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1
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.
Full textAbstract:
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.
7
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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Vasylieva, Nataliia, and Lidiia Drozd. "RESTORATION OF MOTOR AND PSYCHOMOTOR SPHERES IN CHILDREN WITH AUTISM." Acta Balneologica 65, no. 2 (2023): 87–93. http://dx.doi.org/10.36740/abal202302104.
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Aim: To determine the effectiveness of restoration of motor functions and peculiarities of psychomotor development in preschool children with autism spectrum disorders in the conditions of a rehabilitation establishment. Materials and Methods: The interest of specialists in the problem of teaching children with autism is due to a significant increase in the number of this category of children in recent years and insufficiently effective solutions to urgent issues of recovery, rehabilitation, corrective and developmental influence on the motor and psychomotor sphere of autistic children. Children of the middle group aged 5-6 took part in the study. The diagnosis of all children participating in the study is a mild or moderate degree of autism with combined developmental disorders. Rehabilitation classes were held in both groups at physical education classes, but in the main group, they were held at every class. Such classes took place during the walk and were recommended to parents for classes at home. During physical education classes in the control group, the corrective component was partially used. Results: The state of psychomotor skills was determined by four tests assessing sensorimotor coordination, static and dynamic coordination, reciprocity of movements, and spatial orientation. It was noted that 85% of examined children with autism have impaired reciprocal coordination of movements and disorder of spatial organization of actions; 90% of children have impaired sensorimotor coordination of movements. In 100% of children, disorders of static and dynamic coordination of movements were found. Conclusions: This study made it possible to identify a low level of psychomotor development in children with autism, which indicates the need and importance of further development of motor development problems and indicates some approaches to the organization of motor control examination of children with autism.
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Biesieda, Volodymyr. "Correction system effectiveness of the children physical development of early and younger preschool age with psychomotor disorders (on the example of posture)." Health, sport, rehabilitation 8, no. 4 (2022): 58–69. http://dx.doi.org/10.34142/hsr.2022.08.04.05.
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Purpose: to reveal the reliability of the effectiveness of the developed author's system for correcting the physical development of young and preschool children with psychomotor disorders.
 Material and methods. A total of 208 children of early (2-3 years) and younger preschool (3-4 years) age with psychomotor disorders took part in the study. Specially organized studies of the effectiveness of the system of corrective physical education for children of early and younger preschool age with psychomotor disorders were conducted during 2019 - 2021. They took place in specialized preschool education institutions, as well as kindergartens of the combined type in the city of Odesa, Odesa region, as well as in the cities of Kramatorsk, Kharkiv, Mykolaiv, Balaklia (Kharkiv region). I also summarized my own long-term (over 25 years) experience of individual rehabilitation activities with the specified contingent of children in the Odessa Movement Rehabilitation Center. All children were divided into two groups: 108 from experimental groups and 100 from control groups.
 Results. Summarizing the analysis of the results of the dynamics of physical development indicators of children with psychomotor disorders (on the example of the study of their posture), we should conclude that almost all the indicators of children from the experimental groups had a marked improvement in results, which in the absolute majority of cases was confirmed statistically (P<0,01‒0,05). Children from control groups also demonstrated some improvement of physical development indicators, but it was by no means confirmed by the methods of mathematical statistics (P>0,05).
 Conclusions: the conducted formative pedagogical experiment confirmed the reliability of the effectiveness of the developed author's system of correction of physical development of children of early and early preschool age with psychomotor disorders in comparison with the traditional system of their education.
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Kuznetsova, L., M. Brychuk, L. Pogasiy, and K. Zhizhkun. "Features of the influence of playing activities on preschool children with a spectrum of autistic disorders in the process of adaptive physical education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 53–59. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.10.
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The article deals with the peculiarities of the mental development of children with autism spectrum disorders, their psychophysical abilities, the formation of cognitive functions, the means of communication, the development of the emotional-volitional sphere, behavior in society. Features of correctional and pedagogical work with autistic children at the present stage are considered. A detailed definition of the definition of "autism", a modern classification of autism, the main features of autistic disorders in all its clinical variants are presented. Statistics on the incidence of autism in the world are provided. The characteristics and peculiarities of psychomotor development in preschool children with autism spectrum disorders and the logic of psychomotor development, the features of psychomotor development, the offered educational and correction tasks are presented. Importance and place of mobile games as the main means of adaptive physical education of preschool children with this nosology have been determined. Mobility games are distributed in the focus on the development of motor skills of preschool children with autism spectrum disorders. A modified classification of mobile games, entertainment, and entertainment that can be used in adaptive physical education and extracurricular forms of preschool-age children with autism spectrum disorders is presented.
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Delgado, Laura, Rebeca Montes, and José Antonio Prieto. "Prevalence of psychomotor retardation and its relation to the sensory profi le in preschool children." Journal of Human Growth and Development 26, no. 3 (2016): 323. http://dx.doi.org/10.7322/jhgd.122815.
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The psychological and motor development of typically developing preschool children is usually not tracked in the educational environment. The aim of the study is to determine the prevalence of psychomotor retardation and the relationship between psychomotor development and sensory integration processes. The sample included 66 children from preschool, with a mean age of 4.2 years. It applied the Observational Scale of Development in its short version (EOD-B as its Spanish original term) and the Sensory Pro file (SP). The ANOVA revealed a strong association between the presence of psychomotor and sensory processing disorders (p = 0.001). In addition, the data revealed a high prevalence of regulatory disorders in the sensory pro fi le (30%) and psychomotor retardation (20%). The results open new lines of research and intervention in psychomotor development within the educational environment.
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Biesieda, Volodymyr. "Types and causes of postural disorder in the frontal plane in children with psychomotor retardation." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 1 (130) (2020): 145–54. http://dx.doi.org/10.24195/2617-6688-2020-1-19.
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Disorders of the musculoskeletal system, where posture defects contribute to the appearance of multiple organ dysfunctions, are the leading symptom demonstrated by the children with psychomotor retardation. Scientific studies state different data regarding postural disorders in children of early and preschool age, which is caused by lack of a unified classification of postural disorders in the frontal plane. Therefore, the purpose of the study was to develop a new comprehensive classification of postural disorders in the frontal plane in infants and preschool children with psychomotor retardation depending on their causes, the classification being adapted to the possibilities of the correction-oriented physical training, by means of the analysis and classification methods. During our research, we have revealed the following: 1. The problem of postural disorders demonstrated by the children of early and preschool age occupies a leading position, but at the same time, the issues related to the diagnosing of the children suffering from psychomotor retardation alongside the determination of the etiology of disorders have not been sufficiently developed. 2. The main types of postural disorders in the children’s frontal plane are presented in the form of scoliosis, asymmetric posture being its precursor. 3. The reasons for postural disorders in children are of a diverse nature and depend on many factors; we have not revealed a unified approach to the identification of the etiology of postural disorders in the frontal plane in scholars’ studies. 4. A new complex classification is presented; it which includes five main etiological blocks of postural disorders in the frontal plane of children of early and preschool age who suffer from psychomotor retardation: biomechanical (anatomical), neurogenic-muscular, myofascial, psychosomatic and compensatory. The prospects for further research may lie in the mainstream of the search for a correlation between the cause-effect relationships of the etiology and pathogenesis of postural disorders in the frontal plane demonstrated by the children under focus according to the five above-mentioned blocks.
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Lazăr, Andreea-Gabriela. "The Role of Ludotherapy in the Case of Children with Psychomotor Disorders." GYMNASIUM XIX, no. 1 (Supplement) (2019): 152. http://dx.doi.org/10.29081/gsjesh.2018.19.1s.12.
