Conceptual framework of developmental coordination disorder in adolescence: Findings from a qualitative study

Abstract

Introduction Developmental coordination disorder is a common disorder of childhood. Little is known about adolescence, however, and research typically reflects professionals’ and parents’ perspectives. This study explored how life is experienced by teenagers with developmental coordination disorder from their own contemporaneous perspective. Methods The study was guided by the principles of interpretative phenomenological analysis and a reference group of older teenagers with developmental coordination disorder. A total of 16 interviews were carried out with nine teenagers aged 13–15 years over a 2-year period, offering the opportunity to examine changes in their experience over time. Accounts were subjected to a systematic process of ideographic, inductive and interpretative analysis. Findings Themes revealed were: ‘Doing everything the hard way’; ‘I didn’t want to be seen as anyone different’; ‘I’m an intelligent person but I can’t even write’; ‘Right help, right time’ and ‘Making sense of the diagnosis’. Self-efficacy was a strong recurring theme, influencing participants’ motivation for and participation in daily activities, and affecting teenagers’ sense of resilience, agency, ambition and identity. This article describes the development of a conceptual framework illustrating patterns and connections that occurred across the study themes. The conceptual framework is offered as a novel means of illustrating the complex interaction of factors representing the lived experience of teenagers with developmental coordination disorder. Conclusion This study furthers understanding of developmental coordination disorder in adolescence. The conceptual framework is firmly grounded in teenagers’ experience and illustrates the complex interaction of factors influencing teenagers’ lives. The study suggests avenues for intervention and research, and highlights the need for interventions that build teenagers’ self-efficacy to promote positive futures for teenagers with developmental coordination disorder.

Children and young people’s experiences of living with developmental coordination disorder/dyspraxia: A systematic review and meta-ethnography of qualitative research

“…Appraisal of the included papers highlighted a large variation in methodological quality across the studies as seen in Table 2 . Ten studies presented the philosophical perspective on which the study was based and a methodological approach which was congruent with the perspective [ 31 , 34 , 44 , 51 , 52 , 54 – 58 ]. However, the philosophical or theoretical perspective was not clearly represented in the remaining five papers [ 33 , 45 , 49 , 50 , 53 ].…”

“…The experience of struggling to learn and perform everyday activities and routines was frequently reported across the included studies [ 31 , 33 , 34 , 44 , 45 , 49 , 51 , 52 , 55 , 57 ]. Typical childhood activities such as learning to ride a bicycle required additional support and extended periods of practice to master skills and build stamina [ 33 , 34 , 44 , 49 , 52 ].…”

“…Typical childhood activities such as learning to ride a bicycle required additional support and extended periods of practice to master skills and build stamina [ 33 , 34 , 44 , 49 , 52 ]. In late adolescence, different activity challenges arose such as learning to drive [ 44 , 51 ].…”

“…Handwriting was experienced as hard work and a significant problem that affected participation in school [ 31 , 34 , 44 , 51 , 52 ], which in some cases warranted intervention [ 31 , 33 , 34 , 49 , 51 , 52 ]. Handwriting difficulties were pervasive and included legibility, letter formation, speed of performance, fatigue, and pain [ 31 , 34 , 49 , 51 , 52 ]. Participants received support via targeted handwriting practice, use of computers and tablets, typing programs and personnel-based support such as scribes and Learning Support Assistants [ 31 , 34 , 44 , 51 , 52 ].…”

Special issue: Optimizing children’s participation for health and wellbeing II: Barriers and facilitators

“…The third lived experience article outlines the work undertaken by Payne and Ward (2020) with adolescents diagnosed with developmental coordination disorder (DCD). The authors interviewed nine adolescents aged between 13 and 15 years about how the diagnosis of DCD affected them at home, at school and in their leisure pursuits.…”