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Motor Neurological Examination of the Hand and Upper Limb
Published in J. Terrence Jose Jerome, Clinical Examination of the Hand, 2022
There are three different types of skills for motor coordination:Fine motor skills: These are coordinated movements of small muscles like those of the hands and face. Examples of these fine motor skills include writing, drawing or buttoning a shirt.Gross motor skills: These are coordinated movements of large muscles or groups of muscles like those of the trunk or extremities. Examples include walking, running and lifting activities.Hand-eye skills: These skills refer to the ability of the visual system to coordinate the visual information received and then control or direct the hands in the accomplishment of a task. Examples include catching a ball, sewing and a surgeon using a laparoscope.
Infant Nutrition
Published in Praveen S. Goday, Cassandra L. S. Walia, Pediatric Nutrition for Dietitians, 2022
Olivia Mayer, Yasemin Cagil, John Kerner
The period of 6 months to a year of age in an infant is full of developmental milestones that help perfect the skills of nutrient acquisition and consumption. Around 6–7 months, the infant starts sitting unsupported and may even be crawling. At 7 months, an infant starts reaching for larger objects and can transfer from hand to hand. By 9–10 months, the infant is pivoting while sitting and can pull to a standing position. Around this time, human milk or formula feeding may decrease to about four to five times per day. More fine motor skills get acquired such as thumb-finger grasp at 8–9 months and pincer grasp at 1 year of age. Additionally, the primary teeth erupt between 6 and 12 months to assist with cutting and biting. Infants are expected to have tripled their birth weight by their first birthday. Their length at that time will have increased by 50%. Human milk or formula feeding may further decrease to around three times per day at the 1-year mark.
Fine motor development and hand function
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Children with atypical fine motor development present with one or more of the following features: Delayed acquisition of fine motor skills beyond the expected variationPresence of associated movementsPoorly coordinated and dysfunctional movements
Does the combination of physical activity and attention training affect the motor skills and cognitive activities of individuals with mild intellectual disability?
Published in International Journal of Developmental Disabilities, 2023
Sub-factors of motor development include fine motor integration, fine motor precision, dexterity, upper-limb coordination, which are effective on fast, accurate and controlled movement (Zwicker and Harris 2009). Fine motor skills are crucial for early learning and development (Pitchford et al.2016). It is significant for individuals with MID to eliminate fine motor skill deficiencies so as to achieve their daily lifestyle skills. Although there were findings that fine motor skills were improved by physical activities performed on individuals with MID (Top 2015), it had been stated within the study that it might not be enough to eliminate fine motor skills deficiencies only by physical activities, alongside cognitive functions and learning areas should be developed together (Vuijk et al.2010). In the study of Hartman et al. (2010) stated that although individuals got lower scores in locomotor skills than the individuals with borderline intellectual functioning, there was no difference in object control skills and that they also indicated that motor skills and cognitive activities should be developed together.
Contribution of Fatigue to Cognitive Dysfunction in Childhood Acute Lymphoblastic Leukemia Survivors
Published in Pediatric Hematology and Oncology, 2023
Alice Mochon, Sarah Lippé, Maja Krajinovic, Caroline Laverdière, Stacey Marjerrison, Bruno Michon, Philippe Robaey, Émélie Rondeau, Daniel Sinnett, Serge Sultan
Scientific advances in the treatment of childhood acute lymphoblastic leukemia (cALL) have helped achieve a five-year survival rate of 90% in high-income countries.1 Cancer and cancer therapy have been associated with a wide array of long-term effects interfering with brain development of children.2–4 Research has demonstrated white and gray matter volume reduction by 6% and 5%, respectively in cALL survivors, compared to healthy controls.5,6 These well-described alterations result in frequent cognitive issues, with 50% of young people successfully treated for cALL demonstrating clinically significant deficits.7,8 The most impacted domains are executive function, working memory, attention and information processing speed.9–11 Studies have also reported impairments in fine motor skills and memory.12–14 This is probably involved in the observed lower global IQ levels (6–8 points) in this population when compared to healthy controls.14
Investigation of the effects of physical education activities on motor skills and quality of life in children with intellectual disability
Published in International Journal of Developmental Disabilities, 2023
As a result of the activity program, an improvement was found in the fine motor skill performances of the children in the experimental group. There was no improvement in the fine motor performance of the control group. Ashori et al. (2018) stated that a motor therapy program designed according to the SPARK motor program, which combines games and sports studies, improved fine motor skills. Moghadasi et al. (2020) applied the SPARK program for trainable children with ID. At the end of the study, fine motor skills of boys with ID between the ages of 7-9 developed. However, Baghande et al. (2019) stated that the practice of a 24-hour lesson activity including cognitive and motor exercise programs was not effective on fine motor skills. This shows that activities involving games are more effective for children with ID. The fact that there are educational games in the activities in the program used in this study and the effectiveness of studies in which the game content SPARK program was applied in terms of the development of motor skills supports this result. Lotfi et al. (2018) conducted a study about the effects of body percussion rhythmic exercises for 12 weeks on motor skills among children with ID aged 8-12, and found that there were significant improvements in fine motor skills variables.