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Park SH, Kim EY. Predictive validity of the Developmental Coordination Disorder Questionnaire as a screening tool to identify motor skill problems: A systematic review and meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104748. [PMID: 38744072 DOI: 10.1016/j.ridd.2024.104748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 04/02/2024] [Accepted: 04/24/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND The Developmental Coordination Disorder Questionnaire (DCDQ) has been used to screen children who probably have developmental coordination disorder (DCD). AIMS We systematically reviewed studies on the predictive validity of the DCDQ and performed a meta-analysis on its diagnostic accuracy. METHODS AND PROCEDURES Literature was searched through four electronic databases: MEDLINE, Embase, CINAHL, and PsycArticles. A total of 27 studies was selected based on the inclusion criteria. The sensitivity and specificity of the DCDQ were assessed using summary receiver operating characteristic (sROC) curves. Subgroup analyses were conducted according to the DCDQ type, reference standard, and participant type. OUTCOMES AND RESULTS Overall, the DCDQ has a sensitivity of 0.70 and a specificity of 0.77, showing moderate diagnostic accuracy (area under the curve, 0.80). Subgroup analysis showed that the revised version of the DCDQ had higher diagnostic accuracy than the original version. When the reference standard was the Diagnostic and Statistical Manual of Mental Disorders, the sensitivity and specificity of the DCDQ were 0.87 and 0.83, respectively. The diagnostic accuracy was higher in clinical samples compared to the general population. CONCLUSIONS AND IMPLICATIONS This study demonstrated that the DCDQ has adequate diagnostic accuracy, suggesting it can help screen children with motor skill deficits.
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Affiliation(s)
- Seong-Hi Park
- School of Nursing, Soonchunhyang University, 22 Soonchunhyang-ro, Asan-si 31538, South Korea
| | - Eun Young Kim
- Department of Occupational Therapy, Soonchunhyang University, 22 Soonchunhyang-ro, Asan-si 31538, South Korea.
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Klein ES, Licari M, Barbic S, Zwicker JG. Success or Failure? Are We Meeting the Needs of Children With Developmental Coordination Disorder? Can J Occup Ther 2024; 91:149-159. [PMID: 37670671 PMCID: PMC11088219 DOI: 10.1177/00084174231197618] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/07/2023]
Abstract
Background. Current international clinical practice guidelines indicate that children with developmental coordination disorder (DCD) should receive therapy, yet school and community-based occupational therapy is not standard of care. Purpose. To understand parent perspectives on best practice for treatment and what supports and services are required to meet their children's needs. Method. An online cross-sectional survey (impACT for DCD) was distributed to parents of children <18 years with self-reported suspected or diagnosed DCD living in British Columbia. Data analysis included descriptive statistics and contingency analyses to explore whether access to therapy differed with income, age of child, or geographical location. Open-ended questions were analyzed using content analysis. Findings. Of the 237 respondents, 194 children had suspected/confirmed DCD; however, only 20% (38/198) of the children had received therapy at school. Some parents (32/58) pursued private therapy. Geographic location and income had no relationship with therapy access (p > 0.05). Parents expressed frustration with poor awareness and understanding of the impact of DCD among educators, health-care professionals, and community members, and identified the need for funded and accessible school and community services and supports. Conclusion. Evidenced-based occupational therapy intervention should be standard of care for children with DCD as per clinical guidelines and parent-identified need.
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Klein ES, Licari M, Barbic S, Zwicker JG. Diagnostic services for developmental coordination disorder: Gaps and opportunities identified by parents. Child Care Health Dev 2024; 50:e13230. [PMID: 38265129 DOI: 10.1111/cch.13230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 12/19/2023] [Accepted: 12/28/2023] [Indexed: 01/25/2024]
Abstract
BACKGROUND Affecting one in 20 children, Developmental Coordination Disorder (DCD) is a common neurodevelopmental disorder impacting a child's ability to learn motor skills. Despite its high prevalence, DCD is under-recognized and under-diagnosed, causing unnecessary frustration and stress for families who are seeking help for their child. This study aimed to understand how parents procure diagnostic services and their perspectives on needed supports and services to improve early identification and diagnosis of DCD. METHODS Using a multi-pronged recruitment strategy, we circulated the impACT for DCD online questionnaire to parents of children (<18 years) in British Columbia with suspected or diagnosed DCD. Data were analysed descriptively using medians/interquartile ranges for continuous data and frequencies/percentages for categorical data. Open-ended questions were analysed using exploratory content analysis. RESULTS A total of 237 respondent data were analysed. Parents identified poor awareness and understanding of health care professionals and educators regarding aetiology, symptomology, and impacts of DCD, affecting timely access to diagnostic services. Long waitlists were also a barrier that often led families with financial means to procure private diagnostic assessments. CONCLUSION A standard of care is needed for streamlined diagnostic services, enabling early identification and early intervention. A publicly funded, family-centred, collaborative care approach is critical to assess, diagnose, and treat children with this disorder and to mitigate the secondary physical and mental health consequences associated with DCD.
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Affiliation(s)
- Erin S Klein
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, Vancouver, Canada
- Brain, Behaviour, & Development Theme, BC Children's Hospital Research Institute, Vancouver, Canada
| | - Melissa Licari
- Telethon Kids Institute and University of Western Australia, Perth, Australia
| | - Skye Barbic
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Jill G Zwicker
- Brain, Behaviour, & Development Theme, BC Children's Hospital Research Institute, Vancouver, Canada
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, Canada
- Department of Pediatrics (Division of Developmental Pediatrics), University of British Columbia, Vancouver, Canada
- CanChild Centre for Childhood Disability Research, Hamilton, Canada
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Klein ES, Cheung C, Garces A, Barbic S, Zwicker JG. Caregiver burden and mental health: Parent perspectives when raising a child with developmental coordination disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 144:104656. [PMID: 38141380 DOI: 10.1016/j.ridd.2023.104656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Revised: 11/07/2023] [Accepted: 12/12/2023] [Indexed: 12/25/2023]
Abstract
BACKGROUND Children with Developmental Coordination Disorder (DCD) are at high risk for mental health disorders, stemming from challenges participating in motor activities. Parents of children with DCD report increased caregiver burden exacerbated by insufficient support and services for their child. A paucity of literature exists on parent and child mental health associated with a DCD diagnosis. AIMS To explore parent perceptions of their child's mental health, and the impact of DCD on family and parental mental health. METHODS AND PROCEDURES Implementation of a secondary analysis using the impACT for DCD, a cross-sectional online survey of parents of children with self-reported suspected or confirmed diagnosis of DCD living in British Columbia, Canada. Data analysis included descriptive and inferential statistics and content analysis. OUTCOMES AND RESULTS Of the 237 participants, more than one third of parents (36%) rated their own mental health to be fair or poor, and the majority (90%) expressed concern for their child's mental health. Themes emerged on the impact of DCD on child, parent, and family, influenced by access to resources. CONCLUSIONS AND IMPLICATIONS Standard of care for DCD needs to include services and supports that address caregiver burden and mental health of children with DCD and their families. WHAT THIS PAPER ADDS This paper explores parent perceptions of their child(ren)'s and their own mental health when raising a child with DCD in British Columbia (BC). In BC, there is a lack of research on the mental health challenges families face when their child has a diagnosis of DCD. Amongst health care providers, there tends to be a focus on DCD as a motor disorder, with limited understanding and acknowledgement of the mental health component for children and their families. Thus, this study will inform health-care providers, parents, educators, and policy makers on parent-identified mental health needs and the essential services and supports. Unique to this study was the inclusion of a descriptive and exploratory content analysis, providing a holistic understanding of parents' perceptions regarding the impact of DCD on their children and themselves. Our results revealed that parents perceive significant inter-connected impacts of DCD on the child, parents, and family, leading to poor mental health for parents and their child(ren). Limited access to resources and supports results in a negative trajectory for family mental health and well-being. Study results indicate the critical importance of addressing mental health, in addition to motor challenges. Healthcare providers need to adopt a family-centred approach to address the physical and psychosocial impairments associated with DCD, ensuring positive outcomes for children and their families.
