Disorganization as Related to Discoordination and Attention Deficit

Abstract

Our objective was to examine the association of attention deficit and disorganization in boys with and without specific developmental disorder of motor function. Four groups of boys between the age of 7 and 12 years-(1) Disorganization + coordination disorder (n = 30); (2) Coordination disorder (n = 33); (3) Disorganization (n = 28); and (4) Control (n = 29)-were included. Teachers completed the Questionnaire for Assessing the Students' Organizational Abilities for the Teacher and the Conners' Teachers Rating Scale-Revised. The Movement Assessment Battery for Children and 2 subscales of an intelligence test (vocabulary and similarities) were administered. A significantly increased rate of attention deficit in children with organizational deficit was identified. Attention deficit in children with specific motor disorder was exclusively associated with an organizational deficit. Organizational deficit in childhood is highly associated with attention deficit, and this association is particularly relevant in children with specific coordination disorder.

Conceptualisation and use of executive functions in paediatrics: A scoping review of occupational therapy literature

“…This step could prospectively further advance performance‐based assessments and provide a more accurate and sensitive assessment of everyday functional activity that considers the person's environment (Baum et al ., ; Goverover, O'Brien, Moore & DeLuca, ). Beyond the importance and contribution of performance‐based assessments, the incorporation of a variety of assessments such as self‐report and parent–teacher questionnaires is recommended (Lifshitz, Josman & Tirosh, ). Furthermore, computer‐based assessment and the use of virtual reality in line with the advances in technological developments in today's world should be considered.…”

A new motor screening assessment for children at risk for motor disorders: construct validity

“…The literature shows that children at risk of having motor disorders, such as developmental coordination disorder (deficits in motor performance and (perceptual/motor) psychomotor functions) or neurological soft signs (discrete motor and sensory disorders that cannot be linked to specific cerebral lesions) may present with co-occurrences with other disorders, such as learning disorders 34 and attention deficit/hyperactivity disorders 2,35 ; thus, identifying motor changes in children with no apparent diagnosis may also point to referral for more detailed and specific evaluations.…”

Writing Performance of Fourth Grade Primary School Students in Relation to Organizational Ability and Handwriting Proficiency: A Structural Equality Model

“…Karar verme, karar alma, öz bakım, kendi kendini yönetme, hedef belirleme ve ulaşmaya çalışma, bağımsızlık, risk alma ve güvenlik becerileri ile bireyler yaşamları boyunca iç içedir ve bu beceriler farklı alanlarda bireylerin performanslarını etkiler. Diğer bir ifade ile organizasyon becerileri, eşyaların kolayca bulunabilecek bir yere yerleştirilmesi ve eylemleri sınırlı zaman dilimleri içinde gerçekleştirmek için planlama ve düzenleme yeteneğini ifade eder (Lifshitz, Josman ve Tirosh, 2012).…”