Relevant bibliographies by topics / Psychomotor disorders in children

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Academic literature on the topic 'Psychomotor disorders in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Psychomotor disorders in children"

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Niankovskyy, S. L., A. I. Pyshnyk, O. V. Kuksenko, and O. I. Hrushka. "The macro- and microelement provision of preschool children with psychomotor developmental disorders. Literature review and authors’ research." CHILD`S HEALTH 16, no. 7 (2022): 487–94. http://dx.doi.org/10.22141/2224-0551.16.7.2021.244581.

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Background. An integral part of a child’s physical and mental development is a balanced diet. Insufficient or inadequate for a child developing organism’s needs nutrition in preschool age leads to a delay in physical, cognitive, and mental development. The study was aimed to assess the macro-and micronutrient provision status of preschool children with psychomotor developmental delay, identify the presence of macro- and micronutrient deficiencies, define the connection between macro- and micronutrient levels in patient’s serum and psychomotor developmental disorders. Materials and methods. The study analyzed the results of biochemical blood tests of blood serum samples for total calcium, magnesium, and iron level in 30 preschool children with psychomotor developmental disorders. Results. Mental retardation was observed in 53.33 % of examined children, autism spectrum disorders — in 20 % of exami­ned children; minimal brain dysfunction — in 13.33 %, attention deficit hyperactivity disorder (ADHD) — in 13.33 %. 93.33 % of exami­ned children had a deficiency of total calcium, magnesium — in 63.33 %, iron — in 20 %. Ten percent of patients had a deficiency of both total calcium, magnesium, and iron; one child (3.33 %) had no deficits. The most common deficiency in almost all subgroups of examined children was a combined deficiency of total calcium and magnesium. Only in the minimal brain dysfunction subgroup, in 50 % of cases, there was a combined deficiency of total calcium and magnesium, and in other 50 % of cases — an isolated deficiency of total calcium. This study identified a reliable inverse correlation of moderate strength between the level of total calcium and psychomotor development disorders and between the level of magnesium and the hyperexcitability syndrome. This study detected a weak unreliable correlation between the levels of magnesium and neurological disorders; an inverse unreliable weak correlation was found between iron and psychomotor developmental disorders. Conclusions. The most common deficiency in almost all subgroups of examined children was a combined deficiency of total calcium and magnesium. This study identified a reliable inverse correlation of moderate strength between the level of total calcium and psychomotor developmental disorders and between the level of magnesium and the hyperexcitability syndrome. There is also a weak direct unreliable correlation between magnesium level and psychomotor disorders. An inverse unreliable weak correlation was detected between the concentration of iron and psychomotor disorders.
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Pushnyk, A. I., and S. L. Nуankovskyy. "Nutrient support for preschool children with psychomotor disorders." CHILD`S HEALTH 18, no. 1 (2023): 23–31. http://dx.doi.org/10.22141/2224-0551.18.1.2023.1555.

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Background. Children with psychomotor disorders are vulnerable to nutrient deficiencies, which significantly complicate their rehabilitation. The purpose of our study was to identify the nutrient deficiencies in preschool children with psychomotor disorders by analyzing their diet, revealing the relationship between the detected nutrient deficiencies, the gender of the children and their psychomotor disorders in order to improve the effectiveness of rehabilitation. Materials and methods. The diet of 53 preschool children with psychomotor disorders was analyzed using the Child’s Eating Behavior questionnaire, followed by analysis with the licensed computer program Dietplan7. Statistical processing was conducted using parametric and correlational analysis. Results. Different violations of eating behavior in children with psychomotor disorders were determined. They included, in particular, the refusal to consume a number of healthy foods, while preferring mainly semi-finished products, fast food, smoked products, rich in salt and sugar, spices. The diet of most examined children was unbalanced in terms of the content of basic nutrients, vitamins and minerals: an excess of proteins, fats and calories, numerous combined vitamin and mineral deficiencies were detected. A reliable correlation was found between the daily consumption of nutrients and neurological pathology that was most significant in subgroups of children with mental retardation. Conclusions. In the food diet of many children with psychomotor disorders, there were unhealthy eating patterns typical of the Western diet. Numerous deficiencies in the daily consumption of basic nutrients, including vitamins and minerals, were found in them, which had a probable correlation with neurological disorders. To improve the effectiveness of the rehabilitation of children with psychomotor disorders, a multidisciplinary approach is advisable with the involvement of a nutritionist for personalized correction of the child’s diet.
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Giangiacomo, Elisa, Maria Castellano Visaggi, Franca Aceti, et al. "Early Neuro-Psychomotor Therapy Intervention for Theory of Mind and Emotion Recognition in Neurodevelopmental Disorders: A Pilot Study." Children 9, no. 8 (2022): 1142. http://dx.doi.org/10.3390/children9081142.

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The aim of the present study is to explore the effect of early neuro-psychomotor therapy to improve theory of mind skills and emotion recognition in children with neurodevelopmental disorders. A pilot study was set up, consisting of in-group training activities based on the neuro-psychomotor approach. Children were evaluated using Neuropsychological Assessment for Child (Nepsy-II), Test of Emotion Comprehension (TEC), and Social Communication Questionnaire (SCQ). For data analysis, one-sample Wilcoxon signed rank test was used with a significance of p < 0.05. Two children with a developmental language disorder and four children with autism spectrum disorders participated in a 3-month training program. Our findings revealed significant improvement in emotion recognition, as measured with Nepsy-II (p = 0.04), while no statistical improvement was found for theory of mind. Despite the limited sample, early neuro-psychomotor therapy improves emotion recognition skills in children with neurodevelopmental disorders. However, considering the explorative nature of the study, findings should be interpreted with caution.
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Pushnyk, А., and S. Niankovskyy. "The Relationships between the Problems with Somatic Health in Preschool Children and Disorders of Psychomotor Development." Lviv clinical bulletin 1, no. 41 (2023): 15–21. http://dx.doi.org/10.25040/lkv2023.01.015.