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This research aimed to improve some components of psychomotor by using some therapeutic play activities in Physical Education and Sports lessons. The study was conducted at the „Stefan cel Mare” Gymnasium School in Putna, on five children aged between 7 and 10 years old. This experiment took place during a school year. The research is based on the premise that play (playful activities) conceived as therapy is part of the new trend of teaching-learning methods, which aim to transform the role of the teacher and to give new possibilities to the child with certain psychomotor disorders. The results have highlighted that the application of different ludo-therapy activities in physical education and sport lessons to children without mental deficiencies, but which have different psychomotor disorders, has led to the improvement of some components of psychomotor, namely static and dinamic balance, general coordination, segmental coordination, ocular - motor coordination and spatial orientation.
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Biesieda, Volodymyr. "Peculiarities of the mental and motility state of the children suffering from mental retardation and postural disorders." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (2020): 56–63. http://dx.doi.org/10.24195/2617-6688-2020-4-7.
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Nowadays, there are numerous scientific reviews and studies devoted to the problem of psychomotor retardation of children of different ages. Though, a comprehensive solution of how to identify psychophysical characteristics demonstrated by this category of small children suffering from postural disorders has not made yet. The goal of our research was to identify features of the mental and motility state of small children suffering from psychomotor retardation and postural disorders. Summarising the research performed, these conclusions have been made: The children demonstrating psychomotor retardation have different types of mental and somatic dysontogenesis, which negatively affects their academic performance and social adaptation; in the process of pedagogical observations, the small children suffering from psychomotor retardation and postural disorders demonstrate certain mental features in comparison with their healthy as follows: reduced motor-game activity, reduced participation as a leader in collective active games; lack of speech communication with peers, emotional instability, the children constituting this category fail to respond to changes in plot collisions of a game in time, in contradistinction to their healthy peers; their responses happen to be inadequate; they do not understand the rules of a game, or details of the game plot; do not always respond correctly to the results of the game commented by their teacher in each particular case; this category of children demonstrates specific peculiarities of their motor development: a reduced total volume of their daily locomotion compared to their healthy peers; these children prefer horizontal basic motor modes (lying, crawling, sitting), avoiding vertical gravitational starting positions; in case these children take vertical positions, they reflexively try to find additional support for the upper extremities or corpora; a reduced amount of purposeful motor-game actions with increased spontaneous motor activities; the movements of the children suffering from psychomotor retardation and postural disorders are often insufficiently coordinated by them; the problems causing fusion of movements should also be noted; insufficient rationality of motor actions performed by these children according to all the parameters (space-, time- and energy-related) is revealed. The prospects of further research in this area are seen in the study of physical, psycho-somatic and mental relationships alongside their impact on the overall development of small children suffering from mental retardation and postural disorders.
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Liakhova, I. M., and A. O. Baryshnikov. "Methods of correction of psychomotor development of preschool children with autism spectrum disorders." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 6(166) (June 16, 2023): 93–96. http://dx.doi.org/10.31392/npu-nc.series15.2023.6(166).19.
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The article is based on the study of scientific and methodological literature, pedagogical observations and own experience of working with autistic children, theoretical analysis and generalization of scientific and methodological approaches and methods of correction of psychomotor development of preschool children with autism spectrum disorders, which manifest themselves in early childhood and are considered one of the most severe disorders of psychophysical development of this category of children, are carried out.
 It is noted that the activities aimed at correcting psychomotor development are quite specific and diverse, have a certain evidence base and affect the process of socialization of autistic children. On this basis, the article reveals the relationship between the motor activity of autistic children and other types of activity - intellectual, speech and emotional; systematizes the means and methods of correction of motor activity and behavior of this contingent of children.
 The necessity and importance of solving the problems of correction and development of motor activity of autistic children, taking into account the peculiarities of their psychophysical development, are theoretically substantiated. Based on the experience of researchers on this issue, the approaches, means and methods that should be taken into account when developing correctional programs for this contingent of children are identified.
 It has been established that successful correction of psychomotor development and socialization of autistic children requires gradualness, perseverance, cooperation with parents, and the use of a comprehensive, correctional and developmental, sensory and perceptual, eclectic, behavioral, variable and individual approach to each autistic child. It has been found that the main means of correcting the psychomotor development of children with autism spectrum disorders include: outdoor and sensory games, imitation and gymnastic exercises, exercise therapy exercises aimed at developing gross and fine motor skills, coordination and strength abilities, as well as exercises for intercortical interaction, swimming and massage; the main methods of correcting psychomotor development are the method of early intervention, the method of imitation, the tandem method and the game method.
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Szmaj, Marta. "Specialist Speech therapy in Poland in Children with Feeding and Swallowing Disorders." Acta Facultatis Medicae Naissensis 29, no. 4 (2012): 187–91. http://dx.doi.org/10.2478/v10283-012-0026-2.
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SUMMARY Progress in medical care witnessed nowadays has resulted in the increase of the survival rate of infants affected or at risk of some psychomotor development disorders. High psychomotor risk may be associated with perinatal risk factors, preterm delivery as well as hereditary diseases. Each child with the so-called positive perinatal family history may experience difficulty feeding and swallowing. Therefore, diagnosing feeding and swallowing disorders, known as dysphagia, by a team of specialists including a neonatologist, paediatrician, gastroenterologist, laryngologist, psychologist and speech pathologist, has become an urgent need. The aim of this article is to acquaint the readers with the role of the specialist in speech pathology in the improvement of the feeding and swallowing skills in children affected by certain psychomotor disorders, as well as present current developments in the specialist speech care available in hospitals and early medical intervention centres in Poland.
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Kleshchenko, Elena I., and Elena V. Shimshenko. "SPECIFICS OF PSYCHOMOTOR DEVELOPMENT IN CHILDREN WITH DIFFERENT OUTCOMES OF PERINATAL HYPOXIC BRAIN INJURY." Kuban Scientific Medical Bulletin 26, no. 3 (2019): 48–54. http://dx.doi.org/10.25207/1608-6228-2019-26-3-48-54.
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Aim. To analyse the psychomotor development of children with different outcomes of perinatal hypoxic brain injury and to assess the effectiveness of nootropic therapy in terms of formation of speech skills and cognitive activity. Materials and methods. The study included 136 children having suffered from asphyxia during labour and/or intrauterine hypoxia. The analysis of the neurological pathology and psychomotor development in the children was carried out during the first two years of their life. Neurological deficit was formed in 55 (40.4%) children; the remaining children exhibited functional disorders of the nervous system. The evaluation of the children’s psychomotor development was carried out using the Clinical Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/ CLAMS). The level of motor development in the children with cerebral palsy was determined using the System for Assessing Global Motor Functions. Results. Functional disorders of the nervous system were manifested in the hyperactivity syndrome, tempo-retarded development and dissociation of speech, cognitive and motor functions. The global nature of hypoxic brain damage in children with neurological deficit determined the predominance of severe disorders in motor functions, cognitive activity and speech development. According to the study, neurological deficit was more often formed in premature babies, but severe impairments in motor functions due to pronounced destructive changes in the brain prevailed in mature babies. The study showed the effectiveness of nootropic drugs in children with functional disorders of the nervous system, as well as in children with neurological deficit without pronounced structural changes in the brain. Conclusion. An analysis of psychomotor development and assessment of the effectiveness of nootropic therapy in young children with perinatal hypoxic brain damage allows the adequacy of the rehabilitation for correction of the revealed violations to be determined.
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Butko, G. A., O. V. Suvorova, and S. N. Sorokoumova. "Studying the motor sphere of preschool children with mental development delay." Vestnik of Minin University 7, no. 3 (2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-3-6.