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Affiliation(s)
- Erin S Klein
- Graduate Programs in Rehabilitation Sciences, University of British Columbia, T121 - 2211 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6B 2B5, Canada; Department of Occupational Science & Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2B5, Canada; BC Children's Hospital Research Institute, 4480 Oak Street, Musqueam, Squamish, & Tsleil-Waututh Territory, Vancouver, BC V6H 3V4, Canada; Department of Psychiatry, Detwiller Pavilion, University of British Columbia, 2255 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2A1, Canada
| | - Carrie Cheung
- Department of Occupational Science & Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2B5, Canada; Department of Psychiatry, Detwiller Pavilion, University of British Columbia, 2255 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2A1, Canada
| | - Angie Garces
- Department of Occupational Science & Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2B5, Canada; Department of Psychiatry, Detwiller Pavilion, University of British Columbia, 2255 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2A1, Canada
| | - Skye Barbic
- Department of Occupational Science & Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2B5, Canada; Centre for Health Evaluation Outcome Sciences, University of British Columbia, 570 - 1081 Burrard St, Musqueam, Squamish, & Tsleil-Waututh Territory, Vancouver, BC V6Z 1Y6, Canada; Department of Psychiatry, Detwiller Pavilion, University of British Columbia, 2255 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2A1, Canada; Foundry, 1260 Granville St, Musqueam, Squamish, & Tsleil-Waututh Territory, Vancouver, BC V6Z 1M4, Canada
| | - Jill G Zwicker
- Department of Occupational Science & Occupational Therapy, University of British Columbia, T325 - 2211 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2B5, Canada; BC Children's Hospital Research Institute, 4480 Oak Street, Musqueam, Squamish, & Tsleil-Waututh Territory, Vancouver, BC V6H 3V4, Canada; Department of Psychiatry, Detwiller Pavilion, University of British Columbia, 2255 Wesbrook Mall, Musqueam Territory, Vancouver, BC V6T 2A1, Canada; Department of Pediatrics, University of British Columbia, Rm 2D19 - 4480 Oak Street, Musqueam, Squamish, & Tsleil-Waututh Territory, Vancouver, BC V6H 3V4, Canada.
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Bartov R, Wagner M, Shvalb N, Hochhauser M. Enhancing Handwriting Performance of Children with Developmental Coordination Disorder (DCD) Using Computerized Visual Feedback. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1534. [PMID: 37761495 PMCID: PMC10529407 DOI: 10.3390/children10091534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 08/21/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
Recent studies have analyzed the writing metrics of children with developmental coordination disorder (DCD) using computerized systems. To date, the use of computerized visual feedback to improve handwriting has not been investigated. This study aimed to examine the effects of computerized visual feedback on handwriting performance in time, spatial orientation, and pressure indices for children with DCD. Twenty-seven children aged 7 to 12 years with DCD assessed by the Movement Assessment Battery for Children and the Developmental Coordination Disorder Questionnaire received one weekly intervention session for 8 weeks, during which they twice copied an excerpt onto a tablet. Once, they received visual feedback where the writing color corresponded to the degree of pressure on the writing surface, and once they received no visual feedback. The two conditions were counterbalanced throughout the sessions. Pre-intervention sessions were compared with post-intervention sessions and with new texts for time, spatial orientation, and pressure measures. The findings revealed significantly decreased total and mean letter writing, in-air, and writing time and increased capacity in the visual feedback condition. In the spatial variables, a significant decrease in letter height variance was found. Pressure increased significantly throughout the intervention with visual feedback, whereas it decreased post-test in the writing task in both conditions and was maintained in the new text. Visual feedback intervention can increase the kinesthetic-haptic feedback required to regulate pressure during writing, promoting more efficient feedforward processes and improving output quality and capacity. The training effectiveness was transferable, and the intervention accessibility could increase student autonomy.
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Affiliation(s)
- Rachel Bartov
- Department of Occupational Therapy, Ariel University, Ariel 40700, Israel;
- Department of Special Education, Orot Israel College, Elkana 4481400, Israel
| | - Michael Wagner
- Department of Industrial Engineering and Management, Ariel University, Ariel 40700, Israel;
| | - Nir Shvalb
- Department of Mechanical Engineering and Mechatronics, Ariel University, Ariel 40700, Israel;
| | - Michal Hochhauser
- Department of Occupational Therapy, Ariel University, Ariel 40700, Israel;
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Sheel H, Suárez L, Marsh NV. Parents' Evaluation of Developmental Status and Strength and Difficulties Questionnaire as Screening Measures for Children in India: A Scoping Review. Pediatr Rep 2023; 15:175-196. [PMID: 36976721 PMCID: PMC10055800 DOI: 10.3390/pediatric15010014] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 02/11/2023] [Accepted: 02/13/2023] [Indexed: 03/29/2023] Open
Abstract
Due to the limited availability of suitable measures, screening children for developmental delays and social-emotional learning has long been a challenge in India. This scoping review examined the use of the Parents' Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS:DM), and the Strength and Difficulties Questionnaire (SDQ) with children (<13 years old) in India. The scoping review was conducted following the Joanna Briggs Institute Protocol to identify primary research studies that examined the use of the PEDS, PEDS:DM, and SDQ in India between 1990 and 2020. A total of seven studies for the PEDS and eight studies for the SDQ were identified for inclusion in the review. There were no studies using the PEDS:DM. Two empirical studies used the PEDS, while seven empirical studies used the SDQ. This review represents the first step in understanding the use of screening tools with children in India.
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Affiliation(s)
- Hina Sheel
- School of Social and Health Sciences, James Cook University, 149 Sims Drive, Singapore 387380, Singapore
| | - Lidia Suárez
- School of Social and Health Sciences, James Cook University, 149 Sims Drive, Singapore 387380, Singapore
| | - Nigel V Marsh
- School of Social and Health Sciences, James Cook University, 149 Sims Drive, Singapore 387380, Singapore
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Jover M, Ray-Kaeser S, Bertrand AM, Memoli N, Albaret JM, Rihtman T. Psychometric Properties of the French European Little Developmental Coordination Disorder Questionnaire (LDCDQ-FE): A Pilot Study. Phys Occup Ther Pediatr 2022; 43:287-302. [PMID: 36350803 DOI: 10.1080/01942638.2022.2138733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
AIMS The Little Developmental Coordination Disorder Questionnaire (LDCDQ) is a parental questionnaire designed to identify preschool children at risk of Developmental Coordination Disorder (DCD). This study aimed to translate and cross-culturally adapt the LDCDQ for French European informants (Little Developmental Coordination Disorder Questionnaire-French European [LDCDQ-FE]) and to undertake a pilot examination of its psychometric properties on a French sample. METHODS A thorough process of cultural adaptation was completed. The psychometric properties were examined with a sample of 154 French children aged to 5y11m (control = 121; clinically referred = 33). A sub-group of 34 children was assessed using the MABC-2 to measure convergent validity. RESULTS Principal component analysis demonstrated a four-component structure, accounting for 67.5% of the variance. Internal consistency was acceptable to good (α = 0.74-0.89). Significant correlation between the LDCDQ-FE and the MABC-2 total scores showed convergent validity. Discriminant validity was supported by significant score differences between the clinically referred and a matched control sub-group. Using ROC curves, a cutoff of 67 was proposed for a sensitivity of 81.3% and a specificity of 77.8%. CONCLUSIONS Results show initial evidence of the psychometric properties of the LDCDQ-FE and are encouraging of its use to identify young preschoolers at risk for DCD. In future studies, the test-retest reliability should be investigated, and study sample sizes expanded.