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Introduction. Multiple studies show the presence of interconnection between co-morbidity and psychomotor development disorders in children. The aim of the study. To identify the relationships between the problems with somatic health in preschool children (3-7 years old) and disorders of their psychomotor development. Materials and methods. Clinical and laboratory examination of 70 children was carried out in a randomized manner with preliminary stratification according to the presence of psychomotor development disorders regarding the somatic and infectious diseases and birth defects they had at the time of the examination and in the anamnesis. The examined group consisted of 70 children of preschool age (3-7 years) with psychomotor development disorders. Statistical processing included calculations using R. E. Fisher’s angular transformation and correlation analysis. Results. The results of the multiple conducted researches prove that the frequency of comorbidities, primarily somatic, in children with psychomotor development disorders is higher than in the general population. The combined influence of adverse environmental conditions, perinatal factors, nutritional disorders, nutritional behavior, reduced motor activity, neuroinflammation, immune response disorders, abnormalities in the quantitative and qualitative species composition of the intestinal microbiota, the phenomenon of an abnormally high microbial load on the organism, violations of interaction in the brain-gut axis, autonomic and mitochondrial dysfunctions, oxidative stress, sensory hypersensitivity, behavioral problems, sleep disorders, increased anxiety and irritability inherent in this children, can be the main reason for this. It is also worth to mention the presence of atopy and dyspeptic manifestations in many examined children, which, presumably, can be components of the food allergy complex of symptoms. It is worth noting, that in most of the subgroups we selected, there were children with physical development disorders, in all subgroups cases of infectious diseases were found in the anamnesis of children, as well as burdened family and allergic anamnesis, which can be caused by both adverse environmental factors and peculiarities, inherent in children with psychomotor development disorders. Among somatic diseases, respiratory ailments dominate in all studied subgroups. There is also a significant share of children with a burdened family and allergy history, atopic dermatitis, lesions of the ears and throat. We found full dependence, as well as medium strength and weak direct reliable correlation between somatic and infectious diseases, present in a significant part of the examined children with psychomotor development disorders, burdened allergic anamnesis and burdened family anamnesis (which conforms with a higher susceptibility to allergic diseases in children with psychomotor development disorders, in particular with mental retardation and ASD) in all subgroups, and also physical development disorders. It is necessary to include a personalized approach into the complex of rehabilitation of children with psychomotor development disorders, with simultaneous correction of existing comorbid pathological symptoms and neurological disorders, inherent in this category of children. Conclusions. Correlation between respiratory infections and a number of somatic and infectious diseases, disorders of physical development, burdened allergic and family history among the examined children in all the subgroups selected by us, which consists in the detection of complete dependence and a reliable correlation of varying strength, have been established.
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V.V., Biesieda. "INTERACTION OF TEACHERS AND PARENTS IN CORRECTION OF DISORDERS OF PHYSICAL DEVELOPMENT OF CHILDREN WITH PSYCHOMOTOR DISORDERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 110–17. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-16.

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The fragmentation of data, the lack of relationships between specialists of different directions (doctors, psychologists, teachers) determined the determination of the main directions for solving the problem of the role of parents in correcting the physical development of children with psychomotor disorders.The aforementioned determined the goal of our study – to identify the main directions of interaction between teachers and parents in correcting the physical development of children with psychomotor disorders.The conducted research allows to draw preliminary conclusions:1.The problem of normalizing the state of psychomotor activity in children should be addressed in a comprehensive manner, which implies not only the consolidation of the professional actions of specialists in different areas (doctors, teachers, psychologists), but also their close connection with the child’s family and with his parents.2.This work on coordinating the actions of teachers and parents should be systematic and include the following stages: questioning the parents of the child, interviewing the family, formulating the basic needs of the family, developing an individual program for the prevention and correction of psychomotor disorders of a particular child (including postural disorder), pedagogical observation family and various forms of face-to-face and distance counseling for the parents and relatives of the child (dosed assistance if necessary, facilitation).3.During the ascertaining pedagogical experiment, we tested various options for counseling parents of children with psychomotor disorders. The most successful should be considered: full-time counseling only for parents (without a child) or parents and child together; remote form of parental counseling (by phone, smartphone, other gadget); online counseling based on the use of the Internet (one-day or extended webinars); face-to-face seminars; trainings with parents and children and master classes from leading experts in a particular industry. It is possible to successfully combine these forms of counseling in different ways.Prospects for further research in the direction of interaction between correctional teachers and the family of a child with psychomotor disorders may be in line with the development of the most optimal options for combining face-to-face and remote forms of family counseling in the context of the spread of the coronavirus pandemic and the corresponding quarantine countermeasures.Key words: children, family, physical development, correction, psyche, motor skills.
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V.V., Biesieda. "INTERACTION OF TEACHERS AND PARENTS IN CORRECTION OF DISORDERS OF PHYSICAL DEVELOPMENT OF CHILDREN WITH PSYCHOMOTOR DISORDERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 110–17. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-16.

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The fragmentation of data, the lack of relationships between specialists of different directions (doctors, psychologists, teachers) determined the determination of the main directions for solving the problem of the role of parents in correcting the physical development of children with psychomotor disorders.The aforementioned determined the goal of our study – to identify the main directions of interaction between teachers and parents in correcting the physical development of children with psychomotor disorders.The conducted research allows to draw preliminary conclusions:1.The problem of normalizing the state of psychomotor activity in children should be addressed in a comprehensive manner, which implies not only the consolidation of the professional actions of specialists in different areas (doctors, teachers, psychologists), but also their close connection with the child’s family and with his parents.2.This work on coordinating the actions of teachers and parents should be systematic and include the following stages: questioning the parents of the child, interviewing the family, formulating the basic needs of the family, developing an individual program for the prevention and correction of psychomotor disorders of a particular child (including postural disorder), pedagogical observation family and various forms of face-to-face and distance counseling for the parents and relatives of the child (dosed assistance if necessary, facilitation).3.During the ascertaining pedagogical experiment, we tested various options for counseling parents of children with psychomotor disorders. The most successful should be considered: full-time counseling only for parents (without a child) or parents and child together; remote form of parental counseling (by phone, smartphone, other gadget); online counseling based on the use of the Internet (one-day or extended webinars); face-to-face seminars; trainings with parents and children and master classes from leading experts in a particular industry. It is possible to successfully combine these forms of counseling in different ways.Prospects for further research in the direction of interaction between correctional teachers and the family of a child with psychomotor disorders may be in line with the development of the most optimal options for combining face-to-face and remote forms of family counseling in the context of the spread of the coronavirus pandemic and the corresponding quarantine countermeasures.Key words: children, family, physical development, correction, psyche, motor skills.
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Rincón-Rufo, Darío, Violeta Vera-Pérez, Alicia Cuesta-Gómez, and María Carratalá-Tejada. "Prediction of Communicative Disorders Linked to Autistic Spectrum Disorder Based on Early Psychomotor Analysis." Children 9, no. 3 (2022): 397. http://dx.doi.org/10.3390/children9030397.

