Health‐related quality of life and peer relationships in adolescents with developmental coordination disorder and attention‐deficit–hyperactivity disorder

Dewey, Deborah; Volkovinskaia, Anna

doi:10.1111/dmcn.13753

Cited by 40 publications

(55 citation statements)

References 24 publications

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“…Once considered a disorder of childhood, there is increasing evidence that difficulties associated with DCD frequently persist into adolescence and beyond into adulthood (Blank et al, 2019). Research suggests that adolescents with DCD do less well academically than their peers (Harrowell et al, 2017) and are at risk of poor social and emotional outcomes (Dewey and Volkovinskaia, 2018;Piek et al, 2006;Skinner and Piek, 2001). An association between DCD and reduced physical fitness and health in adolescence has also been reported (Cantell et al, 2008;Coverdale et al, 2012;Wagner et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Qualitative research exploring the experience of DCD in adolescence is limited and typically prioritises the perspective of parents (Missiuna et al, 2007;Stephenson and Chesson, 2008) or teachers (Missiuna et al, 2006), or reports adults' retrospective recollections (Fitzpatrick and Watkinson, 2003;Missiuna et al, 2008;Ruiz-Perez et al, 2018). Few studies have explored teenagers' contemporaneous experience of DCD (see for example Barnett et al, 2013;Dewey and Volkovinskaia, 2018;Lingam et al, 2014). The qualitative literature suggests two different trajectories for DCD in adolescence: while parents report increasing concerns for their child's social and emotional wellbeing in adolescence, studies in which people with DCD were the respondents are more positive.…”

Section: Introductionmentioning

confidence: 99%

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

Payne

Ward

2019

British Journal of Occupational Therapy

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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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Payne

Ward

2019

British Journal of Occupational Therapy

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“…25 The impact of motor impairments such as DCD on HRQoL is not well known. Dewey and Volkovinskaia 26 have found no differences in total HRQoL scores between adolescents with DCD and/or attention deficit hyperactivity disorder (ADHD) and typically developing adolescents. However, they found that adolescents with DCD and ADHD had lower HRQoL on the mood and emotions subscale and school environment subscale.…”

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confidence: 99%

Preterm children’s developmental coordination disorder, cognition and quality of life: a prospective cohort study

Uusitalo

Haataja

Nyman

et al. 2020

bmjpo

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ObjectiveTo evaluate the rate of developmental coordination disorder (DCD) and its correlation to cognition and self-experienced health-related quality of life (HRQoL) in children born very preterm.DesignProspective follow-up study.SettingRegional population of children born very preterm in Turku University Hospital, Finland, in 2001–2006.PatientsA total of 170 children born very preterm were followed up until 11 years of age.Main outcome measuresMotor and cognitive outcomes were evaluated using the Movement Assessment Battery for Children - Second Edition (Movement ABC-2) and the Wechsler Intelligence Scale for Children - Fourth Edition, respectively, and HRQoL using the 17-Dimensional Illustrated Questionnaire (17D). The Touwen neurological examination was performed to exclude other neurological conditions affecting the motor outcome.ResultsEighteen children born very preterm (17 boys) (11.3%) had DCD, defined as Movement ABC-2 total test score ≤5th percentile. A positive correlation between motor and cognitive outcome (r=0.22, p=0.006) was found. Children born very preterm with DCD had lower cognitive scores than those without DCD (Full-Scale IQ mean 76.8 vs 91.6, p=0.001). Moreover, children born very preterm with DCD reported lower HRQoL than children born very preterm without motor impairment (17D mean 0.93 vs 0.96, p=0.03). However, HRQoL was higher in this group of children born very preterm compared with population-based normative test results (p<0.001).ConclusionsDCD was still common at 11 years of age in children born very preterm in 2000s. DCD associated with adverse cognitive development and lower self-experienced HRQoL. However, this group of children born very preterm reported better HRQoL in comparison with Finnish norms.

