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Children
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Physical Therapy in Pediatric Developmental Disorders
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Physical Therapy in Pediatric Developmental Disorders

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: 30 July 2025 | Viewed by 723

Special Issue Editor

Dr. Mahmudul Hassan Al Imam

E-Mail Website
Guest Editor
School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, QLD, Australia
Interests: childhood disabilities, particularly cerebral palsy; community-based reha-bilitation; early detection and intervention strategies; development and evaluation of innovative service delivery models; community-based clini-cal trials; improving access to care and quality of care in re-source-constrained settings

Special Issue Information

Dear Colleagues,

Developmental disorders in children pose significant challenges, impacting motor, cognitive, and social abilities during critical stages of growth. Over the years, physical therapy has emerged as a cornerstone in addressing these challenges, offering evidence-based interventions to enhance functionality and quality of life in children with developmental disorders. From cerebral palsy and autism spectrum disorder to rare genetic conditions, physical therapy continues to evolve, incorporating innovative evidenced-based approaches such as task-specific training, virtual reality, and robotic-assisted therapy.

This Special Issue of Children will provide a comprehensive platform for the latest advancements in physical therapy in pediatric developmental disorders. By showcasing cutting-edge research and clinical applications, we aim to enhance our understanding of effective therapeutic strategies, including their long-term impact on children’s development and well-being.

We welcome submissions that include original research, systematic reviews, clinical trials, and case studies on topics such as early intervention strategies, technology-driven therapies, family-centered care, and culturally tailored approaches. Studies addressing barriers to implementation in low-resource settings or proposing novel frameworks for scaling interventions are particularly encouraged.

Through this Special Issue, we hope to facilitate collaboration among researchers, clinicians, and policymakers, driving innovation in physical therapy and improving outcomes for children with developmental disorders worldwide.

Dr. Mahmudul Hassan Al Imam
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • pediatric developmental disorders
  • children with disabilities
  • physical therapy
  • physiotherapy
  • early intervention
  • motor development
  • neurorehabilitation
  • functional outcomes
  • service delivery models
  • evidence-based practices
  • innovative therapeutic approaches

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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16 pages, 2071 KiB  
Article
Two-Year Longitudinal Motor Performance of Very Preterm and/or Very-Low-Birth-Weight Infants in Suriname
by Anjo J. W. M. Janssen, Maria J. A. J. Fleurkens-Peeters, Reinier P. Akkermans, Se-Sergio M. Baldew, Maria W. G. Nijhuis-van der Sanden and Wilco C. W. R. Zijlmans
Children 2025, 12(4), 414; https://doi.org/10.3390/children12040414 - 26 Mar 2025
Viewed by 158
Abstract
Background/Objectives: Follow-up studies in very preterm infants are common, but fewer studies are situated in low- or middle-income countries. In a prospective cohort study, we explored longitudinal motor performance trajectories and influencing factors, including an early motor intervention program. Very preterm infants (gestational [...] Read more.
Background/Objectives: Follow-up studies in very preterm infants are common, but fewer studies are situated in low- or middle-income countries. In a prospective cohort study, we explored longitudinal motor performance trajectories and influencing factors, including an early motor intervention program. Very preterm infants (gestational age < 32 weeks and/or very-low-birth-weight < 1500 g) in the middle-income country of Suriname were included. Methods: We assessed 149 (49.7% boys) infants (mean gestational age 29+6, mean birth weight 1271 g) at 3, 12, and 24 months with the Bayley Scales of Infant and Toddler Development for fine motor (FM), gross motor (GM), and composite scores (CSs). Influencing perinatal and environmental factors were explored. Delayed-scoring infants were referred to a motor intervention program. Data were analyzed using mixed-model linear regression. Results: The Bayley mean FM and GM scores decreased between 3 and 12 months and stabilized at 24 months. The mean CS at 3, 12, and 24 months was 102.3, 92.7, and 92.2, respectively. The latter two were significantly below the reference values (100, SD 15, p < 0.01). Birth weight z-scores significantly influenced FM (p = 0.013) and CS (p = 0.009); a lower birth weight was associated with initially lower scores and a smaller decline over time than a higher birth weight. The motor intervention program (n = 54) showed no significant interaction effects at all time points after correction for frequency of interventions (no; 1–5; >5 interventions). Conclusions: Motor performance was normal at 3 months and delayed at 12 and 24 months. Birth weight, but not the early intervention program, influenced longitudinal motor trajectories. We recommend follow-up of motor performance and suggest adding the Prechtl General Movement assessment at 3 months of age. The clinical implementation of the early motor invention program needs additional studies to reach an adequate training level. Full article
(This article belongs to the Special Issue Physical Therapy in Pediatric Developmental Disorders)
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Review

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19 pages, 243 KiB  
Review
From Motor Skills to Digital Solutions: Developmental Dysgraphia Interventions over Two Decades
by Weifeng Han and Tianchong Wang
Children 2025, 12(5), 542; https://doi.org/10.3390/children12050542 - 24 Apr 2025
Abstract
Background/Objectives: Developmental dysgraphia, a graphomotor difficulty affecting handwriting, significantly impacts children’s academic performance, emotional well-being, and overall development. Over the past two decades, intervention strategies have transitioned from traditional task-oriented motor training to more innovative, technology-driven, and holistic approaches. This paper aims to [...] Read more.
Background/Objectives: Developmental dysgraphia, a graphomotor difficulty affecting handwriting, significantly impacts children’s academic performance, emotional well-being, and overall development. Over the past two decades, intervention strategies have transitioned from traditional task-oriented motor training to more innovative, technology-driven, and holistic approaches. This paper aims to synthesise key developments in dysgraphia interventions, categorising them into distinct thematic areas and evaluating their effectiveness in improving handwriting outcomes. Methods: A review of 12 key studies was conducted, classifying interventions into four primary categories: (1) task-oriented and sensorimotor-based interventions; (2) technology-assisted solutions; (3) self-regulated and individualised approaches; and (4) integrated methodologies. Each study was analysed based on its methodology, intervention design, target population, and reported outcomes to assess the effectiveness and feasibility of different approaches. Results: The findings indicate significant advancements in handwriting interventions, with technology-assisted and integrated approaches demonstrating promising results in engagement, accessibility, and skill development. However, challenges remain in terms of scalability, cultural adaptability, and long-term sustainability. While self-regulated and individualised approaches offer tailored support, their effectiveness depends on factors such as learner motivation and instructional design. Conclusions: Despite progress in intervention strategies for developmental dysgraphia, further research is needed to optimise hybrid models that combine the strengths of multiple approaches. A more inclusive and adaptable framework is required to ensure equitable access to effective handwriting interventions. This study highlights the need for continued collaboration among researchers, educators, and policymakers to advance evidence-based interventions, fostering equitable learning opportunities for all children with dysgraphia. Full article
(This article belongs to the Special Issue Physical Therapy in Pediatric Developmental Disorders)
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