Does Fine Motor Performance under Single and Dual Task Conditions Predict Participation in Children with Specific Learning Disabilities? A Cross-Sectional Study.

Abstract

Background: Children with specific learning disabilities (SLD) often experience difficulties in activities of daily living that are essential for independence. Fine motor skills, particularly under dual-task conditions, are crucial for facilitating participation in these activities. This study compared fine motor performance under single and dual-task conditions between children with SLD and their typically developing peers, and examined the associations between task performance and participation in activities of daily living.

Methods: A total of 124 elementary students, including children with SLD and their typically developing peers (TDs), were recruited for this cross-sectional comparative study. Participants completed the Purdue Pegboard Test (PPT), and their participation in activities of daily living was assessed using the Jebsen-Taylor Hand Function Test (JTHFT). Independent t-tests, correlations, and regressions were conducted.

Results: In this study, 62 children with SLD and 62 typically developing peers participated, with a mean age of 9.41 years (SD=1.02). Children with SLD performed significantly worse in both single-task and dual‑task conditions and showed lower participation compared to their typically developing peers (P<0.05). However, no significant associations were identified between task performance and participation (P>0.05).

Conclusion: The findings suggest that children with SLD exhibit deficits in fine motor performance, particularly under dual-task conditions, indicating increased sensitivity to cognitive load. Therefore, special attention should be given to training fine motor skills in both single and dual-task conditions for these children. Additionally, the factors affecting these children's participation require specific examination.