What Influences the Likelihood of Gross Motor Developmental Delay Among Preschoolers in the Rural United States?

Abstract

Today's children are experiencing a secular decline in gross motor skill development, resulting in developmental delays (DD). Understanding which development facets affect gross motor DD presentation supports prevention strategies. This study explored the influence of executive function, self-concept, and others associated with gross motor DD in preschool-aged children with and without disabilities. Participants (N = 660; Girls = 310; Boys = 370; M_age = 64.07, SD = 9.12 months) included children enrolled in general (n = 627) or self-contained (n = 33) classrooms. Participants were categorized as severe DD (%ile = 0-9), DD (10^th-27^th %ile), or no DD (28^th + %ile) based on Test of Gross Motor Development-3, and a logistical regression model was fitted to examine the contributions of variables on gross motor DD. A higher score in perceived movement competence significantly lowered the odds of severe DD (t(654) = -3.24, p < 0.001, Wald = -6.49). A higher score in social skills significantly lowered the odds of severe DD (t(654) = -2.04, p = 0.04, Wald = -4.07). A higher score in problem behavior had a non-significant influence on severe DD (t(654) = -0.05, p = 0.96, Wald = -0.09). A higher score in attention significantly lowered severe DD (t(654) = -3.06, p = 0.002, Wald = -6.13). Those in a self-contained classroom had higher odds of severe DD (t(654) = 4.70, p < 0.0001, Wald = 9.39). Prevention intervention programs should consider the multiple facets of development when supporting children's trajectories for health.