Homogeneity in Motor Competence Among Youths With Intellectual Disability With and Without Down Syndrome.

PURPOSE: To determine if there is a homogeneity of scores for youth with intellectual disability (ID) with and without Down syndrome (DS) in 19 test items of motor competence from the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition (BOT-2). Homogeneity was defined as the means for each of the 19 test items scores by sex and the presence or absence of DS sharing the same population mean. METHOD: Participants were 622 youth with ID aged 6 to 21 years. Items for bilateral coordination, balance, and upper limb coordination were examined using the BOT-2. RESULTS: For all 19 BOT-2 items, means between youth with and without DS did not differ from the population mean. CONCLUSION: These results potentiate the development of expected BOT-2 motor competence scores for youth with ID independent of the presence of DS for clinical practice.

Balance and Coordination Proficiency of Age-Matched Male and Female Children and Adolescents With Intellectual Disabilities.

Male youth (8-18 years) with intellectual disability (ID) demonstrate motor proficiency below age-related competence capacities for typically developing youth. Whether below-criteria motor proficiency also exists for females with ID is not known. The purpose of this study was to determine if sex-specific differences exist in motor proficiency for youth with ID. The Bruininks-Oseretsky Test of Motor Proficiency was used to measure motor proficiency: six items for upper limb coordination, seven items for balance, and six items for bilateral coordination. One hundred and seventy-two (172) males and 85 females with ID but without Down syndrome were divided into five age groups for comparative purposes: 8-10, 11-12, 13-14, 15-16, and 17-21 years. Males scored sufficiently higher than females to suggest that sex data should not be combined to established Bruininks-Oseretsky Test of Motor Proficiency standards for upper limb coordination, balance, and bilateral coordination subtests.

Measuring motor skills in Finnish children with intellectual disabilities.

This investigation examined differences in motor skill development between Finnish children (12 boys, 8 girls) with mild intellectual disability and typically developing Finnish children between the ages of 7 and 11 years. Ulrich's Test of Gross Motor Development (TGMD) assessed the performances of 20 children with intellectual disability and an age- and sex-matched sample of 20 children without disabilities. Videotaped performances were assessed by the authors who were very familiar with the TGMD-2. The group with intellectual disability performed at a statistically significantly lower level on the Gross Motor Quotient, Locomotor, and Object Control subtests of TGMD-2, compared to the group without intellectual disability. The delay was equivalent to 3 to 4 years behind the Finnish normative group in gross motor development. In five out of 12 subtests, the group with intellectual disability achieved 0% mastery. Given low gross motor skills, children with intellectual disability require additional fundamental motor skill training in their active school or free time.

Grip strength performances by 5- to 19-year-olds.

Accurate measures of muscular strength can yield insights about children's growth and development. The purpose of this study was to examine grip strength performances by boys and girls ages 5 to 19 years. A Jamar dynamometer was used to measure grip strength by 736 boys and girls ages 5 to 19 years. Multiple regression equations were applied to analyze the data. Overall, age-sex trends were similar to previous reports as boys and girls increased their performances across age levels. After age 12, boys' mean grip strength increased at a faster rate than girls'. However, participants in the present study performed better in the upper age ranges (13-19 yr.) than did boys and girls tested a generation ago. Potential associations between activity choices and grip strength are discussed.

Development of catching by children in kindergarten to grade 8: a multicohort longitudinal study.

The purpose of this study was to examine developmental change associated with catching by children in Grades Kindergarten through 8. Children's performance was tested on the Catching Subtest of the Ohio State University Scale of Intra Gross Motor Assessment (OSU-SIGMA). More precisely, four cohorts of boys and girls in Grades K-8 (N = 340) from 1992 to 2000: in 1992 Grades K-8, in 1994 Grades 2-8, in 1996 Grades 4-8, and in 1998 Grades 6-8. In 2000, the original Kindergarten cohort was tested again. Data, analyzed by hierarchical nonlinear modeling, yielded significant differences in mean initial status (intercept) of all three cohorts, in mean growth rate (slope) for the K-8 cohort only, in initial status of the K-8 cohort, and for participants in baseball and softball.

Relationship of hand length to catching performance by children in kindergarten to grade 2.

This study examined the relationship between hand length and catching performance by 257 children (142 boys, 115 girls) in Grades K-2. Children's catching performance was determined by the number of successful catches (0-5) when a small ball was tossed underhand from 10 ft. Specifically, the children were tested on the qualitative aspects of catching, i.e., form, and catching accuracy, i.e., successful catching. Hand length was measured by standard anthropometric technique. A multiple regression analysis showed age, sex, and hand length contributed significantly (p = .001) to catching accuracy and catching form. Implications for instruction and further research are offered.