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Affiliation(s)
- Marianne Jover
- Centre PsyCLE, Aix Marseille Univ, Aix-en-Provence, France
| | - Sylvie Ray-Kaeser
- Department of Occupational Therapy, School of Social Work and Health Sciences, EESP, HES-SO University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - Anne Martine Bertrand
- Department of Occupational Therapy, School of Social Work and Health Sciences, EESP, HES-SO University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - Noémie Memoli
- Centre PsyCLE, Aix Marseille Univ, Aix-en-Provence, France
| | - Jean Michel Albaret
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, 3 Paul Sabatier, Inserm, France
| | - Tanya Rihtman
- School of Occupational Therapy, Hadassah-Hebrew University Medical Center, Jerusalem, Israel.,Department of Sport, Health Sciences and Social Work, Oxford Brookes University, Oxford, United Kingdom
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8
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Alonazi A. Effectiveness and Acceptability of Telerehabilitation in Physical Therapy during COVID-19 in Children: Findings of a Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2021; 8:1101. [PMID: 34943295 PMCID: PMC8700182 DOI: 10.3390/children8121101] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 11/09/2021] [Accepted: 11/24/2021] [Indexed: 01/30/2023]
Abstract
The goal of this systematic review was to determine the efficacy and acceptability of telerehabilitation in physical therapy (PT) and parental acceptance during the COVID-19 pandemic in children. In 2021, an electronic search of academic articles was performed using databases such as Embase, PubMed and Scopus. One-hundred and one articles did not satisfy the eligibility criteria after deleting duplicates and reviewing abstracts, while 16 papers did not meet eligibility after reviewing complete texts. Hence, full texts for 13 articles were retrieved, which were incorporated in the review. All these studies were observational studies assessing the effectiveness and acceptability of telerehabilitation in PT required for diverse conditions in children during the COVID-19 pandemic. All included studies revealed a positive effect of telerehabilitation in PT during the COVID-19 pandemic in children with different conditions. Moreover, the included studies revealed that both rehabilitation professionals and parents or caregivers of children were satisfied with the telerehabilitation services provided remotely. Thus, telerehabilitation appears to be a suitable and convenient strategy to offer remote services to children in need but cannot visit in person due to COVID-19. The existing evidence shows that telerehabilitation can be considered effective for children who need PT for any health condition mainly during the pandemic. However, due to the dearth of studies in this area, exploring this topic is recommended mostly in low-middle-income countries with poor access to health care services and limited resources.
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Affiliation(s)
- Asma Alonazi
- Department of Physical Therapy and Health Rehabilitation, College of Applied Medical Sciences, Majmaah University, Riyadh 11952, Saudi Arabia
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9
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Ke L, Barnett AL, Wang Y, Duan W, Hua J, Du W. Discrepancies between Parent and Teacher Reports of Motor Competence in 5–10-Year-Old Children with and without Suspected Developmental Coordination Disorder. CHILDREN 2021; 8:children8111028. [PMID: 34828741 PMCID: PMC8622880 DOI: 10.3390/children8111028] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 11/05/2021] [Accepted: 11/08/2021] [Indexed: 11/30/2022]
Abstract
Parents and teachers have knowledge of children’s daily motor performance yet may make different judgments about the levels of competence observed at home and school. The current study aimed to examine the discrepancies between parent and teacher reports using the Movement ABC-2 Checklist and the Developmental Coordination Disorder Questionnaire (DCDQ) on children with and without suspected Developmental Coordination Disorder (DCD). The Movement ABC-2 Test was administered to 1276 children aged 5–10 years in China. The Movement ABC-2 Checklist and DCDQ were completed by both parents and teachers of all children. A total of 172 children achieving a score below the 15th percentile on the Movement ABC-2 Test were identified as children with suspected DCD. Both parents and teachers showed suitable agreement in judging children’s motor competence but low sensitivity in identifying children with DCD. Parent scores of children’s motor competence were more closely associated with test performance scores compared to teacher scores. Teachers tended to over-rate children’s motor competence. The motor difficulties identified by parents were associated with low Movement ABC-2 Test scores on Manual Dexterity and Balance components, while motor difficulties identified by teachers were associated with the Balance component only. The results demonstrated discrepancies between parent and teacher reports, suggesting the importance of using a range of measures to identify and describe motor difficulties in children.
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Affiliation(s)
- Li Ke
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (L.K.); (Y.W.)
| | - Anna L. Barnett
- Centre for Psychological Research, Oxford Brookes University, Oxford OX3 0BP, UK
- Correspondence: (A.L.B.); (W.D.)
| | - Yun Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (L.K.); (Y.W.)
| | - Wen Duan
- Collaborative Innovation Centre of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, China;
| | - Jing Hua
- Department of Maternity and Children’s Health Care, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, Shanghai 200092, China;
| | - Wenchong Du
- NTU Psychology, Nottingham Trent University, Nottingham NG1 4FQ, UK
- Correspondence: (A.L.B.); (W.D.)
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Gebraël Matta G, Mourad J, Albaret JM, Richa S, Kaiser ML. Cross-cultural validation of the Arabic version of the Developmental Coordination Disorder Questionnaire DCDQ'07, in a Lebanese sample of children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 115:103999. [PMID: 34111756 DOI: 10.1016/j.ridd.2021.103999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 04/16/2021] [Accepted: 05/20/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The revised version of the Developmental Coordination Disorder Questionnaire (DCDQ'07) is a parent questionnaire designed to identify Developmental Coordination Disorder in 5-15-year-old children. AIM The aim of this study was to carry out the translation and cross-cultural adaptation of the DCDQ'07, to examine psychometric properties, and to define the cut-off scores of the Arabic-Lebanese version of the questionnaire (DCDQ-AL). METHOD 38 parents of children with and without motor difficulties participated in the translation and cross-cultural phase. As for the validation phase and the study of the psychometric properties, a total of one hundred and twenty-four typically developing children (N=124) aged between 5 and 15 years were recruited through schools in different districts across Lebanon, whereas the clinical sample (N = 56) of children with motor difficulties was recruited via psychomotor rehabilitation centers in Beirut and psychomotor therapists working in private clinics across the country. This study used the Movement Assessment Battery for Children - second edition (MABC-2) motor test developed to classify children according to their degree of motor impairment. RESULTS For test-retest reliability and inter-rater reliability, excellent Intraclass Correlation Coefficients (ICC) were shown with values of 0.94 and 0.9, respectively. The internal consistency value for the DCDQ-AL was high (Cronbach's alpha = 0.947). Correlations between the DCDQ-AL scores and Movement Assessment Battery for Children (MABC-2) show adequate convergent validity (ρ = 0.65, p < .001). Differences in DCDQ-AL scores between children with and without motor difficulties (p < .001) provide clear evidence of discriminative validity. The Lebanese cut-offs are very similar to the Canadian version, except for the 5-7 age band. The DCDQ-AL shows a sensitivity of 0.91 and specificity of 0.77. The adapted questionnaire showed solid psychometric properties, allowing us to conclude that the DCDQ-AL can be used to support a diagnosis of DCD. CONCLUSION The results provide evidence that the DCDQ-AL is a valid clinical screening tool for DCD that can assist Arabic speaking professionals in screening children aged 5-15 years old who are at risk of having DCD.