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Introduction: the article is devoted to the study of the motor sphere of preschoolers with mental retardation. The issues of complex diagnostics of physical development, motility and psychomotor children of children with mental retardation in comparison with their normally developing peers are considered. Disorders of motor development of preschool children with mental retardation are not clearly expressed, but, to a large extent, are the cause of their lag in cognitive, verbal, and social development. Special motor disorders of these children are most often the result of early intrauterine minimal organic lesions of the central nervous system. In the early stages of development of such children, disorders of muscle tone are observed, pathological tonic reflexes take place, all stages of motor development in infancy are delayed evenly. The combination of these three components results in special disturbances, which are characterized as motor ones. In children with minimal organic pathology, quite often, especially in children with mental retardation, the frontal brain regions are formed very slowly, namely, they are responsible for creating an action program and monitoring it. n this case, the child is not able to build a scheme of the motor act, does not understand what should be the movement. The reason for the difficulties in this case is not a violation of muscle tone, but a disturbance in the cerebral cortex: the child does not understand how to perform the action. In this case, there is a psychomotor disorder. These two groups of motor disorders in children with mental retardation determine the two systems of work to overcome them. There is a third group of disorders - a mixed form, when a child has both motor and psychomotor disorders. The direction of work to overcome motor disorders in children with mental retardation will depend on the nature of the disorders: motor, psychomotor, and mixed. Thus, motor developmental disorders of children with mental retardation may have a different nature, it is necessary to carefully study the characteristics of the motor sphere of these children and implement a differentiated approach to overcoming its disadvantages.Results of the research: the article presents the results of the study of the motor and psychomotor functions of preschoolers with mental retardation, indicators of their health and physical development. A comparative experimental study of the characteristics of the motor sphere of preschoolers with mental retardation and their peers who attend mass groups of the kindergarten allowed to draw some conclusions about the specific shortcomings of the motor development of children with mental retardation. Most children with mental retardation have quite serious impairments in their state of health, are lagging in physical development: they have disproportions in their height and weight, reduced muscle strength in their hands, and insufficient lung capacity. Motor skills do not meet age norms: speed and power characteristics of movements, dexterity and coordination abilities are most reduced. Indicators of psychomotor development, especially the dynamic and spatial organization of movements, are lower than those of peers who attend mass groups in kindergarten. These deficiencies are the result of early organic damage to the central nervous system or its functional immaturity. As a result of studying the state of motor skills of children according to N.I. Ozeretsky revealed some important facts: when performing certain tests (for simultaneity of movements, speed of movements, dynamic coordination of movements) and children with mental retardation, and children from large groups showed equally poor results. This indicates a general trend of deterioration of the motor development of modern children, especially those living in the megalopolis. As part of the neuropsychological research, three groups of children with mental retardation in terms of the development of movements and actions were identified, which can serve as the basis for the implementation of a differentiated approach during remedial work. The application of the method of age cuts allowed to conclude that there is a certain positive age dynamics in the formation of motor and psychomotor children with mental retardation, but there is a difference in the sensitive periods of motor skills formation in children with mental retardation and children with normal development. If in normally developing children, at the age of five, the basic motor skills are practically formed, then in children with mental retardation they are formed only by six to seven years and later.Discussion and conclusions: the article proposed a diagnostic program for studying the characteristics of the motor sphere of preschoolers with mental retardation. Comprehensive diagnostics of the motor development of children with mental retardation is necessary to take into account the individual characteristics of children in the organization of physical education and to implement a differentiated approach in physical education and other motor exercises. Based on the characteristics of the contingent of children with mental retardation, the following system for diagnosing motor development was proposed: an individual assessment of the physical development and functional state of the organism of children of preschool age; assessment of children's physical fitness; study of children's motility using metric tests N.I. Ozeretsky; study of the characteristics of the psychomotor development of children using neuropsychological tests for the study of movements and actions adapted for preschool children with mental retardation. Thus, a combination of qualitative and quantitative assessment of psychological and pedagogical data on the level of development of the child’s motility, dynamic observation and comprehensive neuropsychological research allows most accurately and fully assess the overall psychophysical development of the child, the state of his motility and psychomotor system, predict future development and determine the best ways psychological and pedagogical correction.
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Bîlbă, Anca Nicoleta. "Terapia cu ajutorul calului ca metodă sportivă în afecțiunile psihomotorii: Un studiu controlat pretest-posttest." Studia Doctoralia 8, no. 1-2 (2018): 87–116. http://dx.doi.org/10.47040/sd/sdpsych.v8i1-2.76.
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Pervasive developmental disorders are a series of illnesses characterized by delays in the development of some basic functions, such as the ability to communicate and socialize, but also through a small number of interests or activities, and according to ICD-10 (1996), in this category can include childhood autism, where deficiencies at these levels are identified, being identified until the age of three years or atypical autism - common in people with mental retardation or with responsive language disorders. A form of alternative therapy focused on these dimensions is horse-therapy therapy, a rapidly expanding approach in recent years, both with the aim of empirical substantiation and implementation of its different application centers to alleviate psychomotor deficiencies and emotional. This study aims to analyze the results obtained from horse-assisted therapy on psychomotor disorders in children with autistic spectrum disorders, epilepsy, ADHD or cerebral palsy. A group of 64 children aged between 2 and 14 years, biological age, participated in the study. 41 children were part of the study group, 23 constituting the control group. A controlled research model with pretest-posttest measurements was used. The effect of horse therapy on adaptive skills was evaluated. The ABAS II Adaptive Behavior Assessment System was used to measure these skills. The results indicate that hypothyroid therapy is effective in increasing the adaptability of children with psychomotor disorders.
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Bîlbă, Anca Nicoleta. "Terapia cu ajutorul calului ca metodă sportivă în afecțiunile psihomotorii: Un studiu controlat pretest-posttest." Studia Doctoralia 8, no. 1-2 (2017): 87–116. http://dx.doi.org/10.47040/sd0000052.
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Pervasive developmental disorders are a series of illnesses characterized by delays in the development of some basic functions, such as the ability to communicate and socialize, but also through a small number of interests or activities, and according to ICD-10 (1996), in this category can include childhood autism, where deficiencies at these levels are identified, being identified until the age of three years or atypical autism - common in people with mental retardation or with responsive language disorders. A form of alternative therapy focused on these dimensions is horse-therapy therapy, a rapidly expanding approach in recent years, both with the aim of empirical substantiation and implementation of its different application centers to alleviate psychomotor deficiencies and emotional. This study aims to analyze the results obtained from horse-assisted therapy on psychomotor disorders in children with autistic spectrum disorders, epilepsy, ADHD or cerebral palsy. A group of 64 children aged between 2 and 14 years, biological age, participated in the study. 41 children were part of the study group, 23 constituting the control group. A controlled research model with pretest-posttest measurements was used. The effect of horse therapy on adaptive skills was evaluated. The ABAS II Adaptive Behavior Assessment System was used to measure these skills. The results indicate that hypothyroid therapy is effective in increasing the adaptability of children with psychomotor disorders.
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Malyshkina, A. I., T. V. Samsonova, and V. A. Krivonogov. "Features of Clinical and Anamnestic Indicators of Infants of the First Year of Life with Impaired Motor Development, Born at Different Stages of Gestation." Doctor.Ru 22, no. 7 (2023): 43–47. http://dx.doi.org/10.31550/1727-2378-2023-22-7-43-47.
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Aim. To identify the features of clinical and anamnestic indicators in children of the first year of life with impaired motor development, born at different stages of gestation. Design. Сomparative study. Materials and methods. 64 children of the first year of life with motor development disorders were examined. 4 groups were formed: 1st (n = 16) — full-term, 2nd (n = 16) — late preterm, 3rd (n = 16) — moderately premature, 4th (n = 16) — extremely preterm children. All children underwent an examination, which included an assessment of psychomotor development using the L.P. Zhurba and E.M. Mastyukova scale and studying the features of the course of their anamnesis. Results. Very premature children had a greater severity of cerebral ischemic and respiratory disorders in the neonatal period compared to full-term, late preterm and moderately premature patients (p < 0.001). Total score of psychomotor development according to the L.P. Zhurba and E.M. Mastyukova scale in patients of all study groups was below standard values (p < 0.001), while the total score in very premature infants was lower than in full-term infants (p = 0.004). Conclusion. The results obtained can serve as the basis for the development of a personalized approach to planning treatment and rehabilitation activities for children with motor development disorders. Keywords: perinatal damage to the central nervous system, impaired motor development, children of the first year of life, psychomotor development
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Stepanchenko, N. I., I. B. Hrybovska, M. V. Danylevych, and R. V. Hryboskyy. "Aspects of psychomotor development of primary school children with hearing loss from the standpoint of Bernstein's theory of movement construction." Pedagogy of Physical Culture and Sports 24, no. 3 (2020): 151–56. http://dx.doi.org/10.15561/26649837.2020.0308.
