Motor Overflow in Preschool Children

Motor Overflow in Preschool Children

When observing preschoolers complete complex motor tasks, you may observe an increase in motor activation displayed as extraneous movements in body parts not actively involved in the current task.  These extraneous movements are sometimes called motor overflow, mirror movements or associated movements.  Perceptual and Motor Skills published research examining what is associated with motor overflow in preschool children.  The study participants included 476 preschool children (average age: 3.88 years).  Three assessments were completed on each preschooler.  Contralateral associated movements (motor overflow)were measured with the Zurich Neuromotor Assessment (i.e. pegboard, alternating finger/hand movements and timed finger tasks).  Inhibitory motor control was measured with the statue motor persistence subtest of the Neuropsychological Assessment for Children – children have to stand still with eyes closed with occasional distractions.  Cognitive functioning was assessed with the Intelligence and Development Scales–Preschool.

The results indicated the following:

• a significant relationship between contralateral associated movements and motor persistence, selective attention, and visual perception which are all related to overall executive functioning.
• the intensity of the contralateral associated movements correlated with inhibitory control problems in preschoolers.
• no significant relationship between contralateral associated movements intensity and visuospatial working memory and figural reasoning.

The researchers concluded that this association of contralateral associated movements and lack of inhibitory control in younger, healthy, typically developing children requires further longitudinal studies and studies to identify motor overflow with specific neurodevelopmental disorders for early detection.

Reference:  Kakebeeke, T. H., Messerli-Bürgy, N., Meyer, A. H., Zysset, A. E., Stülb, K., Leeger-Aschmann, C. S., … & Munsch, S. (2017). Contralateral Associated Movements Correlate with Poorer Inhibitory Control, Attention and Visual Perception in Preschool Children. Perceptual and motor skills, 124(5), 885-899.

Read the Ultimate Guide to Self-Regulation to learn more about inhibitory control in children.

Yoga has been shown to have a significant effect on self-regulation in preschool children.  Read more here.

Yoga Moves: Incorporating yoga into your therapy routine or your classroom movement breaks has the benefits of increasing focus, concentration, working memory, body awareness, executive function and self-regulation.

These yoga cards can be hung on the wall of a therapy room, sensory room, or classroom and they can be used as cards you can pull out for a yoga breaks.  The cards include visual pictures and do not include written descriptions to complete the poses.  FIND OUT MORE.

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6 Tips to Decrease Anxiety When Writing

Many students who struggle with handwriting and writing assignments may encounter feelings of anxiety and stress when faced with school assignments.  Here are a few tips to help decrease anxiety with writing assignments:

Try playing some background music.  According to Dr. David Lewis-Hodgson of Mindlab International, who conducted research on sound therapy and found that listening to that one song — “Weightless” — resulted in a 65 percent reduction in participants’ overall anxiety, and a 35 percent reduction in their usual physiological resting rates.  You can listen to the complete 8 minute song on You Tube.  You can even listen to it for 10 hours on You Tube if you wish!

Allow for free writing on the first draft.  Encourage the students to just write and not to erase.  Don’t put too much pressure on the first draft just focus on getting your ideas and thoughts on the paper.  Educate students that sometimes the first step is just getting ideas down and not to worry about proper grammar or spelling.

Use highly engaging writing prompts. Search for prompts that encourage students to share their lives, opinions, and prior knowledge.

Share your writing when done.  Students can share writing with peers, small groups or teachers.

Abandon the topic if necessary.  Just like sometimes we have to abandon reading a book, if you are bogged down by the writing process perhaps you need to tweak or abandon the topic to allow for improve written expression.

Provide choices.  Whenever possible provide choices so the student can pick topics that are highly engaging and meaningful to him or her.

References:
Alber, Rebecca. New Teachers: Inspire Your Students to Write, Write, Write.  Edutopia.  Retrieved from the web on 11/15/16 at http://ift.tt/2fdMpD4

Curtin, Melanie.  Neuroscience Says Listening to This Song Reduces Anxiety by Up to 65 Percent.  Inc.  Retrieved from the web on 11/15/16 at http://ift.tt/2ev4nSt

Doodle Diaries includes 15 squiggle drawings and 25 doodles drawings to finish then write a story about your drawing. This download has two formats for the writing area – dotted lines or double lines. Use these drawing starters to encourage drawing and writing.  Find out more information.

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