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Affiliation(s)
- G Gebraël Matta
- Saint-Joseph University of Beirut, Psychomotor Therapy Institute, Lebanon.
| | - J Mourad
- Saint-Joseph University of Beirut, Psychomotor Therapy Institute, Lebanon
| | - J M Albaret
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse 3 Paul Sabatier, Inserm, France
| | - S Richa
- Saint-Joseph University of Beirut, Psychomotor Therapy Institute, Lebanon
| | - M L Kaiser
- University of Applied Sciences of Western Switzerland, Health School of Geneva, Switzerland
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11
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Lee EJ, Zwicker JG. Early identification of children with/at risk of developmental coordination disorder: a scoping review. Dev Med Child Neurol 2021; 63:649-658. [PMID: 33469912 DOI: 10.1111/dmcn.14803] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/01/2020] [Indexed: 12/12/2022]
Abstract
AIM To summarize current evidence for early identification and motor-based intervention for children aged 5 years and younger with/at risk of developmental coordination disorder (DCD). METHOD Using scoping review methodology and after duplicates were removed, 11 115 peer-reviewed articles and grey literature were independently screened by two authors. Data from 103 included records were extracted and synthesized by both assessors. One author entered the relevant data into tables, while the other author double-checked the entries. RESULTS Records included peer-reviewed studies, guidelines, conference presentations, and theses/dissertations. Most literature pertained to early identification (n=78), with fewer studies targeting intervention (n=22) or covering both topics (n=3). Literature was summarized in two main categories: (1) assessments for diagnostic criteria A and B; and (2) motor-based interventions for young children with/at risk of DCD. This article highlights the findings related to assessments, while a companion article summarizes the intervention literature. INTERPRETATION Emerging evidence shows that children, especially those at greatest risk of DCD, may be identified before formal school entry. Earlier identification will allow for earlier intervention, which may help to improve the developmental trajectories of children with/at risk of DCD and prevent secondary consequences of the disorder. It is recommended that health care providers explicitly use the term 'at risk of DCD'.
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Affiliation(s)
- Emily J Lee
- Rehabilitation Science Online Programs, University of British Columbia, Vancouver, British Columbia, Canada.,Nurture Society for Learning and Development, Vancouver, British Columbia, Canada
| | - Jill G Zwicker
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada.,Department of Pediatrics, Division of Developmental Pediatrics, University of British Columbia, Vancouver, British Columbia, Canada.,Brain, Behaviour, and Development, BC Children's Hospital Research Institute, Vancouver, British Columbia, Canada.,Sunny Hill Health Centre at BC Children's Hospital, Vancouver, British Columbia, Canada.,CanChild Centre for Childhood Disability Research, Hamilton, Ontario, Canada
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12
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Zwicker JG, Lee EJ. Early intervention for children with/at risk of developmental coordination disorder: a scoping review. Dev Med Child Neurol 2021; 63:659-667. [PMID: 33426644 DOI: 10.1111/dmcn.14804] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/01/2020] [Indexed: 11/30/2022]
Abstract
AIM To summarize current evidence for early identification and motor-based intervention for children aged 5 years and younger of age with/at risk of developmental coordination disorder (DCD). METHOD Using scoping review methodology, we independently screened over 11 000 articles and selected those that met inclusion criteria. RESULTS Of the 103 included articles, 78 articles were related to early identification and are summarized in a companion article. Twenty-two articles focused on early intervention, with an additional three articles covering both early identification and intervention. Most intervention studies were at a low level of evidence, but provide encouraging evidence that early intervention is beneficial for young children with/at risk of DCD. Direct intervention can be provided to whole classes, small groups, or individuals according to a tiers of service delivery model. Educating and building the capacity of parents and early childhood educators are also key elements of early intervention. INTERPRETATION Evidence for early intervention for children with/at risk of DCD is emerging with promising results. Further studies are needed to determine best practice for early intervention and whether intervening early can prevent the negative developmental trajectory and secondary psychosocial consequences associated with DCD.
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Affiliation(s)
- Jill G Zwicker
- Department of Occupational Science & Occupational Therapy, University of British Columbia, Vancouver, BC, Canada.,Department of Pediatrics, Division of Developmental Pediatrics, University of British Columbia, Vancouver, BC, Canada.,Brain, Behaviour, and Development, BC Children's Hospital Research Institute, Vancouver, BC, Canada.,Sunny Hill Health Centre at BC Children's Hospital, Vancouver, BC, Canada.,CanChild Centre for Childhood Disability Research, Hamilton, ON, Canada
| | - Emily J Lee
- Rehabilitation Science Online Programs, University of British Columbia, Vancouver, BC, Canada.,Nurture Society for Learning and Development, Vancouver, BC, Canada
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Gabbard C, Tamplain P. The Strengths and Limitations of DCD-Related Screening Questionnaires. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2021. [DOI: 10.1007/s40474-020-00222-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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14
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van der Walt J, Plastow NA, Unger M. Motor skill intervention for pre-school children: A scoping review. Afr J Disabil 2020; 9:747. [PMID: 33354535 PMCID: PMC7736652 DOI: 10.4102/ajod.v9i0.747] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Accepted: 10/05/2020] [Indexed: 11/30/2022] Open
Abstract
Background There is a high prevalence of motor skill difficulties amongst pre-school children living in low socio-economic areas. Motor skill impairment can affect these children’s school readiness and academic progress, social skills, play and general independence. Objectives This scoping review investigates the key elements of existing motor skill interventions for pre-school children. Method We gathered information through structured database searches from Cinahl, Eric, PubMed, Cochrane, ProQuest, Psych Net, PEDro and Scopus, using a keyword string. The PRISMA-SCR design was used to identify 45 eligible studies. All included studies investigated a motor skill intervention with well-defined outcome measures for children aged 4–7 years with motor skill difficulties. Studies that exclusively focused on children with neurological conditions such as cerebral palsy, physical disabilities or medical/physical deteriorating conditions were excluded. Information was charted on MS Excel spreadsheets. Fundamental concepts were categorised into common key themes and were converted into a proposed framework. Results Fifteen intervention approaches were identified. Treatment is mostly managed by occupational therapists and physiotherapists. Evidence supports individual and group treatment with a child-centred, playful approach in a school or therapeutic setting. Whilst session information varied, there is moderate evidence to suggest that a 15-week programme, with two weekly sessions, may be feasible. Conclusion Children with motor skill difficulties need therapeutic intervention. This study identified the key elements of existing therapy intervention methods and converted it into a proposed framework for intervention planning. It is a first step towards addressing motor skill difficulties amongst pre-school children in low socio-economic areas.
