2016 Gatlinburg Conference Poster
PS-14
Title: Manual Dexterity and Executive Function in School-aged Children with Down Syndrome
Authors: Brianne Gerlach-McDonald, Lisa A. Daunhauer, Deborah J. Fidler
Introduction: The prevalence of children born with Down syndrome (DS) has increased by greater than 30% since 1979 (Shin et
al., 2009). Due to the increasing prevalence, there is a critical need for the development of interventions in this population (NIH
Working Group, 2014). Children with DS have cognitive and motor delays (For a review, see Daunhauer & Fidler, 2011). Children
with DS have challenges in areas of executive function, or higher cognitive abilities associated with goal-directed behavior. In
particular, parent and teacher reports and laboratory tasks reveal distinct challenges in working memory and planning
(Daunhauer et al., 2014; Fidler et al., 2015).
In children with learning disabilities, studies show that movement skills are associated with academic outcomes, reading abilities,
and working memory tasks (Alloway & Archibald, 2008; Vuijk, Hartman, Mombarg, Scherder, & Visscher, 2011). Fine manual
dexterity skills are associated with working memory and planning abilities in adolescents with DS (Chen, Ringenbach, Albert, &
Semken, 2014). The present study examined manual dexterity skills and working memory and planning as reported by parents in
school-aged children with DS.
Method: Children with DS (n = 34, MA=49.86 mo SD=7.856) and a mental-age matched but chronologically younger typically
developing children (n = 19, MA=48.68 mo SD=3.284) participated in this project which was a part of two larger studies. Mental
age was assessed using the Brief IQ from the Leiter International Performance Scale-Revised (Leiter-R; Roid & Miller, 1997).
Motor skills were assessed using the manual dexterity subscale from the Movement Assessment Battery for Children- 2nd
edition (Henderson, Sugden, & Barnett, 2007) comprised of three skills: Posting coins, Threading Beads, and Drawing. Working
memory and planning was assessed using the Emergent Metacognition index of the parent-reported Behavior Rating of
Executive Function Inventory- Preschool Version (Brief-P; Gioa, Espy, & Isquith).
Results: A multiple linear regression was performed separately for children with DS and typically developing children. Emergent
metacognition was regressed on IQ, drawing trial, posting coins preferred hand, posting coins nonpreferred hand, and threading
beads. For children with DS, the overall model was significant (F (5, 29) = 5.60, p = .001). The drawing trial was the only significant
predictor of emergent metacognition (Beta= .639, p < .001). The overall model accounted for 44% of the variance in emergent
metacognition. For the typically developing children, the overall model was not significant (F (5, 14) = .695, p = ns).
Discussion: The results support previous findings regarding the relationship between fine motor skills and components of
executive function for children with DS. However, this was one of the first studies to examine the relationship between a fine
motor task and every day executive function problems for school-aged children with DS. This finding was unique to children with
DS, and not typically developing children. However, only the drawing task was significantly associated with emergent
metacognition. The higher amount of errors made on the drawing task was associated with higher levels of working memory and
planning difficulties in everyday life as reported by the parents. However, these results must be considered preliminary and
therefore replication is warranted. Based on these findings, future research may further examine the relationship between
motor and executive functions skills in children with DS to develop targeted intervention.
References/Citations:
• Chen, C. C., Ringenbach, S. D. R., Albert, A., & Semken, K. (2014). Fine motor control is related to cognitive control in
adolescents with Down syndrome. International Journal of Disability, Development and Education, 61, 6-15.
• Dauhauer, L. A., & Fidler, D. J. (2011). The Down syndrome behavioral phenotype: Implications for practice and
research in occupational therapy. Occupational Therapy in Healthcare, 25, 7-25.
• Daunhauer, L. A., Fidler, D. J., Hahn, L., Will, E., Lee, N. R., & Hepburn, S. (2014). Profiles of everyday executive
functioning in young children with Down syndrome. American Journal on Intellectual and Developmental Disabilities,
119, 303-318.
2016 Gatlinburg Conference Poster
•
PS-14
Fidler, D. J., Will, E., Daunhauer, L. A., Gerlach-McDonald, B., & Visootsak, J. (2015). Object-related generativity in
children with Down syndrome. Research in Developmental Disabilities, 35, 3379-3385.