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Purpose: As the latest research shows, psychomotor development and motor learning of deaf children is garnering a great deal of attention from scientists. Effectively correcting the psychomotor development of hearing-impaired kids requires a deep understanding of the disorders, structures, depth, and the children’s potential motor learning capabilities. We believe this understanding can be reached with the Bernstein approach. However, we were able to find only a handful of studies on psychomotor development of hearing-impaired children from the point of view of the theory of how motor skills are formed. Based on this theory, the purpose of this study was to create a diagnostic program that can evaluate and analyze psychomotor disorders and uncover their mechanism in hearing impaired kids compared to their peers with normal hearing. Methods: The study included 54 children from primary schools in Lviv with normal hearing and 94 primary school children with hearing loss from the Lviv Specialized Boarding School named after Maria Pokrova №101 and the Zhovkiv Training and Rehabilitation Center “Zlagoda” (51 children with hearing loss and 43 deaf children). The research sample we chose was random and the children ranged in age from 7-8 years old. To study a single motor skill based on the involvement of multiple levels of central nervous system control, the jump model was chosen. The study consisted of 10 tests, each of which was rated on a 5point scale. Gathered and analysed data were used for the quantitative method. Result: It was established that children with hearing loss had psychomotor retardation on all motor skill levels compared to their peers with normal hearing. Hearing impaired children had a low level of static and dynamic coordination, speed of movement, and motor memory. The lowest level of development was purposeful movement. Conclusions: We identified specific psychomotor disorders in primary school children with hearing loss compared to their peers with normal hearing on all levels of motor skill formation, and found correlations between the overall assessment of hearing impaired children and the studied components by level of movement construction: for any motor activity, there is a primary level, which forms the foundation of the movement and all other levels that are activated when performing the movement. The aspects of sensory-motor functions in primary school children with hearing loss depend on the level of hearing loss and consist of an absence of coordination on multiple levels of movement construction.
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Martini, Rose, A. E. Ted Wall, and Bruce M. Shore. "Metacognitive Processes Underlying Psychomotor Performance in Children with Differing Psychomotor Abilities." Adapted Physical Activity Quarterly 21, no. 3 (2004): 248–68. http://dx.doi.org/10.1123/apaq.21.3.248.
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The use of metacognition differs with different levels of cognitive ability, but 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, average, developmental coordination disorder (DCD)—during a ball-throwing 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 median 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.
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Kustova, T. V., T. E. Taranushenko, and I. M. Demyanova. "Evaluation of psychomotor development of a child of early age: what should the pediatrician know." Medical Council, no. 11 (July 16, 2018): 104–9. http://dx.doi.org/10.21518/2079-701x-2018-11-104-109.
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The authors raise the question of the problems of diagnosis of developmental disorders in young children. The article provides a review of domestic and foreign methods of diagnostics of psychomotor development. The «Algorithm for diagnosing the child’s psychomotor development» is proposed, based on a step-by-step approach to assessing the dynamics of the child’s neuropsychological development.
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Amalia, Putri, and Siti Rofiqoh. "Penerapan Terapi Bermain Plastisin Terhadap Perkembangan Motorik Halus Pada Anak Usia Prasekolah Dengan Resiko Gangguan Perkembangan." Prosiding Seminar Nasional Kesehatan 1 (December 3, 2021): 704–8. http://dx.doi.org/10.48144/prosiding.v1i.738.
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AbstractPsychomotor skills are children’s ability to use small muscles and coordination between eyes and hands. Thus, children are able to doing their activities independently. One of the media used to improve the psychomotor skills of preschool-aged children is using plasticine. The purpose of this study was to describe the application of plasticine play therapy in improving psychomotor skills in preschool-aged children. The descriptive study design was used in this case study. There are two preschool-aged children who are at risk of developmental disorders join in this study. The developmental pre-screening questionnaire (KPSP) was used to assess the psychomotor skills. The results show that before the intervention the KPSP value of both respondents was 5. After the intervention the KPSP value was increased to 10 and 12. Thus, plasticine play therapy can improve the psychomotor skills among preschool-aged children who are at risk of developmental disorders. Furthermore, nurses suggested to implement plasticine play therapy as an alternative intervention to improve psychomotor skills in preschool-aged children.Keywords: psychomotor skills; Preschool-aged children; plasticine.
 AbstrakMotorik halus merupakan kemampuan anak mengunakan otot-otot kecil serta koordinasi antara mata dan tangan, sehingga anak mampu melakukan aktivitas mandiri dengan baik. Salah satu media yang digunakan untuk meningkatkan motorik halus anak usia prasekolah adalah menggunakan plastisin. Tujuan penulisan ini untuk menggambarkan penerapan terapi bermain plastisin dalam meningkatkan motorik halus pada anak usia prasekolah. Metode yang digunakan dalam studi kasus ini adalah penelitian deskriptif dengan subyek dua pasien anak usia prasekolah yang mengalami resiko gangguan perkembangan. Alat ukur yang digunakan adalah lembar observasi yang mengacu pada kuesioner pra skrining perkembangan (KPSP). Hasil menunjukan sebelum intervensi nilai observasi kedua responden 5. Setelah intervensi nilai observasi kasus satu meningkat menjadi 10, sedangkan kasus dua meningkat menjadi 12. Kesimpulannya adalah penerapan terapi bermain plastisin dapat meningkatkan motorik halus anak usia prasekolah yang mengalami resiko gangguan perkembangan. Saran bagi perawat menjadikan terapi bermain plastisin sebagai salah satu alternatif tindakan untuk meningkatkan motorik halus pada anak usia prasekolah.Kata kunci : Motorik halus; Anak usia prasekolah; plastisin.
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Bedrii, N. M., and O. S. Yablon. "Implementation of the adapted Grifits scale in the Ukrainian pediatric area." UKRAINIAN JOURNAL OF PERINATOLOGY AND PEDIATRICS, no. 1(89) (March 29, 2022): 17–21. http://dx.doi.org/10.15574/pp.2022.89.17.
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Despite of the lot of development assessment tools during last three decades long-term adverse effects of premature infants and techniques determining the extent of violations, no study has provided a comprehensive overview of these tools, as well as their strengths and weaknesses. In the structure of long-term adverse effects of premature birth remains a high frequency of neurological disorders that require further improvement of diagnostic methods and timely correction to improve the prognosis of further development. Purpose - to improve the long-term effects of preterm birth by using an adapted Griffiths scale in preschool children. Materials and methods. An assessment of the psychomotor development of 105 preschool children was estimated. Assessment of psychomotor development was performed using an adapted Griffiths scale and a well-known method. During the study, this category of children was under the supervision of follow-up doctors to systematically assess their health. Dynamic examination was performed during the first year of life once every 3 months, from the second to the sixth year of life - according to the individual rehabilitation plan. Patients (n=105) were divided into 3 groups depending on the severity of disabling pathology. Results. According to the results of the survey, it can be reveal that more than 70% of respondents had the equivalent of delayed psychomotor development of various patterns. Тhe analysis of the assessment of psychomotor development showed that the structure of the causes of delayed psychomotor development in preschool children has the same trend for different methods of examination, however, the Griffiths Adapted Assessment demonstrates more accurate patient-specific outcomes, allows for the rapid detection of long-term adverse effects of preterm birth, recommendations for infants and families to develop an individual rehabilitation and habilitation program, and examinations in dynamics. Conclusions. It has been established that the adapted Griffiths psychomotor development scale is a valid diagnostic tool in the cohort of preschool children in order to determine psychomotor development indicators, calculate the child's intellectual coefficient and form an individual patient profile. The research was carried out in accordance with the principles of the Helsinki Declaration. The study protocol was approved by the Local ethics committee of the participating institution. The informed consent of the patient was obtained for conducting the studies. No conflict of interests was declared by the authors. Key words: early age children, psychomotor development of preschool children, somatoform disorder, follow-up.
