Background and Objective: Sudden transition to telerehabilitation during the coronavirus disease 2019 (COVID-19) pandemic was challenging for pediatric therapists, including physical therapists and occupational therapists, due to lack of prior experience and knowledge. The primary goal of the current study was to survey the pediatric therapists regarding the practice trends and specific challenges/strengths of delivering telerehabilitation during the pandemic. Materials and Methods: An electronic survey was developed by the research term and validated through cognitive interviews with three pediatric therapists. A total of 107 therapists completed the survey. Descriptive statistics were used to summarize the trends for the survey questions. Results: The majority of therapists (92.5%) reported no prior experience with telerehabilitation. When comparing telerehabilitation with standard-of-care, the therapists reported similar session durations and frequencies, but greater caregiver-initiated cancellations of telerehabilitation sessions. Furthermore, a greater percentage of therapists modified the intervention activities compared with assessments, which impacted therapists' perceptions about quality of telerehabilitation as a greater percentage of therapists expressed confidence in treating children compared with assessing children virtually. One of the commonly reported telerehabilitation challenges was reduced virtual engagement of children, and strength was better assessment of home environment. Lastly, a greater percentage of therapists relied on consultations and fewer therapists used empirical evidence to guide their delivery of virtual care. Conclusions: Telerehabilitation is a cost-effective health care model that offers remote accessibility and flexible scheduling. However, several limitations in the current pediatric telerehabilitation model, including lack of teleassessments and empirical evidence, could limit post-COVID use of telerehabilitation.

Purpose: To summarize and appraise the emerging evidence on early motor skills of infants later diagnosed with autism spectrum disorder (ASD), and the association of early motor delays to later ASD diagnosis/characteristics. Methods: A literature search was conducted for studies published from 2000 to 2023 on the motor skills of infants later diagnosed with ASD, followed by screening and data extraction. Results: Current evidence suggested presence of early motor deficits including poor anticipatory movements, postural control, and gross/fine motor skills during the first 2 years of ASD. However, there was variability among studies with regard to study sample and methodology. Conclusion: Although motor deficits are evident in infants, it is unclear whether these are specific to ASD or a consequence of general developmental disorder. Future research is needed on the investigation of specificity and severity of early motor delays, which can potentially assist in early identification of ASD.

Background/Objectives: Physically active play (PA-play) offers natural, self-directed, and varied opportunities for physical activity and motor skill development in children. It is often viewed as a rich context for learning, yet how PA-play systematically supports the core concepts and elements of motor learning (ML) requires a closer examination in typically developing (TD) children and those with neurodevelopmental disorders such as Developmental Coordination Disorder (DCD). Methods: A two-part integrative conceptual synthesis was conducted to explore how core ML concepts are reflected in children’s PA-play. Part 1 involved a synthesis of the play literature, analyzed through an ML lens in TD children. Part 2 involved synthesizing the literature on ML elements and characteristics of PA-play in children with DCD. Results: In Part 1, the conceptual synthesis highlighted that PA-play in TD children enables conditions supportive of ML, including both implicit and explicit learning, high-volume practice, task variability, progressive challenge, and feedback through verbal and non-verbal cues. In Part 2, the synthesis highlighted ML difficulties in children with DCD, such as slow, effortful learning with reduced adaptability and greater performance variability. Additionally, the synthesis highlighted limited DCD evidence using PA-play as an ecological context for ML. Conclusions: Overall, PA-play could offer environments consistent with ML elements in TD children, yet evidence for its effectiveness in children with DCD remains limited. Future research should explore how PA-play can be leveraged to address the specific ML challenges faced by children with DCD.