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Affiliation(s)
- Janke van der Walt
- Department of Occupational Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Nicola A Plastow
- Department of Occupational Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Marianne Unger
- Department of Physiotherapy, Faculty of Medicine and Heath Sciences, Stellenbosch University, Cape Town, South Africa
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Physical Therapy Management of Children With Developmental Coordination Disorder: An Evidence-Based Clinical Practice Guideline From the Academy of Pediatric Physical Therapy of the American Physical Therapy Association. Pediatr Phys Ther 2020; 32:278-313. [PMID: 32991554 DOI: 10.1097/pep.0000000000000753] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
BACKGROUND Developmental coordination disorder (DCD), classified as a neurodevelopmental disorder in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), affects approximately 5% to 6% of school-aged children. Characteristics of DCD include poor motor coordination and delayed development of motor skills, not explained by other conditions. Motor deficits negatively affect school productivity, performance in activities of daily living, and recreation participation. Children with coordination problems, at risk for or diagnosed with DCD, should be evaluated by a team of professionals, including a physical therapist (PT). PURPOSE This clinical practice guideline (CPG) provides management strategies for PTs and informs clinicians and families about DCD. It links 13 action statements with specific levels of evidence through critical appraisal of the literature and provides recommendations for implementation. RESULTS/CONCLUSIONS The DCD CPG addresses examination, referral, first choice and supplemental interventions, discharge, compliance audits, implementation, and research recommendations. Supplemental tools are provided to support PT management.
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16
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Barnett AL, Prunty M. Handwriting Difficulties in Developmental Coordination Disorder (DCD). CURRENT DEVELOPMENTAL DISORDERS REPORTS 2020. [DOI: 10.1007/s40474-020-00216-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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17
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Eddy LH, Bingham DD, Crossley KL, Shahid NF, Ellingham-Khan M, Otteslev A, Figueredo NS, Mon-Williams M, Hill LJB. The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review. PLoS One 2020; 15:e0237919. [PMID: 32841268 PMCID: PMC7447071 DOI: 10.1371/journal.pone.0237919] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2020] [Accepted: 08/05/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Fundamental Movement Skills (FMS) play a critical role in ontogenesis. Many children have insufficient FMS, highlighting the need for universal screening in schools. There are many observational FMS assessment tools, but their psychometric properties are not readily accessible. A systematic review was therefore undertaken to compile evidence of the validity and reliability of observational FMS assessments, to evaluate their suitability for screening. METHODS A pre-search of 'fundamental movement skills' OR 'fundamental motor skills' in seven online databases (PubMed, Ovid MEDLINE, Ovid Embase, EBSCO CINAHL, EBSCO SPORTDiscus, Ovid PsycINFO and Web of Science) identified 24 assessment tools for school-aged children that: (i) assess FMS; (ii) measure actual motor competence and (iii) evaluate performance on a standard battery of tasks. Studies were subsequently identified that: (a) used these tools; (b) quantified validity or reliability and (c) sampled school-aged children. Study quality was assessed using COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklists. RESULTS Ninety studies were included following the screening of 1863 articles. Twenty-one assessment tools had limited or no evidence to support their psychometric properties. The Test of Gross Motor Development (TGMD, n = 34) and the Movement Assessment Battery for Children (MABC, n = 37) were the most researched tools. Studies consistently reported good evidence for validity, reliability for the TGMD, whilst only 64% of studies reported similarly promising results for the MABC. Twelve studies found good evidence for the reliability and validity of the Bruininks-Oseretsky Test of Motor Proficiency but poor study quality appeared to inflate results. Considering all assessment tools, those with promising psychometric properties often measured limited aspects of validity/reliability, and/or had limited feasibility for large scale deployment in a school-setting. CONCLUSION There is insufficient evidence to justify the use of any observational FMS assessment tools for universal screening in schools, in their current form.
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Affiliation(s)
- Lucy H. Eddy
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Daniel D. Bingham
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Kirsty L. Crossley
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Nishaat F. Shahid
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Marsha Ellingham-Khan
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Ava Otteslev
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Natalie S. Figueredo
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- National Centre for Optics, Vision and Eye Care, University of South-Eastern Norway, Notodden, Norway
| | - Liam J. B. Hill
- School of Psychology, University of Leeds, Leeds, West Yorkshire, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
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18
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Tamplain P, Miller HL. What Can We Do to Promote Mental Health Among Individuals With Developmental Coordination Disorder? CURRENT DEVELOPMENTAL DISORDERS REPORTS 2020; 8:24-31. [PMID: 34306965 DOI: 10.1007/s40474-020-00209-7] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Purpose of the Review It is well-documented that individuals with DCD experience mental health problems, in both psychosocial and psychiatric domains. In this review, we propose a series of diverse options to improve mental health among individuals with DCD. Recent Findings Despite recognition of mental health problems in DCD, relatively little work has been done to develop effective interventions. There is an urgent need for action in this matter. We present and discuss options based on a societal perspective (awareness and understanding), parental perspective (access to services and resources), and child perspective (participation). Summary In order to improve mental health, interventions must take into account multiple levels in a complex framework that includes community, family, and the individual. While more research on intervention effectiveness is necessary, researchers, practitioners, and community advocates can use existing initiatives as a starting point to address the urgent need for improving mental health in DCD.
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Affiliation(s)
- Priscila Tamplain
- Department of Kinesiology, University of Texas at Arlington, 500 W Nedderman Dr, Arlington, TX 76019, USA
| | - Haylie L Miller
- Department of Physical Therapy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, TX 76109, USA
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Pratte G, Couture M, Morin M, Berbari J, Tousignant M, Camden C. Evaluation of a Web Platform Aiming to Support Parents Having a Child with Developmental Coordination Disorder: Brief Report. Dev Neurorehabil 2020; 23:64-67. [PMID: 31411516 DOI: 10.1080/17518423.2019.1655675] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Objective: To explore the effects of a web platform, aiming to support parents of children 5-12 years old with suspected or diagnosed developmental coordination disorder (DCD), on parental knowledge and skills.Method: A randomized pilot trial was undertaken (Clinical trial NCT03141333). Parents of the intervention group (n = 15) had access to a web platform (including resources, forum and virtual interactions) for three months. The control group (n = 13) only had access to resources. The primary outcome was measured pre- and post-intervention with the Parent Knowledge and Skills Questionnaire. Pre- post-questionnaires evaluated secondary outcomes (parents' sense of competence, children's strenghts and difficulties, and occupational performance).Results and discussion: All outcome measures improved over time for the intervention group. However, those improvements were not clinically or statistically significant (p 0.08-0.41).Conclusion: Web platforms supporting parents of children with DCD need further evaluation. Especially, usability of web platforms and new outcome measures should be explored.
