Transdiagnostic Associations Between Motor and Language Abilities in Children with Developmental Disabilities

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dc.contributor.advisorCurtin, Suzanne
dc.contributor.authorVashi, Nisha Bhupendra
dc.contributor.committeememberMcMorris, Carly A.
dc.contributor.committeememberPexman, Penny M.
dc.contributor.committeememberSchwartz, Kelly Dean
dc.date2020-11
dc.date.accessioned2020-09-16T22:16:26Z
dc.date.available2020-09-16T22:16:26Z
dc.date.issued2020-09-14
dc.description.abstractTheoretical perspectives and empirical evidence provide support for the relationship between motor and language abilities in typically and atypically developing children. Few studies have explored whether these associations persist across diagnosis, and whether there are profiles based on subtypes of motor and language abilities. The present study had the following aims: 1) is there an association between motor and language abilities across diagnosis; 2) are there associations between fine motor, gross motor, receptive language, and expressive language abilities across diagnosis; and 3) based on these associations between fine motor, gross motor, receptive language and expressive language, are there profiles of scores related to these abilities? Children with various developmental disabilities (e.g. autism spectrum disorder, language delay, cerebral palsy, Down syndrome, global developmental delay) were recruited at Renfrew Educational Services. Transdisciplinary teams administered the Carolina Curriculum for Infants, Toddlers, and Preschoolers with Special Needs, Second & Third Edition over a two-week period. Associations were demonstrated between overall motor and overall language abilities across diagnosis. Fine motor abilities were associated with and predicted receptive and expressive language. Gross motor abilities were associated with and predicted expressive language, but not receptive language. Four clusters of scores related to the subtypes of motor and language abilities emerged. Adopting a transdiagnostic approach provides a more realistic and comprehensive understanding of programming and intervention for children with developmental disabilities. Future studies are needed to ascertain whether these transdiagnostic associations persist over time.en_US
dc.identifier.citationVashi, N. B. (2020). Transdiagnostic Associations Between Motor and Language Abilities in Children with Developmental Disabilities (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38204
dc.identifier.urihttp://hdl.handle.net/1880/112539
dc.language.isoengen_US
dc.publisher.facultyArtsen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectmotoren_US
dc.subjectlanguageen_US
dc.subjectchildrenen_US
dc.subjectassociationsen_US
dc.subjectprofilesen_US
dc.subjectdevelopmental disabilitiesen_US
dc.subjecttransdiagnosticen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Early Childhooden_US
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationHuman Developmenten_US
dc.subject.classificationPsychology--Cognitiveen_US
dc.subject.classificationPsychology--Developmentalen_US
dc.subject.classificationPsychology--Experimentalen_US
dc.titleTransdiagnostic Associations Between Motor and Language Abilities in Children with Developmental Disabilitiesen_US
dc.typemaster thesisen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Science (MSc)en_US
ucalgary.item.requestcopytrueen_US
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