The impact of severity of motor delay, timing of task mastery, and START-play intervention on the development of means-end problem solving in young children.

ABSTRACT:

Background

Children with motor delays are at increased risk for delayed means-end problem-solving (MEPS) performance.

Objectives

To evaluate children with motor delays: 1) the impact of motor delay severity and MEPS mastery timing on developmental trajectories of MEPS; and 2) the effectiveness of Sitting Together And Reaching To Play (START-Play) intervention for improving MEPS.

Methods

This represents a secondary analysis from a multi-site randomized controlled trial, with blinded assessors and prospective registration. Children with mild or significant motor delays (n = 112, mean age=10.80, SD=2.59 months at baseline) were randomly assigned to START-Play or usual care early intervention (UC-EI) and assessed at five visits across one year using the Means-End Problem-

SUBMITTER: Cunha AB 

PROVIDER: S-EPMC10877108 | biostudies-literature | 2024 Jan-Feb

REPOSITORIES: biostudies-literature