comprehensive assessments.