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This systematic review evaluated psychomotor differences between children with and without siblings who have autism spectrum disorder (ASD), as well as the most reliable psychomotor skills that can help predict ASD and its associated language disorders. Literature from 2005 to 2020 was searched using the following databases: PubMed, Trip Medical Database, Cochrane, Web of Science, Science Direct, and Brain. A total 11 papers were included. Fine motor skills and joint attention displayed reliable results in order to predict ASD and its associated language disorders. The period between the first and the second year of life was considered the most appropriate one for the assessment of psychomotor skills. The best period to predict language disorders and ASD diagnosis is around 36 months old.
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Veber, V. R., I. A. Egorova, E. R. Zinkevich, and A. E. Chervotok. "Results of osteopathic treatment of infants with psychomotor developmental disorders." Kazan medical journal 102, no. 6 (2021): 827–34. http://dx.doi.org/10.17816/kmj2021-827.

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Aim. To compare the effectiveness of osteopathic treatment of infants with psychomotor development disorders with standard treatment in terms of functional status.
 Methods. The study was conducted at the Yaroslav-the-Wise Novgorod State University and the Institute of Osteopathic Medicine named after V.L. Andrianov, between 2020 and 2021. The study included 49 children with delayed psychomotor development, of which: the main group consisted of 26 children receiving osteopathic treatment; the control group consisted of 23 children treated with standard therapies. Data gathered included the indicators of the functional health state, complaints of parents, assessed neurological, vegetative, and osteopathic statuses, the psychomotor development in the children according to the ZhurbaMastyukova scale, performed neurosonography. The results were processed using descriptive statistics followed by checking for the significance of the difference by using the Student's t-criterion for related samples.
 Results. A comparison of the effectiveness of osteopathic and standard treatment of infants with a delay in psychomotor development by indicators of the functional status was carried out. The need for an integrated approach to therapeutic and diagnostic procedures was substantiated. The number of subjective complaints about the health of children from parents in the main group decreased, while in the control group, it remained the same. Neurological status in children of both groups improved, but the changes are more pronounced in the main group (p 0.05). The outcomes of the treatments indicate for improving psychomotor development of the children in the main group, in the control group, such an increase was only 13.0% (p 0.001).
 Conclusion. The results of the study showed that osteopathic treatment of infants with psychomotor development disorders is more effective than standard complex treatment, which is reflected in the improvement of functional health indicators.
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Mohsen, Eshaq, and Elneny Hegazy. "Psychomotor Problems in Children: Early Detection of Sensory Disorders and Treatment." Journal Wetenskap Health 2, no. 1 (2021): 1–6. http://dx.doi.org/10.48173/jwh.v2i1.69.

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This article discusses psychomotor disorders in children, namely when developmental delays in terms of physical, emotional, social and slow communication skills. Disorders of child development can actually be detected from an early age, the development of gross motor skills, fine, cognitive, and language. As for the symptoms that occur when experiencing developmental disorders in children, the body and brain have difficulty processing and responding to sensory stimuli from the environment. Children with Sensory Processing Disorder (SPD) often overreact or overreact in response to touch, sound, or food texture. However, sensory disturbances in children can be reduced and even treated with appropriate therapy. Generally, therapy sessions will focus on ways to help the child engage in activities that they are not normally better at. It also helps them to get used to and accept things that they cannot tolerate.
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Golubovic, Spela, Tatjana Tubic, and Slavica Markovic. "Psychomotor re-education: Movement as therapeutic method." Medical review 64, no. 1-2 (2011): 61–63. http://dx.doi.org/10.2298/mpns1102061g.

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Introduction. Psychomotor re-education represents a multidimensional therapeutic approach in dealing with children and adults with psychomotor disorders. Therapeutic programs should be based on individual differences, abilities and capabilities, relationships, feelings and individual developmental needs as well as emotional condition of a child. Body and movement as the bases of the treatment. A movement, glance, touch, voice and word, all being an integral part of a process of psychomotor re-education, are used with a purpose of helping children to discover their own body, their feelings, needs, behaviour. When moving, children discover the space of their own bodily nature, and, subsequently, gestural space and objective space. The body represents a source of pleasure and the freedom of movement, as well as one?s own existence, are soon to be discovered. Practical application. An adequate assessment is a precondition to design a work plan, select the best exercises for each child individually and direct the course of therapy. This is the most suitable method for treating children with slow or disharmonious development, mentally challenged children, children with speech and behaviour disorders. It is also used in the treatment of children with dyspraxic difficulties, difficulties in practognostic and gnostic development, pervasive developmental disorder and children with lateral dominance problems. Conclusion. Therefore, a systematic observation seems to be necessary as well as an increased number of research projects aimed at assessing results obtained by exercises in order to get a more precise insight into the process of re-education, selection of exercises, duration period and possible outcomes.
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Dissertations / Theses on the topic "Psychomotor disorders in children"

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Martini, Rose. "Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD)." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38503.

