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START-Play Physical Therapy Intervention Indirectly Impacts Cognition through Changes in Early Motor-Based Problem-Solving Skills

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Title: START-Play Physical Therapy Intervention Indirectly Impacts Cognition through Changes in Early Motor-Based Problem-Solving Skills
Language: English
Authors: Koziol, Natalie A., Kretch, Kari S., Harbourne, Regina T., Lobo, Michele A., McCoy, Sarah W., Molinini, Rebecca, Hsu, Lin-Ya, Babik, Iryna, Baraldi Cunha, Andrea, Willett, Sandra L., Bovaird, James A., Dusing, Stacey C.
Source: Grantee Submission. 2023.
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Sponsoring Agency: National Center for Special Education Research (NCSER) (ED/IES)
Contract Number: R324A150103
Document Type: Reports - Research
Descriptors: Physical Therapy, Intervention, Cognitive Processes, Psychomotor Skills, Problem Solving, Program Evaluation, Infants, Developmental Delays, Thinking Skills, Program Effectiveness, Motor Development, Child Development, Toddlers, Play
Assessment and Survey Identifiers: Bayley Scales of Infant and Toddler Development
DOI: 10.1097/PEP.0000000000001016
ISSN: 0898-5669
Abstract: Purpose: This study tested whether the Sitting Together and Reaching to Play (START-Play) physical therapy intervention indirectly impacts cognition through changes in perceptual-motor skills in infants with motor delays. Methods: Participants were 50 infants with motor delays randomly assigned to START-Play plus Usual Care Early Intervention (UC-EI) or UC-EI only. Infants' perceptual-motor and cognitive skills were assessed at baseline and 1.5, 3, 6, and 12 months post-baseline. Results: Short-term changes in sitting, fine motor skills, and motor-based problem-solving, but not reaching, predicted long-term changes in cognition. START-Play indirectly impacted cognition through motor-based problem-solving but not sitting, reaching, or fine motor skills. Conclusions: This study provided preliminary evidence that early physical therapy interventions that blend activities across developmental domains and are supported by an enriched social context can place infants on more optimal developmental trajectories. [This is the online version of an article published in "Pediatric Physical Therapy" (ISSN 0898-5669).]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: ED627696
Database: ERIC
FullText Text:
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DbLabel: ERIC
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PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: START-Play Physical Therapy Intervention Indirectly Impacts Cognition through Changes in Early Motor-Based Problem-Solving Skills
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Koziol%2C+Natalie+A%2E%22">Koziol, Natalie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Kretch%2C+Kari+S%2E%22">Kretch, Kari S.</searchLink><br /><searchLink fieldCode="AR" term="%22Harbourne%2C+Regina+T%2E%22">Harbourne, Regina T.</searchLink><br /><searchLink fieldCode="AR" term="%22Lobo%2C+Michele+A%2E%22">Lobo, Michele A.</searchLink><br /><searchLink fieldCode="AR" term="%22McCoy%2C+Sarah+W%2E%22">McCoy, Sarah W.</searchLink><br /><searchLink fieldCode="AR" term="%22Molinini%2C+Rebecca%22">Molinini, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Hsu%2C+Lin-Ya%22">Hsu, Lin-Ya</searchLink><br /><searchLink fieldCode="AR" term="%22Babik%2C+Iryna%22">Babik, Iryna</searchLink><br /><searchLink fieldCode="AR" term="%22Baraldi+Cunha%2C+Andrea%22">Baraldi Cunha, Andrea</searchLink><br /><searchLink fieldCode="AR" term="%22Willett%2C+Sandra+L%2E%22">Willett, Sandra L.</searchLink><br /><searchLink fieldCode="AR" term="%22Bovaird%2C+James+A%2E%22">Bovaird, James A.</searchLink><br /><searchLink fieldCode="AR" term="%22Dusing%2C+Stacey+C%2E%22">Dusing, Stacey C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2023.
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  Data: Y
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  Data: 10
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  Data: 2023
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  Data: National Center for Special Education Research (NCSER) (ED/IES)
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  Data: R324A150103
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Physical+Therapy%22">Physical Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Motor+Development%22">Motor Development</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Bayley+Scales+of+Infant+and+Toddler+Development%22">Bayley Scales of Infant and Toddler Development</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1097/PEP.0000000000001016
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0898-5669
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study tested whether the Sitting Together and Reaching to Play (START-Play) physical therapy intervention indirectly impacts cognition through changes in perceptual-motor skills in infants with motor delays. Methods: Participants were 50 infants with motor delays randomly assigned to START-Play plus Usual Care Early Intervention (UC-EI) or UC-EI only. Infants' perceptual-motor and cognitive skills were assessed at baseline and 1.5, 3, 6, and 12 months post-baseline. Results: Short-term changes in sitting, fine motor skills, and motor-based problem-solving, but not reaching, predicted long-term changes in cognition. START-Play indirectly impacted cognition through motor-based problem-solving but not sitting, reaching, or fine motor skills. Conclusions: This study provided preliminary evidence that early physical therapy interventions that blend activities across developmental domains and are supported by an enriched social context can place infants on more optimal developmental trajectories. [This is the online version of an article published in "Pediatric Physical Therapy" (ISSN 0898-5669).]
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: Yes
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  Data: 2023
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  Data: ED627696
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED627696
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        Value: 10.1097/PEP.0000000000001016
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Physical Therapy
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Infants
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      – SubjectFull: Developmental Delays
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Motor Development
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      – SubjectFull: Child Development
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      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Play
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      – SubjectFull: Bayley Scales of Infant and Toddler Development
        Type: general
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      – TitleFull: START-Play Physical Therapy Intervention Indirectly Impacts Cognition through Changes in Early Motor-Based Problem-Solving Skills
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