Children with developmental coordination disorders

Kirby, Amanda; Sugden, David

doi:10.1258/jrsm.100.4.182

Cited by 33 publications

(12 citation statements)

References 11 publications

(12 reference statements)

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“…(2) An important feature of standardized and objective ADL assessment is the ecological validity of the instrument (Poeck 1986;Chaytor & Schmitter-Edgecombe 2003;Kvavilashvili & Ellis 2004;Chaytor et al 2006;Henderson et al 2007;Kirby & Sugden 2007;Josman et al 2010). First, generalizability of the test results should be considered.…”

Section: Discussionmentioning

confidence: 99%

“…Once included, the instruments' comprehensiveness, ecological validity and other psychometric properties are discussed to address the potential use for assessment of capacity in ADL in children with DCD (step 3). Although the instruments should be standardized, assessment of ADL optimally reflects daily functioning when the natural environment of the child is taken into account and the ADL domains of 'self-care and self-maintenance' , 'productivity and schoolwork' and 'leisure and play' are included (Poeck 1986;Reed & Sanderson 1999;Chaytor & Schmitter-Edgecombe 2003;Kvavilashvili & Ellis 2004;Chaytor et al 2006;Sugden 2006;Henderson et al 2007;Kirby & Sugden 2007;Josman et al 2010).…”

Section: Introductionmentioning

confidence: 99%

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A systematic review of instruments for assessment of capacity in activities of daily living in children with developmental co‐ordination disorder

Linde

Netten

Otten

et al. 2013

Child

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Children with developmental co-ordination disorder (DCD) face evident motor difficulties in activities of daily living (ADL). Assessment of their capacity in ADL is essential for diagnosis and intervention, in order to limit the daily consequences of the disorder. The aim of this study is to systematically review potential instruments for standardized and objective assessment of children's capacity in ADL, suited for children with DCD. As a first step, databases of MEDLINE, EMBASE, CINAHL and PsycINFO were searched to identify studies that described instruments with potential for assessment of capacity in ADL. Second, instruments were included for review when two independent reviewers agreed that the instruments (1) are standardized and objective; (2) assess at activity level and comprise items that reflect ADL; and (3) are applicable to school-aged children that can move independently. Out of 1507 publications, 66 publications were selected, describing 39 instruments. Seven of these instruments were found to fulfil the criteria and were included for review: the Bruininks-Oseretsky Test of Motor Performance-2 (BOT2); the Do-Eat (Do-Eat); the Movement Assessment Battery for Children-2 (MABC2); the school-Assessment of Motor and Process Skills (schoolAMPS); the Tuffts Assessment of Motor Performance (TAMP); the Test of Gross Motor Development (TGMD); and the Functional Independence Measure for Children (WeeFIM). As a third step, for the included instruments, suitability for children with DCD was discussed based on the ADL comprised, ecological validity and other psychometric properties. We concluded that current instruments do not provide comprehensive and ecologically valid assessment of capacity in ADL as required for children with DCD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A systematic review of instruments for assessment of capacity in activities of daily living in children with developmental co‐ordination disorder

Linde

Netten

Otten

et al. 2013

Child

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“…Childhood attention problems were measured using the parent-reported Child Behavior Checklist attention problems subscale during the age 8 visit (Achenbach & Edelbrock, 1983). Participant sex was a covariate as males and females are affected by poor motor skills differently (Kirby & Sugden, 2007). Data on sex were drawn from the ELBW participants' medical charts and were reported by parents of NBW participants at age 8.…”

Section: Methodsmentioning

confidence: 99%

Early developmental influences on self-esteem trajectories from adolescence through adulthood: Impact of birth weight and motor skills

et al. 2017

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While the trajectory of self-esteem from adolescence to adulthood varies from person to person, little research has examined how differences in early developmental processes might affect these pathways. This study examined how early motor skill development interacted with preterm birth status to predict self-esteem from adolescence through the early 30s. We addressed this using the oldest known, prospectively followed cohort of extremely low birth weight (<1000 g) survivors (N = 179) and normal birth weight controls (N = 145) in the world, born between 1977 and 1982. Motor skills were measured using a performance-based assessment at age 8 and a retrospective self-report, and self-esteem was reported during three follow-up periods (age 12-16, age 22-26, and age 29-36). We found that birth weight status moderated the association between early motor skills and self-esteem. Stable over three decades, the self-esteem of normal birth weight participants was sensitive to early motor skills such that those with poorer motor functioning manifested lower self-esteem, while those with better motor skills manifested higher self-esteem. Conversely, differences in motor skill development did not affect the self-esteem from adolescence to adulthood in individuals born at extremely low birth weight. Early motor skill development may exert differential effects on self-esteem, depending on whether one is born at term or prematurely.

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“…So it can be pointed out that in addition to having some cognitive and processing problems, and children having motor learning problems due to these, it causes reduction of their ability to face exposure to the environment and compromises their emotional and social development. Studies showed that DCD children have comorbid disorders such as learning problems [23,24].…”

Section: Discussionmentioning

confidence: 99%

The Study of the Emotion Recognition and the Cognitive Failures of Children with Developmental Coordination Disorder

Vatandoust

Hasanzadeh

2018

IRJ

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Recently, attention has been paid to the Developmental Coordination Disorder (DCD) in children. DCD occurs silently in child development stages; the child is involved with deficiencies that affect his / her social relationships, academic achievement and emotional perception. In this study, we tried to investigate the state of emotion recognition and the cognitive profiles of the children. The purpose of this study was to investigate the emotion recognition and cognitive failures of children with DCD. Methods: This was a descriptive and correlational study. The research sample included 120 students with a developmental coordination disorder. The research tools were Battery test: The Cambridge Mindreading (CAM) Computer Version of Revised Reading the Mind in the Eye Test; The Movement Assessment Battery for Children-Second Edition (MABC-2) skills. For data analysis, confirmatory factor analysis for DCD model was done by using Laserl. Results: The results of the confirmatory factor analysis indicate the fitness of the model. The second root of the squared mean of the test of the case model is closer to zero. This difference is between the predicted value of the model or the estimator and the actual value. That is, estimating the model is near to actual value, therefore the model is approved. In this model, some amount of inertia RMR (0.55) and SRMR (0.666) was an indication of the proper explanation of covariance. Discussion: Study of the state of emotion recognition in children with DCD can help us to provide training programs, therapy and counseling to improve their social skills, selfconfidence and academic achievement.

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Children with developmental coordination disorders

Cited by 33 publications

References 11 publications

A systematic review of instruments for assessment of capacity in activities of daily living in children with developmental co‐ordination disorder

A systematic review of instruments for assessment of capacity in activities of daily living in children with developmental co‐ordination disorder

Early developmental influences on self-esteem trajectories from adolescence through adulthood: Impact of birth weight and motor skills

The Study of the Emotion Recognition and the Cognitive Failures of Children with Developmental Coordination Disorder

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