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Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in various cognitive and academic domains, for example, general problem solving, physics, reading, writing, and mathematics, and with different populations including children who are gifted, children who have learning disabilities, as well as children who have intellectual delays. Research in these areas has demonstrated that the use of metacognition differs with different levels of ability. Metacognition has rarely been mentioned in the psychomotor literature. It is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities---high skill (N = 8), average (N = 9), developmental coordination disorder (DCD) (N = 5)---during a novel motor task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children, however, relative to their counterparts, a significant proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task. In general, the results of this study parallel those found in the cognitive domain. This study showed that children with differing psychomotor abilities also demonstrated differences in use of metacognition.
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Lloyd, Meghann. "Self-regulation of sport specific and educational problem-solving tasks by children with and without developmental coordination disorder." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79787.

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The purpose was to examine the domain specificity of the self-regulatory skills of children with Developmental Coordination Disorder (DCD) compared to their peers without DCD. Participants included 10 children with DCD and 10 without. A sport specific problem-solving task (shooting at a hockey net) and an educational problem-solving task (peg solitaire) were compared. Zimmerman's (2000) social cognitive model of self-regulation was used; it has three phases (a) forethought, (b) performance or volitional control, and (c) self-reflection. Participants were taught to think aloud during both tasks to access cognitive processes (Ericsson & Simon, 1984/1993). Codes were developed under five major categories, (a) goals, (b) knowledge, (c) emotion, (d) monitoring, and (e) evaluation. Verbalizations were transcribed and coded using the NUD*IST Vivo software. Results indicated that children with DCD have decreased knowledge in the motor domain, may have general difficulties with planning and set less challenging goals. The findings also support previous research regarding their negative emotions attached to motor tasks.
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Arbour, Laura. "The inheritance of macrocrania and it's association with psychomotor impairment /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61741.

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Norrlin, Simone. "Mobility, Sitting Posture and Reaching Movements in Children with Myelomeningocele." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3751.

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Carvalho, Mariana Coelho 1987. "Programa de intervenção psicomotora para crianças com transtorno de déficit de atenção e hiperatividade - TDAH = Psychomotor intervention program for children with attention deficit hyperactivity disorder - ADHD." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312551.

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Orientador: Cintia Alves Salgado Azoni<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-28T03:56:06Z (GMT). No. of bitstreams: 1 Carvalho_MarianaCoelho_M.pdf: 4326973 bytes, checksum: 9e3d420b0e1ceeb561a2e2992442bd99 (MD5) Previous issue date: 2015<br>Resumo: Este estudo teve como objetivo verificar a eficácia de um programa de intervenção psicomotora em crianças com Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Especificamente o estudo comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH submetidas ao programa de intervenção psicomotora; comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH não submetidas ao programa de intervenção psicomotora; além da comparação do desempenho psicomotor e cognitivo de crianças com TDAH e crianças controle na avaliação pré e pós-testagem. Participaram do estudo 26 crianças do gênero masculino, sendo 14 com TDAH, divididas em grupo experimental I e II (GEI e GEII) e 12 com desenvolvimento típico agrupados no grupo controle (GC), com idade cronológica entre 07 e 11 anos (M=9,00) e cursando do 2º ao 6º ano do ensino fundamental de escolas públicas e particulares. As crianças passaram por avaliação psicomotora e cognitiva. Os resultados deste estudo foram organizados em dois artigos, o primeiro referente ao desempenho psicomotor de crianças com TDAH e o segundo apresentando o efeito de um programa de intervenção psicomotora em crianças com TDAH. Os dados apresentados no primeiro artigo mostrou que as crianças com TDAH foram classificadas como "Eupráxico" 2(42,9%), 7(50%) "Dispráxico" e 1(7,1%) "Deficitário". Enquanto no grupo controle 11(91,7%) crianças foram classificadas como "Bom" e 1(8,3%) como "Superior". O desempenho psicomotor dos sujeitos com TDAH foi pior que do grupo controle em todas as áreas avaliadas. Os resultados sugerem que meninos com TDAH apresentam dificuldades psicomotoras que podem estar associadas a características do próprio quadro. A avaliação psicomotora pode favorecer o processo diagnóstico e de intervenção no TDAH. Os resultados apresentados no segundo artigo sugerem que a intervenção psicomotora foi eficiente para o tratamento de crianças com TDAH, uma vez que houve diferenças estatisticamente significativas nos escores de classificação do perfil psicomotor e nos testes de atenção e funções executivas. Além disso, houve melhora qualitativa, indicada pelo aumento das médias das funções de noção de corpo, equilibração, estruturação espaço temporal, praxia fina, lateralidade e tonicidade, respectivamente<br>Abstract: This study aimed to determine the effectiveness of a psychomotor intervention program for children with ADHD. Specifically, the study compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD, subject to psychomotor intervention program; He compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD not subject to psychomotor intervention program; beyond comparison psychomotor and cognitive performance of children with ADHD and control children in pre- and post-testing. The study included 26 male children, 14 with Attention Deficit Disorder and Hyperactivity Disorder (ADHD), divided into experimental group I and II (GEI and GEII) and 12 with typical development grouped in the control group (CG), aged chronological between 7:11 years (M = 9.00) and attending the 2nd to 6th grade of elementary school of public and private schools. The children underwent cognitive psychomotor assessment and pre and post-intervention. The results of this study were divided into two articles, the first referring to the psychomotor performance of children with ADHD and the second showing the effect of a psychomotor intervention program for children with ADHD. The data presented in the first article showed that children with ADHD were classified as "Eupráxico" 2 (42.9%), 7 (50%) "dyspraxic" and 1 (7.1%) "Underfunded". While in the control group 11 (91.7%) children were classified as "good" and 1 (8.3%) and "Superior". Psychomotor performance of subjects with ADHD was worse than the control group in all areas assessed. The results suggest that children with ADHD have psychomotor problems that may be associated with the frame itself features. Psychomotor assessment may favor the diagnosis and intervention process in ADHD. The results presented in the second article suggested that psychomotor intervention is effective for treating children with ADHD, since there were statistically significant differences in scores of psychomotor profile classification and tests of attention and executive functions. In addition, there was a qualitative improvement, indicated by the increase in average body notion of functions, balancing, timeline structure, fine praxis, laterality and tone respectively<br>Mestrado<br>Ciencias Biomedicas<br>Mestra em Ciências Médicas
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Polotskaia, Anna. "Response of motor and cognitive speed to increasing doses of methylphenidate in children diagnosed with attention deficithyperactivity disorder." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116112.