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Affiliation(s)
| | - Mélanie Couture
- Université de Sherbrooke, Sherbrooke, QC, Canada.,Centre de recherche du CHUS, Sherbrooke, QC, Canada
| | - Mélanie Morin
- Université de Sherbrooke, Sherbrooke, QC, Canada.,Centre de recherche du CHUS, Sherbrooke, QC, Canada
| | - Jade Berbari
- Centre de recherche du CHUS, Sherbrooke, QC, Canada
| | - Michel Tousignant
- Université de Sherbrooke, Sherbrooke, QC, Canada.,Centre de recherche sur le vieillissement, Sherbrooke, Qc, Canada
| | - Chantal Camden
- Université de Sherbrooke, Sherbrooke, QC, Canada.,Centre de recherche du CHUS, Sherbrooke, QC, Canada.,Institut universitaire de première ligne en santé et services sociaux (IUPLSSS), Sherbrooke, QC, Canada
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20
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Ferreira L, Gabbard C, Vieira JL, Tamplain P. Associations Between the Developmental Coordination Disorder Questionnaire - Brazilian Version (DCDQ-BR) and Motor Competence in School-Age Children. Phys Occup Ther Pediatr 2020; 40:121-133. [PMID: 31544582 DOI: 10.1080/01942638.2019.1665154] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Aim: Parental screening of children's motor skills can be helpful for early identification of Developmental Coordination Disorder (DCD). The present study examined the associations between the Developmental Coordination Disorder Questionnaire - Brazilian version (DCDQ-BR) and motor competence in school-age children.Methods: 707 children (332 boys, 375 girls) aged between 6- to 10-years and one of their parents participated in the study. Parents completed the DCDQ-BR and children's motor competence was determined using the Bruininks-Oseretsky Test of Motor Proficiency - 2nd edition (BOT-2).Results: The agreement between the BOT-2 and DCDQ-BR results was comparable across age, ranging from 74-84 percent. In general, there were low- to moderate correlations between all aspects of the parent report and children's motor competence. Sensitivity and specificity of the DCDQ-BR were 70% and 81%, respectively. Overall, boys had higher motor competence than girls, but parent reports were similar for gender.Conclusions: Parental assessment of their child's motor ability is moderately associated with motor competence, and this association is similar for boys and girls, even though boys scored higher in motor competence. Our findings suggest that it may be possible to reduce the length of clinical assessment by only testing children that flag as suspect for DCD in the DCDQ-BR.
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Affiliation(s)
- Luciana Ferreira
- Department of Physical Education, State University of Maringa, Maringa, Pr, Brazil.,Department of Kinesiology, University of Texas at Arlington, Arlington, Texas, USA
| | - Carl Gabbard
- Department of Health and Kinesiology, Texas A&M University, College Station, Texas, USA
| | - José Luiz Vieira
- Department of Physical Education, State University of Maringa, Maringa, Pr, Brazil.,Department of Physical Activity Sciences, Catholic University of Maule, Talca, Chile
| | - Priscila Tamplain
- Department of Kinesiology, University of Texas at Arlington, Arlington, Texas, USA
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21
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Eddy LH, Wood ML, Shire KA, Bingham DD, Bonnick E, Creaser A, Mon-Williams M, Hill LJB. A systematic review of randomized and case-controlled trials investigating the effectiveness of school-based motor skill interventions in 3- to 12-year-old children. Child Care Health Dev 2019; 45:773-790. [PMID: 31329292 DOI: 10.1111/cch.12712] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2018] [Revised: 05/18/2019] [Accepted: 06/23/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral-based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school-based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. METHOD Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer-reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school-based motor skill intervention with a randomized or case-controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. RESULTS Twenty-three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well-being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. CONCLUSIONS Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well-being. Future research should include follow-up measures to assess the longer term efficacy of school-based interventions.
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Affiliation(s)
- Lucy H Eddy
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Megan L Wood
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Katy A Shire
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Daniel D Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Emma Bonnick
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Amy Creaser
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Liam J B Hill
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
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22
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Camden C, Couture M, Pratte G, Morin M, Roberge P, Poder T, Maltais DB, Jasmin E, Hurtubise K, Ducreux E, Léger F, Zwicker J, Berbari J, Fallon F, Tousignant M. Recruitment, use, and satisfaction with a web platform supporting families of children with suspected or diagnosed developmental coordination disorder: a randomized feasibility trial. Dev Neurorehabil 2019; 22:470-478. [PMID: 30273508 DOI: 10.1080/17518423.2018.1523243] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Objectives. To determine the feasibility of recruiting families of children with suspected or diagnosed developmental coordination disorder (sdDCD) and explore their satisfaction with a web-based intervention Design. A feasibility randomized trial was conducted. Participants were the parents of 5-12-year-old children with sdDCD. The intervention group had access to online resources, group and private forums, and videoconferencing with a therapist. Main outcomes were recruitement and retention rates. Satisfaction was documented through a post-intervention survey and interview. Results. The recruitment rate was seven participants per month (n = 28 participants) and retention rate was 68%. Satisfaction was moderate. No differences in use and satisfaction were observed between groups. Participants formulated recommendations for improving the intervention, including targeting families earlier in the diagnosis process, and pre-scheduling meetings with therapists. Conclusions. This study demonstrated the feasibility of future trials, and highlighted avenues for improvement. Parent involvement during the development of the intervention is discussed at length. Abbreviations: DCD: Developmental Coordination Disorder; sdDCD: suspected or diagnosed Developmental Coordination Disorder; RCT: randomized-controled trial.
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Affiliation(s)
- Chantal Camden
- School of rehabilitation, University of Sherbrooke , Canada
| | | | | | - Mélanie Morin
- School of rehabilitation, University of Sherbrooke , Canada
| | | | - Thomas Poder
- School of rehabilitation, University of Sherbrooke , Canada.,UETMIS and CRCHUS, CIUSSS de l'Estrie - CHUS , Canada
| | | | | | | | | | - France Léger
- Rehabilitation center of the CIUSSS de l'Estrie-CHUS , Canada
| | - Jill Zwicker
- School of rehabilitation, University of British Columbia , Canada
| | - Jade Berbari
- School of rehabilitation, University of Sherbrooke , Canada
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O’Dea Á, Robinson K, Coote S. Effectiveness of interventions to improve participation outcomes for children with developmental coordination disorder: A systematic review. Br J Occup Ther 2019. [DOI: 10.1177/0308022619866116] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Introduction Developmental coordination disorder affects a child’s motor abilities and participation across environments. This study aimed to review systematically the effectiveness of interventions using a motor, cognitive or psychological approach on participation outcomes in children with developmental coordination disorder. Method A systematic review of the literature published between 2001 and November 2017 was conducted. Eight electronic databases were searched: Embase, PubMed, CINAHL, PsycINFO, the Cochrane Library, Education Full Text (H. W. Wilson databases), SPORTDiscus (all via EBSCO) and Scopus (Web of Science). Results In total, 12 studies met the inclusion criteria: seven randomised controlled trials, two quasi-experimental and three case series. Systematic quality assessment and meta-analysis was not possible given the heterogeneity of research designs, interventions and outcome measures. Limited evidence for participation outcomes was found. The cognitive orientation to daily occupational performance intervention found a between-group effect on the Canadian Occupational Performance Measure (COPM) outcome measure performance, g = 1.0 (0.02, 1.9), and COPM satisfaction, g = 1.4 (0.4, 2.3), in favour of the cognitive orientation to daily occupational performance for one randomised controlled trial. Large significant within-group effects were found for the cognitive orientation to daily occupational performance intervention on the COPM outcome measure COPM satisfaction, d = –2.1 (–5.2, –0.2). Conclusion More high-quality research is needed to strengthen the evidence base regarding occupational therapy interventions to improve participation outcomes for children with developmental coordination disorder.
