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

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Author(s)Koziol, Natalie A.
Author(s)Kretch, Kari S.
Author(s)Harbourne, Regina T.
Author(s)Lobo, Michele A.
Author(s)McCoy, Sarah W.
Author(s)Molinini, Rebecca
Author(s)Hsu, Lin-Ya
Author(s)Babik, Iryna
Author(s)Cunha, Andrea Baraldi
Author(s)Willett, Sandra L.
Author(s)Bovaird, James A.
Author(s)Dusing, Stacey C.
Date Accessioned2023-07-07T15:34:52Z
Date Available2023-07-07T15:34:52Z
Publication Date2023-07
DescriptionThis is the Accepted Manuscript version of the article originally published in Pediatric Physical Therapy. The version of record is available at: https://doi.org/10.1097/PEP.0000000000001016. © 2023 Academy of Pediatric Physical Therapy of the American Physical Therapy Association. This article will be embargoed until 7/1/2024.
AbstractPurpose: 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.
SponsorThis work was supported by the US Department of Education, Institute of Education Sciences; National Center for Special Education Research, Early Intervention and Early Learning in Special Education under grant no. R324A150103. Opinions reflect those of the authors and do not necessarily reflect those of the funder.
CitationKoziol, Natalie A. PhD; Kretch, Kari S. PT, DPT, PhD; Harbourne, Regina T. PT, PhD, FAPTA; Lobo, Michele A. PT, PhD; McCoy, Sarah W. PT, PhD; Molinini, Rebecca PT; Hsu, Lin-Ya PT, PhD; Babik, Iryna PhD; Cunha, Andrea Baraldi PT, PhD; Willett, Sandra L. PhD, PT, PCS; Bovaird, James A. PhD; Dusing, Stacey C. PT, PhD, FAPTA. START-Play Physical Therapy Intervention Indirectly Impacts Cognition Through Changes in Early Motor-Based Problem-Solving Skills. Pediatric Physical Therapy 35(3):p 293-302, July 2023. | DOI: 10.1097/PEP.0000000000001016
ISSN1538-005X
URLhttps://udspace.udel.edu/handle/19716/32976
Languageen_US
PublisherPediatric Physical Therapy
Keywordscognitive development
Keywordsearly intervention
Keywordsinfant development
Keywordsmotor development
Keywordsneuromotor delays
Keywordsproblem-solving
TitleSTART-Play Physical Therapy Intervention Indirectly Impacts Cognition Through Changes in Early Motor-Based Problem-Solving Skills
TypeArticle
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