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This study has examined the effect of 3 doses of Methylphenidate (MPH) on the speed of motor and cognitive performance in children diagnosed with ADHD. Thirty children clinically diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) aged 6-12 years were recruited through the ADHD Clinic and the Severe and Disruptive Behavior Disorders Program at the Douglas Mental Health University Institute. The three doses of MPH were administered according to a double blind randomized cross-over three day trial (0.3; 0.5 0.8 mg/kg/day in a bid schedule). An improvement across all three doses of MPH on motor, cognitive and behavioural measures was observed. The improvement is significant at low doses of MPH and an increase of dose up to 0.8 mg/kg/day does not lead to further improvement of the speed of simple motor task, but might be beneficial to specific cognitive tasks. No deterioration was observed in association with higher doses of MPH.
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França, Cristiani de. "Desordem coordenativa desenvolvimental em crianças de 7 e 8 anos de idade." Universidade do Estado de Santa Catarina, 2008. http://tede.udesc.br/handle/handle/381.

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Made available in DSpace on 2016-12-06T17:07:14Z (GMT). No. of bitstreams: 1 Cristiani de Franca.pdf: 409149 bytes, checksum: c540efb2ee31351c5b9cae354c5f5d5d (MD5) Previous issue date: 2008-03-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The goal of this study was to characterize the motor performance of children and to investigate the prevalence of the Developmental Coordination Disorder (DCD). The population of this study was all the 4.255 children from 7 to 8 years old, male and female, regularly enrolled on the 37 elementary public city schools of Florianópolis, capital of Santa Catarina, a southern state of Brazil. The final sample was comprised by 417 children. The instrument used was the Movement Assessment Battery for Children - M-ABC. In order to characterize the prevalence and severity of the children s motor difficulties we used descriptive statistic of frequency distribution. To verify the prevalence associations of DCD among ages and gender we used the chi-squared test (X²) and the Cramer s V coefficient. To verify the difference between the groups (gender and age) in the total motor performance of the tasks of M-ABC we used the Variance Analysis (ANOVA two-way). To verify the types of motor abilities that the children performed better we utilized the ANOVA for repeated measures. To analyze the general differences between groups in a group of dependable variables (which comprise the types of abilities according to the M-ABC test) and later to fragment the analyses per dependable variable (manual dexterity, balance and ball skills), the Multivariate Variance Analysis was used, as well as to verify the interactive effects of the gender and age variables. Both the variance analyses were done using a model with two independent variables, gender and age group (2x2). For all the analyses the significance level was 5%. The results demonstrated that 10.8% of the children were identified with DCD and 12% presented risk of DCD. The results indicate that children showed more difficulties in the motor skills related to manual dexterity. The analysis revealed a statistically significant difference among genders and ages. Analyzing the individual dependent variables, separated through the analysis of the main effects, we can observe a statistically significant difference between genders and ages only in the ball skills. These results suggest that the boys presented a better performance in the ball skills, as well as the 8 year-old children. The prevalence of children with DCD in the city schools of Florianópolis, SC - Brazil exceeded the 4-6% of prevalence in 5 to 11 year-old children pointed by the literature. The early identification of children with motor difficulties is essential for the proper building of intervention strategies made by professionals in the area.<br>O objetivo deste estudo foi caracterizar o desempenho motor de crianças e investigar a prevalência de Desordem Coordenativa Desenvolvimental. A população deste estudo foi representada por todas as 4.255 crianças de 7 e 8 anos de idade, de ambos os sexos, regularmente matriculadas nas 37 escolas, básicas e desdobradas, da rede pública municipal da cidade de Florianópolis, capital de Santa Catarina. A amostra final foi composta por 417 crianças. O instrumento utilizado foi o Movement Assessment Battery for Children - M-ABC. Para caracterizar a prevalência e a severidade das dificuldades motoras das crianças foi utilizada estatística descritiva de distribuição de freqüência. Para verificar as associações de prevalência de DCD entre as idades e sexo, foi utilizado o teste do Qui-quadrado (X²) e o coeficiente de Cramer s V. Para verificar a diferença entre os grupos (sexo e idade) no desempenho motor total das tarefas do M-ABC foi utilizada a Análise de Variância (ANOVA two-way). Para verificar em que tipos de habilidades motoras as crianças demonstraram um desempenho melhor foi utilizada a ANOVA para medidas repetidas. Para analisar as diferenças gerais entre os grupos em um conjunto de variáveis dependentes (que constituem os tipos de habilidades de acordo com o teste M-ABC) e depois fragmentar as análises por variável dependente (destrezas manuais, equilíbrio e habilidades com bolas) foi utilizado a Análise Multivariada de Variância, assim como para verificar os efeitos interativos das variáveis de sexo e idade. Ambas as análises de variância foram feitas utilizando um modelo com duas variáveis independentes, sexo e faixa etária (2X2). Para todas as análises estatísticas foi adotado o nível de significância de 5%. Os resultados demonstraram que 10,8% das crianças foram indicadas com DCD e 12% apresentou risco de DCD. Os resultados indicam que as crianças apresentaram mais dificuldades motoras nas habilidades relacionadas às destrezas manuais. As análises revelaram uma diferença estatisticamente significativa entre os sexos e entre as idades. Ao analisar as variáveis dependentes individuais, separadas por meio da análise dos efeitos principais, pode-se observar que houve diferença estatisticamente significativa entre os sexos e as idades somente para as habilidades com bola. Estes resultados sugerem que os meninos tiveram o desempenho melhor nas habilidades com bola, assim como as crianças com 8 anos. A prevalência de crianças com DCD nas escolas municipais de Florianópolis SC Brasil, excedeu aos 4-6% de prevalência de DCD nas crianças de 5 a 11 anos apontado pela literatura. A identificação precoce de crianças com dificuldades motoras é essencial para o embasamento de estratégias de intervenção por profissionais da área.
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Lundberg, Staffan. "Rolandic Epilepsy : A Neuroradiological, Neuropsychological and Oromotor Study." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4133.

