Longitudinal assessment of motor and sensory skills in academically disabled and control children.

ABSTRACT

Motor and tactile integration skills were sequentially assessed with academically average (N = 28) and academically disabled children (N = 17) over a 3-year period. The initial results demonstrated considerable differences between the groups. Analysis of variance and visual inspection of trends in the longitudinal data for the academically disabled group revealed a mixed pattern with catch-up in the motor areas and persistent delays in sensory areas. The results suggest different developmental patterns depending on the skill and group assessed. Right hand advantages were found across groups with motor speed whereas a left hand advantage was demonstrated on a stereognosis task. These right-left differences suggest an important developmental role for corpus callosum myelinization. The interpretation of soft neurological signs needs to be refined to allow for these sensory-motor, right-left parameters.