Pre‐school children with developmental co‐ordination disorder: self‐perceived competence and group motor skill intervention

Abstract

Pless M, Carlsson M, Sundelin C, Persson K. Pre-school children with developmental coordination disorder: self-perceived competence and group motor skill intervention. Acta Paediatr 2001; 90: 532-538. Stockholm. ISSN 0803-5253 Objective: To investigate self-perceived competence in 5-to 6-y-old children with developmental co-ordination disorder. Subjects and methods: Scores in two scales of self-perceived competence were compared between a study group of children with developmental co-ordination disorder (n = 37) and a reference group (n = 60). In addition, effects of group motor skill intervention were evaluated by comparing scores in study group children randomly allocated to an intervention (n = 17) and a control subgroup (n = 20). The intervention subgroup received intervention once weekly for 10 wk. Conclusions:Pre-school children with developmental co-ordination disorder are similar to peers of the same age regarding self-perception of their own competence in areas concerning school, peer relations and motor skills. The change in score in the perceived motor competence scale was signi cantly greater in the intervention than in the control subgroup, suggesting that the intervention increased individual awareness of motor competence.

Quality of life domains affected in children with developmental coordination disorder: a systematic review

“…1991; Mæland 1992; Schoemaker & Kalverboer 1994; Christiansen 2000; Piek et al . 2000, 2005, 2007, 2008; Smyth & Anderson 2000; Pless et al . 2001; Skinner & Piek 2001; Dewey et al .…”

Developmental Coordination Disorder, Generalized Self-Efficacy Toward Physical Activity, and Participation in Organized and Free Play Activities

“…30 Similarly, a more recent study found that a 10-week intervention did not improve actual motor impairments, but did improve perceived self-efficacy toward specific tasks (eg, tying shoelaces) in children with DCD. 31 Therapists and others (parents and teachers) need to carefully consider a child's motor abilities, assist the child in finding a suitable vigorous activity and environment, and work incrementally toward improving the child's mastery of the task.…”

Interactive Metronome® training for a 9-year-old boy with attention and motor coordination difficulties

“…Based on the examination findings and the information found in the literature (e.g. Pless, Carlsson, Sundelin, and Persson, 2001;Polatajko et al, 1995), it would be reasonable to expect an initial program of intervention to cover at least 10 to 20 sessions.…”