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Caon, Giane. "Acompanhamento neuropsicomotor ambulatorial de crianças de alto risco neurológico." Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/339.

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Made available in DSpace on 2016-12-06T17:07:08Z (GMT). No. of bitstreams: 1 02-Elementos Pre-textuais.pdf: 141371 bytes, checksum: 53522240ad7745d208315c98271c3a5a (MD5) Previous issue date: 2005-12-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Neuropsychomotor impairment prevention becomes essential when progresses in obstetrics and neonatology áreas promote larger survival of risk babies. Neonatology High Risk Clinics have been implemented to provide attendance for these children, that usually have prevalence of neurological risk factors. Promoting the attention for their Neuropsychomotor Development, this study aimed to present a proposal of High Neurological Risk Children Clinical Neuropsychomotor Follow up, what is in implantation in Clinic of Neonatolgy High Risk from Academical Hospital at Santa Catarina Federal University. In the evaluation protocol were used: File of Biopsychossocial Data Register (risk factors verification and notes of assessments accomplished in consultations), Neonatal Medical Índex (for preterm neurobehavioral risk categorization), and Brunet-Lèzine Test (in adaptation by SOUZA, 2003, for determination of neuropsychomotors data Developmental Ages and Quotients/ DA and DQ - in Postural, Eye-Hand Coordination, Language, Social and Global areas,). From setember/04 to setember/05, 87 evaluations were accomplished, distributed among 40 infants. Preterm birth was the more frequent risk factor (85%), with Moderate (44,1%) and Extreme (55,9%) degree; NMI III was the more commom manifestation (44,1%) and there was significant lineal relationship between neurobehavioral risk and DQ in Social area /DQS (P=0,026). In follow up analysis, DQs tended to decrease, with smaller scores in Eye-Hand Coordination area, and statistical significance in prematuridade degree (P=0,025) in this area. DQS performance presented significant difference among evaluations of first and second year of life (P=0,019). Females have better neuropsychomotor performance either in the first (Posture and Eye-Hand Coordination, P=0,025 and P=0,008) and second year of life (Posture, Language and Global, P=0,017, P=0,047 and P=0,036). High Neurological Risk Children Clinical Neuropsychomotor Follow up proposal seems to linked child attendance and neurpsychomotor research. Its continuity aim to reinforce the neuropsychomotor intervention program, in order to promote health and quality of life for chidren and their families, with an approach more global and efficient.<br>Enfatizar a prevenção de distúrbios neuropsicomotores torna-se fundamental à medida que os avanços em obstetrícia e neonatologia promovem maior sobrevivência de bebês de risco. Ambulatórios de Alto Risco em Neonatologia têm sido implementados para proporcionar o acompanhamento dessas crianças, em que geralmente há predomínio de fatores de risco neurológico. Promovendo a atenção ao Desenvolvimento Neuropsicomotor de tal população, este estudo busca apresentar uma proposta de Acompanhamento Neuropsicomotor Ambulatorial de Crianças de Alto Risco Neurológico, que está em implantação junto ao Ambulatório de Alto Risco em Neonatologia do Hospital Universitário, Universidade Federal de Santa Catarina. No protocolo de avaliação foram utilizados: Ficha de Registro de Dados Biopsicossocias (verificação de fatores de risco e registro de avaliações realizadas nas consultas), Neonatal Medical Index (Índice Médico Neonatal, para categorização do risco neurocomportamental em prematuros), e Escala de Brunet-Lèzine (na adaptação de SOUZA, 2003, para determinação de dados neuropsicomotores - Idades e Quocientes de Desenvolvimento/ID e QD - nas áreas Postural, Coordenação Óculo-Motriz, Linguagem, Social e Global). De setembro/04 a setembro/05 foram realizadas 87 avaliações, distribuídas entre 40 lactentes. Nascimento pré-termo foi o fator de risco mais freqüente (85%), com grau Moderado (44,1%) e Extremo (55,9%), sendo que a categoria III no NMI foi de maior manifestação (44,1%) e houve relação linear significativa entre risco neurocomportamental e QD na área Social/QDS (p=0,026). Em análise longitudinal, os QDs tenderam a decrescer, com menores escores na Coordenação Óculo-Motriz, e significância estatística em relação ao grau de prematuridade (p=0,025) nesta área. O desempenho do QDS apresentou diferença significativa entre avaliações de primeiro e segundo ano de vida (p=0,019). Foi observado melhor desempenho neuropsicomotor no sexo feminino, tanto no primeiro (Postura e Coordenação Óculo-Motriz, p=0,025 e p=0,008) como no segundo ano de vida (Postura, Linguagem e Global, p=0,017, p=0,047 e p=0,036). A proposta de Acompanhamento Neuropsicomotor Ambulatorial de crianças de risco parece ter conseguido promover a veiculação da assistência à saúde da criança com a pesquisa sobre o desenvolvimento infantil. Sua continuidade prossegue em termos do fortalecimento do programa de intervenção neuropsicomotora, a fim de promover de forma mais global e efetiva saúde e qualidade de vida das crianças e suas famílias.
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Ruffolo, Jessica Somerville. "Visuoconstructional impairement : what are we assessing, and how are we assessing it? /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147803.

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Books on the topic "Psychomotor disorders in children"

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M, Portwood Madeleine, and NetLibrary Inc, eds. Co-ordination difficulties: Practical ways forward. David Fulton, 2004.

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Boon, Maureen. Helping children with dyspraxia. Jessica Kingsley Publishers, 2001.

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Reebye, Pratibha. Understanding regulation disorders of sensory processing in children: Management strategies for parents and professionals. Jessica Kingsley Publishers, 2008.

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Reebye, Pratibha. Understanding regulation disorders of sensory processing in children: Management strategies for parents and professionals. Jessica Kingsley Publishers, 2008.

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Sharon, Drew, ed. Guide to dyspraxia and developmental coordination disorders. David Fulton, 2003.