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ABCHICHE, Houria, and Wahiba Guıraa HATEM. "PSYCHOMOTRICITY AND AUTISM SPECTRUM DISORDER." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (2021): 278–87. http://dx.doi.org/10.47832/2717-8293.7-3.25.
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Autism spectrum disorder is considered to be a global problem, as it has no definitive treatment, with unknown etiology, complexity of diagnosis and increasing spread throughout the world and in Algeria in particular.The latest version of the DSM-5 is based on two diagnostic criteria: lack of communication and social interaction; stereotyped behavior and restricted interests. Diagnosis is carried out by a team of specialists by collecting information, applying tests, and establishing a differential diagnosis. The efforts of specialists and researchers have contributed to the development of ways to take care of children with this disorder, as it helps them develop their skills and increase their independence and integration into society. Among these therapeutic interventions, we find psychomotor therapy, as the subject of this research. Psychomotricity consists of a specific practice focusing on the body, with the aim of alleviating sensorimotor and psychomotor disorders which are sometimes very disabling. The technique of playing is widely used according to the principles of kinetic psychology. The purpos of this paper is to make autism, its diagnosis and intervention methods known and to prove the efficiency of psychomotor intervention by analyzing the scientific literature. The importance of this topic lies in its enrichment of the literary balance, given its treatment of an important issue for society, and it’s interesting on the psychomotor intervention that is highly relied upon in the centers of care for children with autism, and an important return in terms of the development of their abilities.
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Romanik, Ewa, and Małgorzata Słowik. "Psychomotor development of a child under six years of age with experience of relational trauma – KORP diagnosis report." Problemy Opiekuńczo-Wychowawcze 631, no. 6 (2023): 66–80. http://dx.doi.org/10.5604/01.3001.0054.6610.
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This article is about assessing the psychomotor development of a child who has experienced relational trauma up to the age of 6. This allows you to determine what level of development the child is at, develop a therapeutic plan, measure and document the child’s progress in this area, and ensure clear communication within the therapeutic team. The presented study used a tool standardised and normalised in 2014-2016 on a population of 905 Polish children: the Psychomotor Development Assessment Cards – KORP, which assesses a child’s psychomotor development in several spheres. From October to December 2023, 12 children up to 6 years of age placed in foster care in the Pomeranian region were surveyed, and in-depth interviews were conducted with their actual guardians. The main problem formulated in the question: In what areas does the psychomotor development of a child under the age of 6 who has experienced relational trauma proceed according to age norms, below norms or above age norms? The answer is unequivocal: the development of a child under the age of six who has experienced relational trauma is not in line with age norms but below them (incredible emotional and social development, development of behavioural functions and development of communication and speech). It would be worthwhile in the future to use the KORP test to study the development of children up to the age of 6 from biological families at risk of experiencing potentially traumatic relationship experiences, i.e. from families with problems of domestic violence, addiction, mental disorders, and to compare the psychomotor development of children at risk of experiencing relationship trauma with the psychomotor development of children living in relational health.
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Simko, Alla, and Yuri Simko. "Correction of Psychomotor System in Pre-School Children with Cognitive Development Disorders." International Journal of Pedagogy, Innovation and New Technologies 2, no. 2 (2015): 94–99. http://dx.doi.org/10.5604/23920092.1187902.
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Shutova, Natalia, Olga Suvorova, Svetlana Sorokoumova, and Natalia Ivanova. "The development of potential of students with a creative approach to education." E3S Web of Conferences 273 (2021): 12037. http://dx.doi.org/10.1051/e3sconf/202127312037.
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The article presents a fragment of a research project devoted to studying the impact of the musical influence system on the mental development of mentally retarded children. The author’s approach to the criterion-oriented assessment of the levels of preschoolers’ psychomotor development is applied. Three estimated levels of children’s psychomotor development are used to assess both the actual features of this development and potential opportunities. The ascertaining experiment made it possible to reveal a significant motor impairment in mentally retarded children of theageof 6–7: difficulties in performing movements in accordance with the instructions; disorders of motor and spatial coordination; decreased motor memory; distortions of tempo, rhythm, and amplitude of movements (63.6%). The development program “Music and Dance of My Body” made it possible to actualize the children’s psychomotor potential through musical-motor improvisation. The program was aimed at developing a sense of rhythm, motor skills, forming correct posture, children’s expressive movements and facial expressions, spatial coordination. The program allowed increasing the percentage of children with an average level of psychomotor development from 33.9% to 57.0%. According to the results of the control stage, the dynamics of development were statistically significant at a high level of reliability (p = 0.001).
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Frazão, Adriana, Sofia Santos, Ana Rodrigues, Teresa Brandão, Celeste Simões, and Paula Lebre. "Consensus on the Best Practice Guidelines for Psychomotor Intervention in Preschool Children with Autism Spectrum Disorder." Children 9, no. 11 (2022): 1778. http://dx.doi.org/10.3390/children9111778.
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Psychomotor intervention has been used to promote development by the enhancement of psychomotor and socio-emotional competence. However, studies with high-quality evidence, describing psychomotor-intervention processes and outcomes are scarce. Therefore, we aimed to generate expert consensus regarding psychomotor-intervention guidelines to support psychomotor therapists through the design and implementation of interventions for preschool (3–6 years old) children with autism spectrum disorder (ASD). A formal consensus process was carried out, using modified nominal group (phase I) and Delphi survey (phase II) techniques. We recruited 39 Portuguese experts in psychomotor intervention with preschool children with ASD in phase I. Experts participated in at least one of the five online meetings, discussing themes (e.g., objectives, methods, strategies) concerning psychomotor intervention with preschool children with ASD. A deductive thematic analysis from phase I resulted in 111 statements composing round 1 of the Delphi survey. Thirty-five experts completed round 1, and 23 round 2. The experts reached a consensus (agreement > 75%) on 88 statements, grouped under 16 sections, (e.g., intervention source, general setting, intended facilitation-style), reflecting generic psychomotor-intervention guidelines. Consensus guidelines may be used to support transparent and standard psychomotor interventions, although further studies should be undertaken to determine their efficacy.
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Park, Suk Won, and You Jin Cho. "The language-oriented psychomotor practices considering the characteristics of children with communication disabilities andsuggestions for its intervention theory." Forum of Public Safety and Culture 17 (July 30, 2022): 215–27. http://dx.doi.org/10.52902/kjsc.2022.17.215.
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Even if there are various treatment methods for children with communication disorders and achieve results, but there is a limit that the child must belong to a specific treatment method system while controlling the children's free thoughts and actions to some extend and this study found close relationship in that children can improve their language skill in the course of communicating for thought and behavior required for play. So, the purpose of this study is to develop Language-oriented psychomotor and language-centered psychomotor intervention theory to promote its effectiveness.
 Therefore, this study presented the practical application of speech therapy method in physical experience, speech therapy method in material experience, and speech therapy method in social experience, as follows. First, in the case of speech therapy in body experience, a positive situation must be created at first then, by using play centered on the body, autonomous verbal behavior can be enhanced in that situation. Second, in the case of speech therapy method in material experience, we suggested a way to expand voluntary language acquisition in various play situations through the principle of generalization, using materials from very small to large. Third, in the case of speech therapy method in social experience, it is possible to achieve the process of integration with the outside world by forming a group of 3-4 people and performing role play while changing the role.
