Los Trastornos Evolutivos de la Coordinación (TDC) son una problemática relativamente reciente que afecta en torno a un 5-8% de la población infantil. Afecta a niños que no presentan ningún déficit cognitivo aparente, pero que muestran un desarrollo motor deficiente para su edad, con limitaciones de coordinación y dificultades para la realización de actividades cotidianas. El TDC suele coexistir con otras dificultades. Por ello, en el presente estudio se ha realizado una revisión sistemática de la literatura científica más relevante, que analiza la comorbilidad del TDC con el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Los resultados muestran que existe una relación entre las dos dificultades entre los escolares estudiados. La importancia de una intervención temprana en niños diagnosticados como TDC+TDAH, se hace patente al analizar las dificultades que entorpecen el desarrollo normal de su vida diaria, lo que puede llegar a provocar problemas colaterales.Motor Coordination Problems (Developmental Coordination Disorders-DCD) deal with a relatively recent problem that affects around 5-8% of the child population. It affects children who do not present any apparent cognitive deficit, but who show a deficient motor development for their age, with limitations of coordination and difficulties for the accomplishment of daily activities. DCD often coexists with other diseases. Therefore, this study presents a systematic review of the most relevant scientific literature analyzing the comorbidity of these difficulties with the Attention Deficit Disorder and Hyperactivity (ADHD). The results have shown that there is a relationship between both types of difficulties among children. The importance of an early intervention in children diagnosed as DCD + ADHD is evident when analyzing the motor and attentional difficulties that hinder the normal development of their daily life, which can be the cause of collateral problems.
Review question / Objective: The aim of this review was to identify, qualify, evaluate and synthesise interventions used for children and young people with Developmental Coordination Disorder. The PCC was used to develop the review question: Population – children and young people with disorders of motor coordination aged to 25 years, not due to neurological disease or disorder eg. Cerebral Palsy. Concept - any method aimed to improve/treat/intervene in areas of motor learning, motor control, motor coordination or motor skill. Context - information on methods of delivery of interventions to consider context and cultural factors influencing delivery as well as details of intervention timing and outcomes. Primary Question: What interventions are being used for children and young people with DCD? Secondary Questions: How are these interventions being implemented? What outcomes are evident?
Motor Coordination Problems (Developmental CoordinationDisorder-DCD) deal with a relatively recent problem that affects around 5-8% of the child population. It affects children who do not present any apparent cognitive deficit, but who show a deficient motor development for their age, with limitations of coordination and difficulties for the accomplishment of daily activities. DCD often coexists with other diseases. Therefore, this PhD presents a systematic review of the most relevant scientific literature analyzing the comorbidity of these difficulties with the Attention Deficit Disorder and Hyperactivity (ADHD). In addition, an empirical phase has been carried out in which the motor competence and psychosocial profile of a sample of students with ADHD have been evaluated and compared to their peers with typical development (TD) in the school context, particularly in Physical Education classes. Also, the experiences of the effects of a three-month Physical Education intervention on the levels of motor competence of a group of students with ADHD, compared with their peers with TD, on their psychological characteristics have been confirmed. and social implications in the style of participation and social interaction, the achievement motivation for learning and healthy active behaviors towards the practice of physical activity. Likewise, the perceptions of the Physical Education teachers on the levels of motor competence of their students with ADHD were compared with their peers with TD, as well as the effects that the aforementioned educational intervention that they had. The results have highlighted the differences present in certain psychological characteristics, among students with ADHD and their peers with TD. Moreover, the Physical Education intervention had XII positive effects on the motor competence of the two groups evaluated and on some of their psychological aspect.The importance of an early intervention in children diagnosed as DCD + ADHD is evident when analyzing the motor and attentional difficulties that hinder the normal development of their daily life (school, sport, relationships), which can be the cause of collateral problems.
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