Poster #68 - Preschoolers with externalizing behavior problems have delays in fine motor skills

• In Event: Poster Session 19

Abstract

Fine motor skills are an indicator of kindergarten readiness (Grissmer et al., 2010). For example, preschool performance on fine motor manipulation and writing tasks predicts reading and math achievement in 2nd grade above and beyond socioeconomic status and skills in other developmental domains (Dinehart & Manfra, 2013). Externalizing behavior problems (EBPs; aggression, defiance, inattention, hyperactivity/impulsivity) have also been shown to significantly impact children’s transition to kindergarten (Hart et al., 2019). However, it is unknown if delays in fine motor skills may be contributing to poor school readiness and later academic deficits in children with EBP. As a first step to elucidate these links, the current study examined fine motor skills in preschoolers with EBP (N=137) aged 48 to 70 months (Mean  SD = 63  4.5 months), who were also living in urban poverty. Approximately 80% of families were living at or below the poverty line. The sample was 71% male and 91% Black. Children were referred to a summer school readiness program for clinically significant behavior concerns between 2016 and 2019. Here, we report the results of a fine motor skill assessment at program entry. Fine motor skills were assessed with the Learning Accomplishment Profile Diagnostic (LAP-D; Nehring et al., 1992), which is a standardized norm-referenced instrument with good internal consistency, test-retest reliability, and construct and criterion validity. The LAP-D includes fine motor manipulation (FM) and fine motor writing (FW) subscales. The FM subscale consists of 28 items that capture the level of children’s manual dexterity through the active manipulation of different objects (e.g., turning the pages of a book and cutting paper with scissors). The FW subscale consists of 31 items that capture children’s writing ability through completion of writing and drawing tasks (e.g., copying letters and drawing simple objects). Z-scores were computed from raw scores to screen for fine motor skill delays in manipulation and writing in children with EBP. Results indicate the point prevalence of significant delay for manipulation in children with EBP was 32%, with an additional 27% of the sample identified as at risk for fine motor manipulation delay (see Figure 1). By comparison, the point prevalence of significant delay for writing in children with EBP was 15%, with an additional 31% of the sample identified as at risk for fine motor writing delay (see Figure 2). To evaluate the link between manipulation and writing skills, raw FM and FW scores were transformed to percentile ranks and examined with Pearson’s correlation. There was a strong correlation between manipulation and writing in children with EBP, r = .615, p < .01. Overall, it appears that a significant proportion of preschoolers with EBP also have delays in fine motor skills. The extent of delay was greater for manipulation than writing. These findings warrant additional research on fine motor skills in children with EBP relative to school readiness to determine the extent to which these delays may impact response to early intervention and compound risk for later school performance.

Authors

• Atefeh Karimi, Florida International University
  Presenting Author

• Kaityn Contino, Florida International University

• Bridget Poznanski, Florida International University

• Helen Flores, Florida International University

• Katie Hart, Florida International University

• Eliza L Nelson, Florida International University