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Fundación Centro de Estudios Biológicos sobre Crecimiento y Desarrollo de la Población Venezolana. SENACREDH: Resumen : 2007-2011 : Segundo Estudio Nacional de Crecimiento y Desarrollo Humano de la República Bolivariana de Venezuela. FUNDACREDESA, 2014.

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Hardy, Mary-Anne. ABC, assessment of behavioral components: Analysis of severely disordered posture and movement in children with cerebral palsy. C.C. Thomas, 1988.

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1960-, Yu E., ed. Moving ahead: A training manual for children with motor disorders. Springer, 1998.

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Michelle, Pruzansky, ed. 1001 pediatric treatment activities: Creative ideas for therapy sessions. SLACK, 2011.

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Japan) Shōgaiji Rinshō Shinpojiamu (1st 1987 Fukuoka-shi. Dōsa ryōhō. Kyūshū Daigaku Kyōiku Gakubu Fuzoku Shōgaiji Rinshō Sentā, 1987.

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Book chapters on the topic "Psychomotor disorders in children"

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Volkmar, Fred R. "Psychomotor." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_1571-3.

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Volkmar, Fred R. "Psychomotor." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1571.

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Volkmar, Fred R. "Psychomotor." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1571.

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Shattuck, Katie, Rob Christian, and Stephen R. Hooper. "Psychomotor Epilepsy." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_938.

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Mailloux, Zoe. "Psychomotor Development Index." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_858.

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Mailloux, Zoe. "Psychomotor Development Index." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_858.

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Ritvo, Ariella Riva, Fred R. Volkmar, Karen M. Lionello-Denolf, et al. "Racing Thoughts, Distractibility, and Psychomotor Agitation." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101132.

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Wolman, Benjamin B. "Parents and Children." In Psychosomatic Disorders. Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-5520-5_10.

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Elliott, Julian, and Maurice Place. "Eating disorders." In Children in Difficulty, 4th ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-5.

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Tsukahara, Hirokazu, and Masato Yashiro. "Disorders of children." In Oxidative Stress and Antioxidant Protection. John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118832431.ch9.

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Conference papers on the topic "Psychomotor disorders in children"

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Folkmanis, Valdis, Aleksandrs Vasilonoks, and Lilian Tzivian. "Progress in psychomotor function of children attended and did not attend developmental therapies." In Innovations in the Diagnosis and Treatment of Children's Developmental Disorders. University of Latvia, 2018. http://dx.doi.org/10.22364/idtcdd.2018.03.

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Vasconcellos, Barbara Cunha, Tamie Mota Arbex, Aline Silva Ziehe, et al. "Psychomotor consequences in children with Tourette’s Syndrome." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.385.

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Background: Tourette’s Syndrome (TS) has a neuropsychiatric aspect and a chronic repertoire of motor-phonic tics. The common onset is in infants and remission in adults. Objective: investigate psychomotor consequences in children with TS. Design and settings: literature review. Methods: eleven studies were selected from a group of 20 after searching the MEDLINE database for “psychomotor performance OR psychomotor development” and “Tourette’s Syndrome”. Only articles with full texts available and published from 2011-2021 were included. Results: the response time (RT) of children with TS was longer. Throughout Do/Don’t tasks, with/without false alarms, the RT was lower while the accuracy of movement (AM) was greater. A study on RT and AM with different levels of complexity showed greater difficulty in ST group (p&lt;0.001) with RT increasing according to complexity. Many children with TS also had ADHD, and when comparing them to the ones only with TS, the ADHD+TS group made more mistakes while having the same RT. The ADHD+TS group also had a response blockage in non-sequential tests and lower TS in sequential tests (p=0.006). Studies showed an association between motor tics and forgetfulness rate (FR), with these being inversely proportional. Conclusion: children with TS have greater RT and the response to uni and bimodal stimuli differ, with greater AM and lower RT to single stimulus. More severe tics were associated with better content retention. Other psychiatric disorders are common, especially ADHD, requiring further studies to link the consequences of each pathology accordingly.
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GURCOVA, Maria. "Individual and therapeutic approach with students with S.E.N. Establishing an active contact and involvement in interaction in curative-motor classes (kinetotherapy) with elements of psychology and special pedagogy." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p234-240.

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In the program of the educational curriculum of Republic of Moldova a multidisciplinary team of specialists is working on an individual program of psycho-correctional assistance for each student in auxiliary school No. 6. Not only a speech therapist and a special teacher work with students with ASD, but also a kinetotherapist, with physical exercises, where tasks are set to develop motor skills (movements), coordination, balance, auditory attention and perception, speech activation through oral counting or appeals - requests, the development of interaction between children within the framework of the kinetotherapy lesson, the formation of arbitrary regulation of behavior based on physical exercises, outdoor games, as well as motor tasks that will solve not only important physical, but also psychological developmental tasks. The purpose of the study at this stage was to study the features of the influence of the environmental (therapeutic) environment on the development of psychomotor and communication skills in children with autistic disorder. The objective of this study is to conduct a comparative analysis of the characteristics of the psychomotor skills of children with autistic disorders and children with developmental disabilities. The results obtained in individual lessons become sustainable and extend to other situations, places, people interacting with the student. A student who has established contact in a physical lesson will now more easily interact with a speech therapist or special teacher and in order to provide psycho-corrective work with a child with autism, we are specialists, we understand that creating a therapeutic environment is the key to success.
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Guerrero Granda, Steven, Luis Serpa-Andrade, and Luis Guerrero. "Playful strategies to enhance teaching-learning and the inclusion of children with Down syndrome." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002804.