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Affiliation(s)
- Áine O’Dea
- School of Allied Health, University of Limerick, Limerick, Ireland
| | - Katie Robinson
- School of Allied Health, University of Limerick, Limerick, Ireland
- Ageing Research Centre, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Susan Coote
- School of Allied Health, University of Limerick, Limerick, Ireland
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Lachapelle-Neveu L, Carrier C, Fink-Mercier M, Larivière M, Ruest C, Demers I, Maltais DB, Camden C. Expérimentation d’une formation sur le trouble développemental de la coordination destinée aux enseignants en éducation physique. Physiother Can 2019; 71:113-120. [PMID: 31040506 DOI: 10.3138/ptc.2017-93.f] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Purpose: Best DCD practices include developing the ability of teachers to promote the participation of children in physical activities. The purpose of this study is to assess the impact of a one-day training session, including short lectures and workshops on developmental coordination disorder (DCD), on the perceptions that physical education teachers (PET) have of the knowledge, skills, and pedagogical practices. Methods: cohort study with a mixed pre-post-follow-up design that included a questionnaire before, immediately after, and three months after the training. Descriptive analyses, Wilcoxon tests, and a thematic analysis were performed. Results: 38, 35, and 22 PET respectively filled out the questionnaires at the three time-point. The perceptions of the knowledge, skills, and pedagogical practices of the PET were higher after the training compared to the initial perceptions (p < 0.006). At first, the PETs reported using certain general pedagogical strategies (e.g., modifying the task). After the training, the PETs gave more concrete examples and reported using new strategies (e.g., offering feedback after the task), which seems to have decreased behavioural problems. Conclusions: training can favourably modify the PETs' perceptions on their knowledge, skills, and practices. More research is necessary to assess the impact of the participation of children with a DCD.
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Affiliation(s)
- Laurence Lachapelle-Neveu
- Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke
| | - Camille Carrier
- Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke
| | - Marianne Fink-Mercier
- Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke
| | - Maxime Larivière
- Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke
| | - Catherine Ruest
- Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke
| | - Isabelle Demers
- Centre interdisciplinaire de recherche en réadaptation et intégration sociale (CIRRIS), Institut de réadaptation en déficience physique de Québec
| | - Désirée B Maltais
- Centre interdisciplinaire de recherche en réadaptation et intégration sociale (CIRRIS), Institut de réadaptation en déficience physique de Québec.,Département de réadaptation, Université Laval, Québec
| | - Chantal Camden
- Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke
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Camden C, Pratte G, Fallon F, Couture M, Berbari J, Tousignant M. Diversity of practices in telerehabilitation for children with disabilities and effective intervention characteristics: results from a systematic review. Disabil Rehabil 2019; 42:3424-3436. [PMID: 30978110 DOI: 10.1080/09638288.2019.1595750] [Citation(s) in RCA: 90] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Purpose: To describe the characteristics and effectiveness of pediatric telerehabilitation interventions offered to children 0-12 years old or to their families.Methods: A systematic review was conducted on randomized control trials published between 2007 and 2018 involving at least one rehabilitation professional who provided services remotely. Information was extracted about key study, participants and intervention characteristics. The percentage of outcomes that improved were computed per study, and per intervention characteristic.Results: Out of 4472 screened articles, 23 were included. Most studies were published after 2016 and evaluated outcomes related to the child's behavior (n = 12, 52.2%) or to the parent (n = 10, 43.5%), such as parental skills or stress. Overall, 56.1% (SD: 38.5%) of evaluated outcomes improved following telerehabilitation. A great diversity of population and teleintervention characteristics was observed. Effective interventions tended to target parents, centered around an exercise program, used a coaching approach, focused on improving children's behavioral functioning, lasted >8 weeks and were offered at least once a week.Conclusions: Intervention characteristics that appear to yield better outcomes should inform the development of future telerehabilitation studies, especially in populations for whom telerehabilitation is currently understudied (e.g., children's with physical functioning difficulties). Future trials should compare telerehabilitation interventions to well-described evidence-based face-to-face interventions, and document their cost-effectiveness.Implications for RehabilitationDespite a great variety in practices, telerehabilitation might be as effective as face-to-face interventions, across disciplines, for a variety of clinical outcomes.Telerehabilitation might be more effective when coaching approaches are used, especially to achieve outcomes related to children's behavior or parental skills.Further research is required to better understand the characteristics of effective telerehabilitation interventions, and to determine how these characteristics may differ for specific populations and outcomes.
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Affiliation(s)
- Chantal Camden
- School of Rehabilitation, Sherbrooke University, Sherbrooke, QC, Canada.,Research Center of the Sherbrooke University Hospital, Sherbrooke, QC, Canada
| | - Gabrielle Pratte
- School of Rehabilitation, Sherbrooke University, Sherbrooke, QC, Canada
| | - Florence Fallon
- School of Rehabilitation, Sherbrooke University, Sherbrooke, QC, Canada
| | - Mélanie Couture
- School of Rehabilitation, Sherbrooke University, Sherbrooke, QC, Canada.,Research Center of the Sherbrooke University Hospital, Sherbrooke, QC, Canada
| | - Jade Berbari
- Research Center of the Sherbrooke University Hospital, Sherbrooke, QC, Canada
| | - Michel Tousignant
- School of Rehabilitation, Sherbrooke University, Sherbrooke, QC, Canada
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Karkling M, Paul A, Zwicker JG. Occupational therapists' awareness of guidelines for assessment and diagnosis of developmental coordination disorder: Mesure selon laquelle les ergothérapeutes connaissent les lignes directrices relatives à l'évaluation et au diagnostic du trouble du développement de la coordination. The Canadian Journal of Occupational Therapy 2018; 84:148-157. [PMID: 28730904 DOI: 10.1177/0008417417700915] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Developmental coordination disorder (DCD) is a motor skills disorder that can have negative lifelong psychosocial impacts if not diagnosed. Occupational therapists have a role in facilitating a diagnosis for children with DCD through assessment. PURPOSE The purpose of this study was to determine the level of understanding of current DCD guidelines for assessment and diagnosis among occupational therapists working in paediatric settings in British Columbia, Canada. METHOD An online survey was e-mailed to occupational therapists who consented to be contacted for research purposes; 169 paediatric therapists responded. Data were reported using percentage, mean, and standard deviation of responses for each answer. FINDINGS Although many occupational therapists are aware of DCD and the diagnostic criteria, most are unaware of current guidelines for assessment and diagnosis. Many are using cutoff scores inconsistent with current recommendations and thus may not be facilitating a diagnosis when one may be appropriate. IMPLICATIONS Occupational therapists may benefit from targeted education regarding DCD assessment and diagnosis.
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Kirby A, Judge D. Addressing the Inverse Care Law in Developmental Coordination Disorder and Related Neurodevelopmental Disorders. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2018. [DOI: 10.1007/s40474-018-0127-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Gambra L, Magallón S, Crespo-Eguílaz N. El Trastorno de Aprendizaje Procedimental y su intervención psicopedagógica. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2017. [DOI: 10.17979/reipe.2017.0.11.2218] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
El TAP es una afectación poco conocida. Ha sido denominado de múltiples formas según los diferentes autores. Se diagnostica con menos frecuencia que otros trastornos del aprendizaje/neurodesarrollo debido a que los síntomas se confunden con frecuencia con los de otras patologías. Se caracteriza especialmente por una perturbación de la coordinación motora, aunque la causa explicativa del mismo reside en la dificultad para el desarrollo de ciertas habilidades perceptivo-motoras y de rutinas cognitivas. Actualmente hay una gran variedad de enfoques de intervención (sobre todo en el ámbito motor), con diverso grado de evidencia científica.
