Relations between fine motor skills and intelligence in typically developing children and children with attention deficit hyperactivity disorder.

Abstract

BACKGROUND\nThe embodied cognition hypothesis implies a close connection between motor and cognitive development. Evidence for these associations is accumulating, with some studies indicating stronger relations in clinical than typically developing samples.\n\n\nAIMS\nThe present study extends previous research and investigates relations between fine motor skills and intelligence in typically developing children (n = 139, 7-13 years) and same-aged children with attention deficit hyperactivity disorder (ADHD, n = 46). In line with previous findings, we hypothesized stronger relations in children with ADHD than in typically developing children.\n\n\nMETHODS AND PROCEDURE\nFine motor skills were assessed using the standardized Movement Assessment Battery for Children. Intelligence was measured with the standardized Wechsler Intelligence Scale for Children.\n\n\nOUTCOMES AND RESULTS\nRegression analyses indicated significant relations between fine motor skills and full-scale IQ, perceptual reasoning, working memory, and processing speed. Moderation analyses identified stronger relations between fine motor skills and full-scale IQ, perceptual reasoning, and verbal comprehension in children with ADHD compared to typically developing children.\n\n\nCONCLUSIONS AND IMPLICATIONS\nResults suggest a close relation between fine motor skills and intelligence in children with and without ADHD, with children diagnosed with ADHD showing stronger relations. Findings support combined motor-cognitive interventions in treating children with ADHD.