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Down Syndrome is a genetic disorder characterized by the appearance of an extra chromosome in the human genome, discovered in 1866. This is one of the few genetic disorders where there are other chromosomes that are compatible with life. In Ecuador, Down syndrome occurs in 1 in 550 live births, an average much higher than the world rate of 1 in 700. The phenotypic characteristics that can occur in DS, there are 12 to 14 characteristics, but in each individual, it is presented between 6 to 8 the common ones are epicanthus, rounded head, short stature, coated and protruding tongue, wide and shorthands, psychomotor and mental-physical development is delayed, people with DS have a shorter average life than normal approximately 50 years, a large part of mortality is due to respiratory diseases, and cardiac malformation, the incidence of leukemia 20 times higher than the normal population. A systematic review is generated in the main repositories that cover the subject, using the PRISMA methodology to answer questions such as: What are the playful strategies used by children with Down Syndrome, What changes are generated by the use of technologies in people with DS, What aspects are should be considered for the correct motor stimulation of children with DS to contribute to motor development in an effective way.
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Popelková, Marta, Erika Jurišová, and Lucia Ptáčniková. "PSYCHOMOTOR DEVELOPMENT SCREENING AS A TOOL FOR EARLY IDENTIFICATION OF PREDICTORS OF NEURODEVELOPMENTAL DISORDERS AND ITS IMPORTANCE IN PROMOTING ACADEMIC SUCCESS OF CHILDREN." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0762.

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Reis, Drielly Tífany Ferreira, Rafaela Rodrigues Pereira, and Rogerio Alves da Silva. "Influence of physiotherapy in the treatment of children with autism spectrum disorder." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-034.

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Abstract Introduction: The etiology of the disorder is not yet well defined, what is known is that several factors can predispose the child to have autism, which may be genetic and environmental factors, according to scientific evidence. The TEA has three measurement degrees, classified as mild, moderate and severe. It is important that the autistic child and his family have the support of a multidisciplinary team that instructs them to overcome the diagnosis and the current situation in which they find themselves. Based on the characteristics presented by the autistic individual, there is a need to develop activities that encourage movement patterns, posture, communication, socialization and psychic, for this reason the physical therapy intervention must occur early, promoting improvements in psychomotor development and daily needs. Objective: Highlight the benefits of physical therapy as a treatment for children with autism spectrum disorder, present with autism spectrum disorder and talk about the family attitude in view of the autism diagnosis. Methods: This study qualifies for its basic nature, being a bibliographical research with a qualitative approach, through scientific journals of the last 10 years. Conclusion: When talking about physiotherapy in ASD, it is possible to understand that as the autistic person undergoes these treatments, their difficulties become smaller. Physiotherapy allows the child to have physical, motor and emotional well-being.
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Espindola, Mylena Delamare, Thaynara Maria Maran de Souza, Gabriel Loureiro Seleghim Boaventura, and Maria José Martins Maldonado. "Opsoclonus-myoclonus syndrome in pedriatic patient from Campo Grande (MS): case report." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.131.

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Context: Opsoclonys-myoclonus syndrome (OMS) is a rare neurologic disorder characterized by acute or chronic subcortical myoclonus and cerebellar ataxia at 6 months to 3 years-old children with rates of incidence expressed as 0.18 per 1.000.000 person- year. With nonspecific physiopathology, the only definitive finding is an elevated lymphocyte and positive B-cells count on the cerebrospinal fluid (≥11 cels/mm³) along with 50 to 93% cases reported from the National Pedriatric Myoclun Center (1989-2013) presenting oligoclonal bands. The diagnosis is established by clinical evaluation with exclusion criteria based on the presence of structural central nervous system damage and the aggressive treatment includes immunomodulatory therapy for behavior and cognitive stabilization. Case report: This paper aims to describe a case of a 1-year-old premature pediatrician patient presenting OMS in the absence of fetus distress due to pre- eclampsia condition with long-term hospitalization. After hypotonia, psychomotor agitation and vomit episodes, the patient was referred to Campo Grande (MS) where worsened to globus myoclonus, opsoclonus and nystagmus after 25 days of hospitalization, symptomatology responsive to Propranolol 10mg a day with regression of the clinical and neurological condition. Conclusion:Although OMS is a rare condition with variable prognosis, children appear to respond to pharmacological and non-pharmacological treatment improving the quality of life.
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Balážová, Jana, and Gabriela Filka. "Possibilities of Identifying Children with Delayed Psychomotor Development." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.327b.

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Based on the knowledge about psychomotor development, the paper presents research aimed at developing an observation sheet suitable for teachers in kindergartens and summarizing the most common difficulties of preschool children in Slovakia and Serbia. It defends the need to identify children with delayed psychomotor development and summarizes the possibilities of screening the functionality of psychomotor development of children at an early age.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Reports on the topic "Psychomotor disorders in children"

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Riley, Catherine, and Kate Wilson. Anaesthesia for Children with Skin Disorders. World Federation of Societies of Anaesthesiologists, 2024. http://dx.doi.org/10.28923/atotw.530.

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This tutorial explores the provision of anaesthesia for children with skin disorders, which range from mild to life-threatening. The anaesthetist must balance prevention of skin trauma or infection with the provision of safe anaesthesia, including airway and temperature management.
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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2892.

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PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/metodika-ozdorovitelnoy-raboty.

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Пособие нацелено на формирование педагогов ДОУ готовности к педагогической деятельности в области здоровьесбережения детей с нарушениями речи, на реализации государственного образовательного стандарта, обогащению профессионального опыта педагогов. Учебно-методическое пособие предназначено для организации учебных занятий в рамках курсовой подготовки и переподготовки педагогов ДОУ по программам: «Педагогическая деятельность в условиях реализации ФГОС ДО» и «Теория и методика воспитания и обучения детей с ОВЗ».
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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
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Shin, Su-Jeong Hwang, Brianna Smith, and Kristi Gaines. Investigation of Therapy Clothing Products for Children with Autism Spectrum Disorders. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1151.

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Mitcham, Sara. Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2277.

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Ylvisaker, Mark. Rehabilitation of Children and Adults With Cognitive-Communication Disorders After Brain Injury. American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00146.

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Woodward, Gail. Identification of dyspraxic characteristics in children with moderate and severe articulation disorders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5998.

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Sandberg, David, Melissa Gardner, Nina Callens, et al. Helping Caregivers of Children with Differences/Disorders of Sex Development Decide on Treatment. Patient-Centered Outcomes Research Institute® (PCORI), 2019. http://dx.doi.org/10.25302/11.2019.cer.1360.

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Habermann, Barbara. Speechreading ability in elementary school-age children with and without functional articulation disorders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5971.

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