 In addition, this study presented the conclusion that the following should be considered in the development of an intervention theory to increase the effectiveness of process above. First, since the degree of disability of children with communication disorders is different, these differences should be fully taken into account in the Language-oriented psychomotor. Second, the children involved are lack of activeness, a warm-up process is necessary, it is necessary to establish an additional psychological exercise pre-step to promote their activeness. Third, because children with communication disorders become somewhat distracted while performing the above activities, effective intervention of the therapist must be followed and a gradual approach should be used with an emphasis on overcoming their frustration, which is the biggest wound of children with communication disabilities. Fourth, In order for Language-oriented psychomotor to be differentiated from other methods, the physical experience that maximizes autonomy, the material experience customized to each child's disposition and taste, and social experience that is sometimes goes against each child's disposition and preference through the setting of a cooperative play theme to achieve holistic development through maximization of internalization, Fifth, when the Language-oriented psychomotor is completed to some extent, it is proposed to move to a general psychomotor in to pursue the formation of a complete holistic development.
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Leonova, A., and T. Raeva. "Prevention program of emotional and behavioral disorders in children with developmental language delay." European Psychiatry 65, S1 (2022): S225—S226. http://dx.doi.org/10.1192/j.eurpsy.2022.586.
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Introduction The number of children with developmental language delay is growing. But the isolated use of speech therapy doesn’t always help to improve the long-term prognosis. It was found that developmental language delay is almost never the only violation of a child. Objectives To develop the prevention program of emotional and behavioral disorders in children with developmental language delay. Methods 100 children with developmental language delay (70 boys; Mage= 26.9 months, SD = 5.5) and 50 children with typical language development were studied by clinical follow-up method. The clinical method was supplemented by the Bayley Scale, the Language Development Survey and the Child Behavior Checklist 1½ -5. Results A comprehensive children examination revealed developmental language delay risk factors, the psychomotor profile of the children, and the types of emotional and behavioral impairments, which were determined by us as: emotionally labile, emotionally detached and oppositional. The presence of subclinical disorders symptoms in children makes it necessary to carry out preventive measures. The primary prevention consists of pregnancy planning, effective care in pregnancy and childbirth. The secondary prevention aims to early diagnosis of developmental language delay, risk factors assessment of emotional and behavioral disorders and effective methods application of language and psychomotor development correction. Tertiary prevention have to individualized solves the children problems in accordance with revealed types of emotional and behavioral impairments. But the most important part is psychoeducation (special courses for parents and children with developmental language delay). Conclusions The prevention program was developed to prevent numerous psychiatric problems in childhood and adolescence. Disclosure No significant relationships.
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Mana, S., M. L. Paillère Martinot, and J. L. Martinot. "Brain imaging findings in children and adolescents with mental disorders: A cross-sectional review." European Psychiatry 25, no. 6 (2010): 345–54. http://dx.doi.org/10.1016/j.eurpsy.2010.04.010.
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AbstractBackgroundWhile brain imaging studies of juvenile patients has expanded in recent years to investigate the cerebral neurophysiologic correlates of psychiatric disorders, this research field remains scarce. The aim of the present review was to cluster the main mental disorders according to the differential brain location of the imaging findings recently reported in children and adolescents reports. A second objective was to describe the worldwide distribution and the main directions of the recent magnetic resonance imaging (MRI) and positron tomography (PET) studies in these patients.MethodsA survey of 423 MRI and PET articles published between 2005 and 2008 was performed. A principal component analysis (PCA), then an activation likelihood estimate (ALE) meta-analysis, were applied on brain regional information retrieved from articles in order to cluster the various disorders with respect to the cerebral structures where alterations were reported. Furthermore, descriptive analysis characterized the literature production.ResultsTwo hundred and seventy-four articles involving children and adolescent patients were analyzed. Both the PCA and ALE methods clustered, three groups of diagnosed psychiatric disorders, according to the brain structural and functional locations: one group of affective disorders characterized by abnormalities of the frontal-limbic regions; a group of mental disorders with “cognition deficits” mainly related to cortex abnormalities; and one psychomotor condition associated with abnormalities in the basal ganglia. The descriptive analysis indicates a focus on attention deficit hyperactivity disorders and autism spectrum disorders, a general steady rise in the number of annual reports, and lead of US research.ConclusionThis cross-sectional review of child and adolescent mental disorders based on neuroimaging findings suggests overlaps of brain locations that allow to cluster the diagnosed disorders into three sets with respectively marked affective, cognitive, and psychomotor phenomenology. Furthermore, the brain imaging research effort was unequally distributed across disorders, and did not reflect their prevalence.
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Valverde Barea, M., C. Mata Castro, P. Vargas Melero, and A. España Osuna. "Dyskinesias in childhood, differential diagnosis and treatment. About a case." European Psychiatry 65, S1 (2022): S439. http://dx.doi.org/10.1192/j.eurpsy.2022.1116.
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Introduction Dyskinesias are motor disorders that occur as a side effect to treatment with typical and less frequently with atypical antipsychotic drugs. They are more frequents in child population. Treatment usually consists of decrease the dose of drug or replace it with a better profile tolerability antipsychotic. Clozapine is an antipsychotic drug indicated as second-generation treatment of motor disorders that appear as side effects to treatment with neuroleptics. Objectives Demonstrate the efficacy and tolerability of clozapine in the treatment of dyskinesias in childhood. Methods The patient 12 year-old boy, has episodes of psychomotor agitation once a month. This will alternate with quiet moments in which dyskinetic movements are observed in upper limbs, without being able to detect any type triggering environmental factor. Personal history: hydrocele, diagnosed at 8 years becomes neurodevelopmental disorder considered. Neurosurgery tracking for Subarachnoid cyst. Psychopathological examination: Child presents psychomotor restlessness, disruptive behavior, impairments in communication, movement disorder, stereotypies and dyskinetic movements in shoulder and neck. Results In the patient suffering from an autistic disorder, stereotypies and other motor symptoms were observed, the predominant and most relevant being dyskinetic movements in the shoulder and neck, which appeared one month after starting treatment with risperidone and worsening psychomotor skills. Treatment of dyskinesia with clozapine improved the motor symptoms presented by the patient. Conclusions Clozapine should be the treatment of choice in the event of dyskinesias as a secondary effect to other antipsychotic treatments, proving effective in controlling them as well as well tolerated in both adults and children. Disclosure No significant relationships.
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MOCANU, George-Dănuț, and Maria GAVRILA UDREA. "The effect of motion games on improving the psychomotor and intellectual performance of children with autism spectrum disorder and intellectual disabilities." Balneo and PRM Research Journal, Vol.12, no.4 (December 14, 2021): 289–300. http://dx.doi.org/10.12680/balneo.2021.453.
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Introduction. Depressive states and anxiety are common symptoms of children with autism spectrum disorder (ASD). The persons with intellectual disabilities show problems related to the development of basic motor skills, having learning problems compared to normal ones, imbalances between the processes of arousal and inhibition, limited motor ability, difficult understanding of language and motor tasks, difficult concentration, mechanical assimilation etc. Objectives. The study analyzes the effectiveness of structures and motion games, applied in specific activities for children with intellectual disabilities (ID) and autism spectrum disorders (ASD). Material and Methods. The research involved an experimental group of 5 children with one of these disabilities or their combination (age 10-11 years), included in a training process at the Ion Teodorescu Special Vocational School in Slobozia / Ialomița / Romania and comparing their results with a control group (6 normal children, with an average age of 10 years), between 20.09.2020-10.03.2021. The assessment of the level of psychomotor and intellectual development was made by the Cutout Test, the Cohs Cube Test (light task configurations) and an Attention Flexibility Test (movement to the corners of the room/field depending on the assigned color, counting successful attempts and mistakes). Results and discussion. The obtained results confirm the working hypothesis, so the use of the structures and games proposed in the program contributes to a significant improvement of the psychomotor and intellectual performances of students with intellectual disabilities and autism spectrum. Conclusion. espite all these improvements, they cannot approach or equal the reference values of children without problems, falling into the same age category. Keywords: psychomotor skills, adapted physical activities, recovery, children, learning disabilities,
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Liakhova, I., and A. Baryshnykov. "Peculiarities of psychomotor development of children with autism spectrum disorders as a basis for correcting their motor activity." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(162) (March 30, 2023): 233–38. http://dx.doi.org/10.31392/npu-nc.series15.2023.3k(162).47.