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“…Participants were referred by clinicians in the San Juan metropolitan area. Individual semistructured interviews (n=40) 3 focus groups (n=20) were conducted with a different cohort of participants (ie, not those who had been previously interviewed) Top 10 concepts for good QoL: 1) to feel able to accomplish goals; 2) to have a good attitude towards others; 3) to get good grades; 4) to respect others/not offend others; 5) to pay attention/concentrate at school; 6) to do things/participate in activities with others; 7) to behave well with others/not be rude; 8) to avoid looking for or getting in trouble; 9) to be healthy/to have good physical health; and 10) to not do things in a rush/to do them slowly Socialization=most prevalent focus group theme Being able to practice sports was most important for good QoL in interviews Believed not having a mental health condition would improve QoL N/A Dewey et al 15 To investigate HRQoL and peer relationships in adolescents with DCD and ADHD 44 adolescents in Canada (aged 11–18) recruited from a cohort study examining genetics and neurobiology of motor and attention problems ADHD only: n=9 DCD only: n=9 ADHD+DCD: n=10 Normally developing: n=19 Semistructured interviews exploring various aspects of HRQoL Most participants in ADHD-only group reported only enjoying nonsedentary activities (eg, playing sports, dancing, swimming) Close friends were a good source of support for all participants ADHD participants reported feeling alone, lonely, ignored, left out, or marginalized (as compared with typically developing peers) N/A Hareendran et al 16 To describe the experience of living with ADHD from the perspective of adolescents and their caregivers, for use in the creation of a new self-report instrument 3 teachers who had worked with students with ADHD 60 adolescents (aged 13–17) with a clinician- confirmed diagnosis of ADHD No other Axis I or II conditions (per DSM-IV) Stable off medication for 1 week (if stimulant)–4 weeks (if nonstimulant) or on medication for at least 4 weeks 60 primary caregivers (age 18+) of an adolescent with ADHD Individual interviews with teachers Individual interviews with adolescents Individual interviews with caregivers Interviews with adolescents and caregivers together (questions were addressed to adolescents first, then to caregivers to provide additional detail) Difficulties wit...…”

Section: Resultsmentioning

confidence: 99%

<p>Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder</p>

Markowitz¹,

Oberdhan²,

Ciesluk³

et al. 2020

NDT

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Purpose: Various clinical outcome assessments (COAs) are used in clinical research to assess and monitor treatment efficacy in pediatric attention-deficit/hyperactivity disorder (ADHD) trials. It is unclear whether the concepts assessed are those that are important to patients and their caregivers. The concepts measured by commonly used COAs in this population have not been explicitly compared. Methods: We conducted reviews of the qualitative literature to extract information on pediatric ADHD-related concepts reported by pediatric patients, parents, and teachers. Using these concepts, we developed a conceptual framework of pediatric ADHD using both the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria and the additional symptoms and behavioral impacts identified in the literature. We searched for COAs that have been used in pediatric ADHD research and mapped their items based on their conceptual underpinning. Results: Of the 27 COAs found in the empirical literature, 4 COAs assessed only DSM symptoms. The most comprehensive coverage of our conceptual framework was seen in the Swanson, Nolan, and Pelham Rating Scale-DSM-IV (SNAP-IV). Eighteen COAs were used in at least 1 clinical trial: ADHD-Rating Scale-IV (ADHD-RS-IV) was used most often (n=77), followed by SNAP-IV (n=50), Swanson, Kotkin, Agler, M-Flynn, and Pelham Scale (SKAMP; n=31), Weiss Functional Impairment Rating Scale (WFIRS; n=24), and Vanderbilt ADHD Diagnostic Rating Scale (VADRS; n=15). Conclusion: We identified symptoms and behavioral impacts from qualitative studies in pediatric ADHD that are not included in DSM-based criteria. Most COAs used in pediatric ADHD clinical trials measure only those symptoms listed in the DSM. While these COAs can measure symptom severity, they may not assess the full range of symptoms and impacts important to patients and their caregivers. Future research is needed to measure all concepts important to patients and caregivers within ADHD clinical trials.

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Health‐related quality of life and peer relationships in adolescents with developmental coordination disorder and attention‐deficit–hyperactivity disorder

Cited by 40 publications

References 24 publications

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

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

Preterm children’s developmental coordination disorder, cognition and quality of life: a prospective cohort study

<p>Review of Clinical Outcome Assessments in Pediatric Attention-Deficit/Hyperactivity Disorder</p>

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