Curtin, SuzanneVashi, Nisha Bhupendra2020-09-162020-09-162020-09-14Vashi, 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.http://hdl.handle.net/1880/112539Theoretical 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.engUniversity 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.motorlanguagechildrenassociationsprofilesdevelopmental disabilitiestransdiagnosticEducation--Curriculum and InstructionEducation--Early ChildhoodEducational PsychologyHuman DevelopmentPsychology--CognitivePsychology--DevelopmentalPsychology--Experimentalmaster thesis10.11575/PRISM/38204