This application requests support for a program of basic and clinical research on Developmental Coordination Disorder (DCD) and sensori-motor learning. The primary objective of this project is to understand how barriers to effective motor learning created by sensori-motor deficits can be overcome to enable children with DCD, and other developmental disorders often co-morbid with DCD, to learn to perform good compliant manual actions and especially, handwriting. The proposed research will involve behavioral studies of sensori-motor learning.
Four specific aims will be studied: (1) learning with assistance;(2) generalization from assisted practice and retention;(3) passive versus active practice;and (4) task specific practice. The research findings will provide a much stronger conceptual and theoretical basis for explaining the problems faced by children with DCD and other co-morbid developmental disorders with origins in sensori-motor deficits. The results from this project will also have important direct clinical implications for design of therapeutic training for children with sensori-motor disorders. Furthermore, the results are anticipated to enable future efforts to pursue the developmental effects of sensori-motor deficits on cognitive function and emotional experience.
The objective of this research project is to understand how barriers to effective motor learning created by sensori-motor deficits in Developmental Coordination Disorder (DCD) can be overcome to enable children with DCD, and developmental disorders often co-morbid with DCD, to learn to perform good drawing movements and handwriting. The results will contribute to a theoretical basis for explaining the problems faced by children with DCD with direct implications for the design of therapeutic training for these children.
|Snapp-Childs, Winona; Wang, Xiaoye Michael; Bingham, Geoffrey P (2016) Progressive reduction versus fixed level of support during training: When less is less. Hum Mov Sci 45:172-81|
|Snapp-Childs, Winona; Shire, Katy; Hill, Liam et al. (2016) Training compliance control yields improved drawing in 5-11year old children with motor difficulties. Hum Mov Sci 48:171-83|
|Snapp-Childs, Winona; Wilson, Andrew D; Bingham, Geoffrey P (2015) Transfer of learning between unimanual and bimanual rhythmic movement coordination: transfer is a function of the task dynamic. Exp Brain Res 233:2225-38|
|Snapp-Childs, Winona; Fath, Aaron J; Watson, Carol A et al. (2015) Training to improve manual control in 7-8 and 10-12 year old children: Training eliminates performance differences between ages. Hum Mov Sci 43:90-9|
|Snapp-Childs, Winona; Flatters, Ian; Fath, Aaron et al. (2014) Training compliance control yields improvements in drawing as a function of Beery scores. PLoS One 9:e92464|
|Snapp-Childs, Winona; Casserly, Elizabeth; Mon-Williams, Mark et al. (2013) Active prospective control is required for effective sensorimotor learning. PLoS One 8:e77609|
|Snapp-Childs, Winona; Mon-Williams, Mark; Bingham, Geoffrey P (2013) A sensorimotor approach to the training of manual actions in children with developmental coordination disorder. J Child Neurol 28:204-12|