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Originalia

Entwicklung von Handkoordination, exekutiven Funktionen und Schulleistungen bei Kindern mit Auffälligkeiten in der Handgeschicklichkeit

Published Online:September 30, 2013https://doi.org/10.1026/0049-8637/a000097

Abstract

In der vorliegenden Studie wurden die Handgeschicklichkeit, exekutive Funktionen und Schulleistungen bei Vorschulkindern mit und ohne Problemen in der Handgeschicklichkeit über einen 3-Jahres-Zeitraum untersucht. Insgesamt wurden N = 94 Kinder, die zu Beginn 5- oder 6-jährig waren, untersucht, davon 47 Risikokinder mit sehr niedrigen Leistungen in der Handgeschicklichkeit und 47 Vergleichskinder. Diese wurden anhand der Variablen Alter, sozioökonomischer Status und nonverbale Intelligenz bestimmt. Die Risikokinder zeigten persistierende Defizite in der Handkoordination über den gesamten Untersuchungszeitraum hinweg. Obwohl sich alle Kinder insgesamt deutlich in den exekutiven Funktionen verbesserten, zeigten die Risikokinder ferner eine bedeutsam schlechtere Interferenzkontrolle und kognitive Flexibilität als die Vergleichskinder. Auch die schulischen Leistungen in den Bereichen Lesen, Schreiben und Mathematik zu Beginn der Beschulung waren bei den Risikokindern niedriger als bei den Vergleichskindern. Diese Befunde deuten auf domänübergreifende Probleme bei inhibitorischen und/oder Automatisierungsprozessen bei Kindern mit Auffälligkeiten in der Handgeschicklichkeit hin und geben wichtige Hinweise auf notwendige Interventionsmaßnahmen.


Development of manual dexterity, executive functions, and scholastic achievement in children at risk for developmental coordination disorders

The present 3-year-longitudinal study investigated manual dexterity, executive functions, and scholastic achievement in kindergarten children with or without deficits in manual dexterity. The sample consisted of N = 94 children: 47 children with very low manual dexterity performance and 47 control children who were matched in age, socioeconomic status, and nonverbal intelligence. Children were 5 or 6 years old at the beginning of the study. The children at risk showed persistent deficits in manual dexterity, as well as consistently lower interference control and shifting performance. Both groups showed marked developmental progression in executive functions during the 3-year period. After transition to school, the children at risk showed lower reading, writing, and mathematics skills. The results suggest domain-general problems with inhibition and/or automatization processes in children with manual dexterity problems. Implications for interventions are discussed.

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