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In the article, based on the study of scientific and scientific-methodical literature, pedagogical observations and personal experience of working with autistic children, an analysis and generalization of autistic spectrum disorders, which manifest themselves in early childhood and are considered one of the severe psychophysical development disorders of this category of children, is carried out. It is noted that the priority directions of correctional and developmental work with autistic children, which are determined by leading scientists, are based on the need to solve the tasks of social behavior development, the formation of emotional states, the main phases of socialization and adaptation of these children, however, they do not include the correction and development of their motor activity. Therefore, the article reveals the relationship between motor activity of autistic children and other types of activity – intellectual, speech and emotional. The peculiarities of motor activity and behavior disorders of this contingent of children have been systematized. It was found that motor development disorders in children with autism spectrum disorders are characterized by its delay, the presence of motor stereotypes, motor retardation, low plasticity, insufficiently developed coordination of movements, underdevelopment of fine motor skills, difficulties in learning motor skills and skills, etc. A complex of issues has been identified that serve as the main guidelines for specialists who work with the specified contingent of children. The necessity and importance of solving the tasks of correcting and developing the motor activity of autistic children, taking into account their psychophysical development features, is theoretically substantiated. Based on the positive psycho-emotional manifestations of their personality in the process of development (interests, tendency to imitate, manipulation of objects, the need to study their properties, etc.), approaches, means and methods of education are determined.
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Pérez-De La Cruz, Sagrario, Ivonne Ramírez, and Carolina Maldonado. "Study of Psychomotor Development and Environmental Quality at Shelter Homes for Children Aged 0 to 2 in the Department of Chuquisaca (Bolivia)." International Journal of Environmental Research and Public Health 17, no. 12 (2020): 4191. http://dx.doi.org/10.3390/ijerph17124191.
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Children in situations of destitution who become institutionalized commonly display developmental disorders, including delayed growth. The aim was to evaluate the environmental quality of the casas cuna of the Department of Chuquisaca (Plurinational state of Bolivia) in children aged 0 to 2 years old after receiving an early stimulation program based on psychomotor therapy. Thirty-six children who were institutionalized at shelter homes in the Department of Chuquisaca were selected to receive sessions of psychomotricity over a five-month period. The Infant/Toddler Home Observation for Measurement of the Environment (IT-HOME) scale and the Attachment During Stress Scale (ADS) were used. The adult−child relationship with factors of responsiveness (−0.89; p = 0.037), acceptance (0.57; p = 0.024), organization (−1.03; p < 0.001), learning material (−2.57; p < 0.001) and involvement (−1.92; p < 0.001) scored below expectations, showing that environmental indicators are a poor stimulation for children growing up in shelter homes. Improvements were found in the children’s development after receiving this therapy. In conclusion, an early stimulation program based on psychomotor therapy over five months provided favorable results for the acquisition of skills for communication, motor development and social skills, which positively affect the psychomotor development.
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Nita, Smaranda, Magdalena Sandu, and Raluca Teleanu. "Subcortical Band Heterotopia Syndrome in children - comparison of two case reports." Romanian Journal of Neurology 12, no. 3 (2013): 152–55. http://dx.doi.org/10.37897/rjn.2013.3.9.
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This article aims to present the cases of two pediatric patients with Subcortical Band Heterotopia, monitored in our clinic over a period of one year with respect to seizure frequency and cognitive as well as behavioral evolution. While one of the patients was born at 32 weeks and had a delay in reaching the normal developmental milestones, the second patient had no significant history of psychomotor delay. Both patients showed epileptic seizures, one of them evolving to intractable epilepsy, mild cognitive decline and behavioral problems, while the other presented a wide seizure-free interval and no cognitive impairment. Finally, we would like to emphasize that in a child with epilepsy and psychomotor delay, with an evocative EEG, cortical development disorders should be considered and magnetic resonance imaging (MRI) should be carried out.
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Mamani-Jilaja, Dometila, Nelly Edith Mamani-Quispe, and Manuela Daishy Casa-Coila. "Trastornos del desarrollo psicomotor y su reeducación motriz en niños de educación infantil (Psychomotor development disorders and their re-education in preschool children)." Retos 58 (July 17, 2024): 979–87. http://dx.doi.org/10.47197/retos.v58.108051.
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El desarrollo psicomotor en la infancia constituye un proceso complejo que involucra la interacción dinámica entre aspectos físicos y cognitivos, por ello, los trastornos del desarrollo psicomotor en niños de educación inicial representan un desafío significativo que puede afectar su bienestar y rendimiento a lo largo de su vida. El objetivo del estudio fue analizar algunos trastornos del desarrollo psicomotor y su reeducación motriz en niños de educación infantil en la ciudad de Puno. Investigación cuantitativa, descriptiva experimental a través de los grupos de Solomon que se utilizó como muestra un total de 83 niños con problemas de desarrollo psicomotor de cuatro jardines de la ciudad de Puno y a quienes se les aplicó una intervención en reeducación motriz, la cual fue evaluada en pretest y postest con los instrumentos test de Goodenough, test de Harris y test de Tepsi. Los resultados indican claramente que la intervención fue altamente efectiva en revertir los retrasos del desarrollo psicomotor en el grupo experimental, donde el 50% de los estudiantes alcanzaron la escala de desarrollo normal brillante alto, mientras que la prevalencia de la escala Diestro completo-D.D.D.D aumentó sustancialmente, alcanzando un 92% y 83% respectivamente, llevando a todos los estudiantes a alcanzar un desarrollo psicomotor en un 100%. Se concluye que la transición hacia niveles normales de desarrollo psicomotor, especialmente en áreas como la lateralidad y el desarrollo motor, sugiere que las estrategias de reeducación motriz tienen un impacto positivo y significativo en la corrección de los retrasos observados. Palabras clave: educación infantil, desarrollo psicomotor, intervención, reeducación motriz, trastornos, test. Abstract. Psychomotor development in childhood is a complex process that involves the dynamic interaction between physical and cognitive aspects, therefore, psychomotor development disorders in children of early childhood education represent a significant challenge that can affect their well-being and performance throughout their life. The aim of the study was to analyze some psychomotor development disorders and their motor re-education in children of early childhood education in the city of Puno Quantitative, descriptive experimental research through Solomon's groups that used as a sample a total of 83 children with psychomotor development problems from four gardens of the city of Puno and to whom an intervention in motor re-education was applied, which was evaluated in pretest and posttest with the instruments Goodenough's test, Harris test and Tepsi test. The results clearly indicate that the intervention was highly effective in reversing the delays of psychomotor development in the experimental group, where 50% of the students reached the normal bright high developmental scale, while the prevalence of the full Dexterous scale-D.D.D.D. increased substantially, reaching 92% and 83% respectively, leading all students to reach a psychomotor development by 100%. It is concluded that the transition to normal levels of psychomotor development, especially in areas such as laterality and motor development, suggests that motor re-education strategies have a positive and significant impact on the correction of the observed delays Keywords: Developmental disorders, Psychomotor development, motor re-education, early childhood education.
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Pecuch, Anna, Anna Kołcz-Trzęsicka, Anna Żurowska, and Małgorzata Paprocka-Borowicz. "Psychomotor disorders assesment in 4–6 year-old children with INPP test battery." Nursing and Public Health 8, no. 1 (2018): 11–20. http://dx.doi.org/10.17219/pzp/75487.
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van Rijn, L. J., A. E. L. Langenhorst, J. S. M. Krijnen, A. J. Bakels, and S. M. Jansen. "Predictability of Strabismus Surgery in Children with Developmental Disorders and/or Psychomotor Retardation." Strabismus 17, no. 3 (2009): 117–27. http://dx.doi.org/10.1080/09273970903175896.
