Understanding contributors to motor development for neurotypical and neurodivergent individuals

Thesis

As people navigate the world around them, motor interaction is a primary way in which we explore and engage. When motor ability is restricted or delayed, this can impact social relationships, independence, and quality of life. For individuals with neurodevelopmental disabilities, supporting motor development can lead to positive cross-domain outcomes. This thesis aimed to understand contributors to motor development in neurotypical and neurodivergent individuals through a systematic review, community engagement, and an experimental study.

The thesis began with an overview of neurodevelopmental disabilities, motor development, and the practical implications. Chapter Two presented a systematic review of non-pharmacological motor interventions for neurodivergent children. A search across multiple databases resulted in a final sample of 119 studies. Data was extracted on assessment methods, targeted skills, and intervention characteristics. Effective interventions were primarily exercise- or task-based, implemented twice weekly, targeting gross motor skills. Intervention accessibility was limited by rigid protocols and specialised equipment.

Chapters Three and Four consisted of a survey of neurodivergent adults on their lived experiences and research perspectives. Participants reported difficulties with cognition and executive functioning, and barriers to care resulting from social stigma. Respondents highlighted the need for more inclusive and accessible research. Chapter Five extended on these findings by surveying parents of neurodivergent children with rare genetic aetiologies about their lived experiences and research perspectives. Parents reported demanding care responsibilities and called for more research on rare diagnoses.

Finally, a proof-of-concept study tested a play-based intervention to explore the effects of toy novelty and partner prompting on fine motor skill use. While toy novelty did not impact interaction duration or fine motor skill use, children interacted more when playing with a social partner.

Together, this thesis provided a multi-faceted understanding of the contributors to motor development for neurodivergent and neurotypical individuals.

Authors: Short, AD

• DOI: 10.5287/ora-zrbrzpkva
• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: disability; Down syndrome; motor; inclusion; autism; advocacy; neurodiversity; development