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Withers R, Tsang Y, Zwicker JG. Intervention and management of developmental coordination disorder: Are we providing evidence-based services? The Canadian Journal of Occupational Therapy 2017; 84:158-167. [DOI: 10.1177/0008417417712285] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Background. Occupational therapists are well positioned to provide intervention to improve outcomes for children with developmental coordination disorder. However, little is known about what occupational therapy services are provided for these children. Purpose. As part of a larger study exploring service provision for children with developmental coordination disorder, the purpose of this study was to examine intervention and referral practices of occupational therapists in British Columbia, Canada. Method. An online survey was e-mailed to a convenience and snowball sample of paediatric occupational therapists, with 165 therapists responding. Descriptive statistics were used for the data analysis. Findings. Results show that the type and duration of intervention varied greatly throughout the province, as well as within health regions. Although 70% (87/124) of therapists reported being at least moderately familiar with current evidence, only 47% to 59% selected task-based methods as their primary intervention approach. Implications. Findings provide a baseline for current intervention and an opportunity for targeted knowledge translation initiatives.
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Using an evidence-based online module to improve parents' ability to support their child with Developmental Coordination Disorder. Disabil Health J 2016; 9:406-15. [DOI: 10.1016/j.dhjo.2016.04.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 03/31/2016] [Accepted: 04/06/2016] [Indexed: 11/21/2022]
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Kane KJ, Staples KL. A Group Motor Skills Program for Children with Coordination Difficulties: Effect on Fundamental Movement Skills and Physical Activity Participation. Phys Occup Ther Pediatr 2016; 36:28-45. [PMID: 25397665 DOI: 10.3109/01942638.2014.978934] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
AIMS Children with coordination difficulties are at risk of low levels of physical activity (PA) participation. This intervention examined the effects of a multidisciplinary program that emphasized parent participation on motor skill performance and PA. METHODS Ten boys (5-7 years) completed a group program consisting of conditioning exercises and activities designed to address child-selected goals. Motor proficiency and PA participation were assessed before and after the program using the Test of Gross Motor Development (TGMD-2) and triaxial accelerometers, respectively. Rating scales captured child and parent perceptions of performance for each child's goals. RESULTS TGMD-2 subtest raw scores, age equivalent and percentile scores improved, along with parent ratings of their child's performance. Six children reported skill improvements. On average, moderate to vigorous PA improved by 10 min per day although these gains were not significant. Time spent in sedentary activities was unchanged. None of the children met the Canadian PA and sedentary behaviour guidelines. CONCLUSIONS The results support effectiveness of a group program to improve gross motor performance and levels of PA in children with coordination difficulties. Gains in both of these domains also have the potential to impact quality of life and reduce health risks associated with inactivity.
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Affiliation(s)
- Kyra J Kane
- a Children's Program, Regina Qu'Appelle Health Region , Regina , Saskatchewan , Canada
| | - Kerri L Staples
- b Faculty of Kinesiology and Health Studies , University of Regina , Regina , Saskatchewan , Canada
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Harris SR, Mickelson ECR, Zwicker JG. Diagnosis and management of developmental coordination disorder. CMAJ 2015; 187:659-665. [PMID: 26009588 DOI: 10.1503/cmaj.140994] [Citation(s) in RCA: 69] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Affiliation(s)
- Susan R Harris
- Departments of Physical Therapy (Harris), Pediatrics (Harris, Mickelson, Zwicker), and Occupational Science and Occupational Therapy (Zwicker), Faculty of Medicine, University of British Columbia, Vancouver, BC
| | - Elizabeth C R Mickelson
- Departments of Physical Therapy (Harris), Pediatrics (Harris, Mickelson, Zwicker), and Occupational Science and Occupational Therapy (Zwicker), Faculty of Medicine, University of British Columbia, Vancouver, BC
| | - Jill G Zwicker
- Departments of Physical Therapy (Harris), Pediatrics (Harris, Mickelson, Zwicker), and Occupational Science and Occupational Therapy (Zwicker), Faculty of Medicine, University of British Columbia, Vancouver, BC
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Ray-Kaeser S, Satink T, Andresen M, Martini R, Thommen E, Bertrand AM. European-French Cross-Cultural Adaptation of the Developmental Coordination Disorder Questionnaire and Pretest in French-Speaking Switzerland. Phys Occup Ther Pediatr 2015; 35:132-46. [PMID: 25984807 DOI: 10.3109/01942638.2015.1009229] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
UNLABELLED The Developmental Coordination Disorder Questionnaire (DCDQ'07) is a Canadian-English instrument recommended for screening children aged 5 to 15 years who are at risk for developmental coordination disorder. While a Canadian-French version of the DCDQ'07 presently exists, a European-French version does not. AIMS To produce a cross-cultural adaptation of the DCDQ'07 for use in areas of Europe where French is spoken and to test its cultural relevance in French-speaking Switzerland. METHODS Cross-cultural adaptation was done using established guidelines. Cultural relevance was analyzed with cognitive interviews of thirteen parents of children aged 5.0 to 14.6 years (mean age: 8.5 years, SD = 3.4), using think-aloud and probing techniques. RESULTS Cultural and linguistic differences were noted between the European-French, the Canadian-French, and the original versions of the DCDQ'07. Despite correct translation and expert committee review, cognitive interviews revealed that certain items of the European-French version were unclear or misinterpreted and further modifications were needed. CONCLUSIONS After rewording items as a result of the outcomes of the cognitive interview, the European-French version of the DCDQ'07 is culturally appropriate for use in French-speaking Switzerland. Further studies are necessary to determine its psychometric properties.
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Affiliation(s)
- Sylvie Ray-Kaeser
- 1Department of Occupational Therapy, School of Social Work and Health Sciences, EESP, Lausanne, University of Applied Sciences and Arts, Western Switzerland
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Ferguson GD, Naidoo N, Smits-Engelsman BCM. Health Promotion in a Low-income Primary School: Children with and Without DCD Benefit, but Differently. Phys Occup Ther Pediatr 2015; 35:147-62. [PMID: 25984808 DOI: 10.3109/01942638.2015.1009230] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
UNLABELLED Poor motor performance and reduced physical fitness are characteristic of children with Developmental Coordination Disorder (DCD). These features have also been identified more frequently among children living in low socio-economic circumstances. AIMS To evaluate the outcomes of a nine-week health promotion program (HPP) on the motor performance and fitness levels of children (6-10 years) with and without DCD attending a low-income primary school. METHODS The HPP was designed and implemented by undergraduate physiotherapy students using guidelines from the World Health Organization School Health Initiative and their physiotherapy curriculum. Children with DCD (n = 22) and a control group without DCD (n = 19) participated in the evaluation. Motor skill, functional strength, aerobic capacity, and anaerobic power were measured at baseline and after nine weeks. RESULTS Both groups of children improved on all measures at the conclusion of the HPP. Children with DCD showed greater improvement than the control group in motor performance and the control group showed greater improvement on one of the anaerobic fitness outcomes. CONCLUSIONS A school-based HPP that focuses on increasing opportunities for physical activity may be effective in improving motor performance in children with DCD and can increase fitness levels in general.
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Affiliation(s)
- Gillian D Ferguson
- 1University of Cape Town, Faculty of Health Sciences, Department of Health and Rehabilitation Sciences, Cape Town, South Africa
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Using the ICF Framework to Explore the Multiple Interacting Factors Associated with Developmental Coordination Disorder. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2014. [DOI: 10.1007/s40474-014-0013-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
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