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Staiano, A., S. Cucchiara, E. Del Giudice, M. R. Andreotti, and R. Minella. "Disorders of oesophageal motility in children with psychomotor retardation and gastro-oesophageal reflux." European Journal of Pediatrics 150, no. 9 (1991): 638–41. http://dx.doi.org/10.1007/bf02072624.
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Moorthy, Ramya S., Kritika Iyer, R. Hari Krishnan, and S. Pugazhenthi. "Enhancement of psychomotor skills in children with autism spectrum disorder by employing a mechatronic training kit." Paladyn, Journal of Behavioral Robotics 10, no. 1 (2019): 1–13. http://dx.doi.org/10.1515/pjbr-2019-0001.
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AbstractPrevalence of Autism Spectrum Disorder (ASD) in children has been increasing over the years. These children, when compared to typically growing children, face challenges in leading a day-to-day life. Other than the social interactions, communication and cognitive skills, psychomotor skill deficits are also found in them. This paper focuses on enhancement of psychomotor skills in children with ASD by employing a mechatronic training kit. Training using this kit aims at developing skills like ‘palmar grasp’, ‘wrist rotation’ and ‘eye-hand coordination’. Trials were conducted with six children with autism aged between four and nine years. Significant improvements were seen in these children both in skills and in behaviour after the training. Thus, teaching psychomotor skills to children with autism using the newly developed mechatronic door training kit is found to be working and the results are encouraging.
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Bedrii, N. "ADAPTED GRIFFITHS SCALE AS A CURRENT EXPERIENCE OF EVALUATION OF PSYCHOMOTOR DEVELOPMENT OF PRESCHOOL CHILDREN." Neonatology, surgery and perinatal medicine 12, no. 1(43) (2022): 26–30. http://dx.doi.org/10.24061/2413-4260.xii.1.43.2022.5.
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Introduction. Premature infants are a special category of children with an inherent morpho-functional immaturity and specific pathological conditions that cause significant differences in survival, morbidity and consequences of caring for these infants compared to children of other weight categories. In the structure of long-term adverse effects of premature birth remains a high frequency of neurological disorders that require further improvement of diagnostic methods and timely correction to improve the prognosis of further development. Despite the development of numerous assessment tools for prognosis of long- term adverse effects of premature infants and techniques determining the extent of violations during the last three decades, there was no study providing a comprehensive overview of those tools, as well as their strengths and weaknesses.Aim. Improve the long-term effects of preterm birth by using an adapted Griffiths scale in preschool children. Materials and methods. An assessment of the psychomotor development of 105 preschool children was estimated. Assessment of psychomotor development was performed using an adapted Griffiths scale and a traditional method. During the study, this category of children was under the supervision of follow-up doctors to systematically assess their health. Dynamic examination was performed during the first year of life every 3 months, from the second to the sixth year of life - according to the individual rehabilitation plan. Patients were divided into 3 groups depending on the severity of disabling pathology.Results. An analysis of indicators of psychomotor development (traditional methods) of preschool children born prematurely, which were divided into 3 groups according to the severity of disabling pathology: Group A Children with severe long-term consequences that led to disability - 54 (51.4 %)Group B. Children with long-term consequences that require correction - 24 (22.8 %)Group C. Children with long-term consequences that do not significantly affect the general condition - 27 (25.7 %). According to the results of the survey, it can be revealed that more than 70% of respondents had the equivalent of delayed psychomotor development of various patterns. Тhe analysis of the assessment of psychomotor development showed that the structure of the causes of delayed psychomotor development in preschool children had the same trend for different methods of examination. However, the Griffiths adapted assessment demonstrates more accurate outcomes of a certain patient, makes it possible to quickly detect long-term adverse effects of preterm birth, and gives recommendations for infants and families to develop an individual rehabilitation and habilitation program, and examinations in dynamics.Conclusions. It has been established that the adapted Griffiths psychomotor development scale is a valid diagnostic tool in the cohort of preschool children in order to determine psychomotor development indicators, calculate the child's intellectual coefficient and form an individual patient profile.
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Krutsevych, Tatyana, Nadiia Huliuk, and Lyudmila Pohasii. "The effect of adaptive physical education on the development of children with speech delays in a preschool educational institution." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(164) (May 12, 2023): 85–90. http://dx.doi.org/10.31392/npu-nc.series15.2023.5(164).19.
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The review article raises an actual problem related to the study of children with delayed speech development in a preschool educational institution. On the basis of the analysis of scientific and methodical literature, the peculiarities of psychomotor and cognitive development of children with speech disorders in the conditions of a preschool institution were analyzed and summarized. The most effective means of physical education and methods of organizing children's activities with children with speech delay in children's society are considered. Results. Based on the results of literary sources, it was established that preschool children with speech delay are characterized by: lag in indicators of physical and mental development of motor skills, communication in communication with peers, adaptive opportunities in society are violated, adaptive attention, unstable attention, as a result of which there is a deterioration of mood and self-esteem. But at the same time, there are also trends in the direction of improving methods and programs for the most effective search for overcoming this nosological problem in children's society.
 Conclusions. The development of children with speech disorders has a significantly different vector compared to healthy children who study in a preschool educational institution. Means of physical education for children of this nosology is considered as one of the main links of improving not only cognitive and psychomotor functions, but also includes measures to improve components of health, which include the mental, physical, social, spiritual, and moral development of children in the preschool environment.
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Bedrii, Nataliia. "Adaptive griffiths scale − modern experience in assessing the psychomotor development of preschool children." Journal of Education, Health and Sport 11, no. 11 (2021): 276–85. http://dx.doi.org/10.12775/jehs.2021.11.11.027.
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Premature newborns build a specific category of children due to their innate morpho-functional immaturity and specific pathological conditions that determine significant survival, morbidity and postnatal care results as compared to children of other weight categories. In the long-term adverse effects of preterm birth, the incidence of neuropathy remains high and requires further improvements in diagnostic methods and timely corrections for a better developmental prognosis. Although over the past three decades, numerous tools have been invented to predict long-term adverse effects of preterm neonates as well as methods for determining degree of disorders, neither these tools nor their weak and strong points have undergone a comprehensive overview. Aim of the research was to improve long-term preterm birth outcomes by using the adaptive Griffiths scale for preschoolers. The psychomotor development of 105 preschoolers was evaluated. Assessment of indicators of psychomotor development was carried out by the adaptive Griffiths scale and the conventional method. In the course of the study, this category of children was under doctors' from Neonates Post-discharge Follow-ups Department with systematic evaluation of their health condition. Dynamic examination was performed during the first year of life once per 3 months, from the 2nd to the 6th year of life – corresponding to an individual rehabilitation plan. Patients (n=105) were divided into 3 groups depending on the severity of the disabling pathology.
 The analysis of indicators of psychomotor development (by traditional methods) of prematurely born preschoolers, divided into 3 groups in accordance with severity degree of disabling pathology:
 Group A children with severe long-term consequences that led to disability – 54 (51.4%)
 Group B. Children with long – term consequences who are subject to correction - 24 (22.8%)
 Group C. Children with long-term consequences not significantly affecting their health condition -27 (25.7%).
 The conducted survey suggests, that above 70% of the children had various patterns of delayed psychomotor development. The assessment of psychomotor development showed that the cause structure of delayed psychomotor development of preschoolers has the same trend according to different examination methods, but the assessment by the adaptive Griffiths scale shows more accurate values for each patient, enables quick detection of long-term adverse consequences of premature birth, recommendations for parents for neonates' rehabilitation and habilitation, as well as examination in dynamics.
 In the flow of the research, the adaptive Griffiths scale of psychomotor development proved to be a valid diagnostic tool for determining indicators of preschoolers' psychomotor development, estimating their intellectual coefficient and forming individual patient's profile.