Socialization and Behavioral Problems of Elementary School Pupils with Developmental Coordination Disorder

Sensory Modulation in Children with Developmental Coordination Disorder Compared to Autism Spectrum Disorder and Typically Developing Children

Developmental Coordination Disorder (DCD) is one of the least studied and understood developmental disorders. One area that has been minimally investigated in DCD is potential issues with sensory modulation. Further, in other neurodevelopmental disorders (e.g., autism spectrum disorder (ASD)) sensory modulation is related to many other challenges (e.g., social issues, repetitive behaviors, anxiety); however, such potential relationships in children with DCD have been largely unexplored. The purpose of this study is to explore sensory modulation differences in DCD and to understand the relationships between sensory modulation and social emotional measures, behavior, and motor skills in DCD in comparison to ASD and typically developing (TD) peers. Participants (aged 8-17) and their caregivers (DCD, N = 26; ASD, N = 57; and TD, N = 53) completed behavioral and clinical measures. The results indicated that 31% of the DCD group showed sensory modulation difficulties, with the DCD group falling between the ASD and TD groups. In the DCD group, sensory modulation was significantly associated with anxiety, empathic concern, repetitive behaviors, and motor skills. Data are compared to patterns seen in ASD and TD groups and implications for interventions are discussed.

Motor performance, praxis, and social skills in autism spectrum disorder and developmental coordination disorder

Previous research has shown that individuals with autism spectrum disorder (ASD) and developmental coordination disorder (DCD) may have overlapping social and motor skill impairments. This study compares ASD, DCD, and typically developing (TD) youth on a range of social, praxis and motor skills, and investigates the relationship between these skills in each group. Data were collected on participants aged 8–17 (n = 33 ASD, n = 28 DCD, n = 35 TD). Overall, the clinical groups showed some similar patterns of social and motor impairments but diverged in praxis impairments, cognitive empathy, and Theory of Mind ability. When controlling for both social and motor performance impairments, the ASD group showed significantly lower accuracy on imitation of meaningful gestures and gesture to command, indicating a prominent deficit in these praxis skills in ASD.

Social skills of kindergarten children with Global Developmental Delay (GDD), with and without Developmental Coordination Disorder (DCD)

AIM

A high prevalence of co-occurring Developmental Coordination Disorder (DCD) has been noted in the population of children with global developmental delays (GDD). The presence of developmental disabilities in general, and DCD in particular, constitute a risk factor for difficulties in social skills. However, to the best of our knowledge, no studies, have examined the unique contribution of DCD to social skills, over and above the effect of other general developmental impairments. The aim of this study was to compare the social skills of kindergarten children with Global Developmental Delay, with and without DCD.

METHODS

Participants included 26 kindergarten children with Global Developmental Delay and DCD (Mage = 4.92, 61 % boys), and 26 children with Global Developmental Delay without DCD (Mage = 5.09, 69.25 % boys). All participants' parents and kindergarten teachers completed the Social Skills Improvement System Questionnaire (SSIS).

RESULTS

Children with GDD only performed significantly better on social skills compared to children with GDD and DCD. Parents in general reported better social skills and less behavioral problems compared to kindergarten teachers.

CONCLUSIONS

The findings contribute to the accumulating body of knowledge regarding social abilities of children with developmental disabilities and present new information as to the unique effect of DCD in this domain. Routine evaluation of social skills should be conducted among children with GDD and DCD, taking into account the negative influence that motor dysfunction has in this domain. Furthermore, children's social performance in different environments needs to be considered by relating to both parents and kindergarten teachers' perspective. Subsequent intervention programs should then address the unique profile of this population.

Perceptions of coordinated movement

BACKGROUND

Humans are highly social creatures who use others' movements to evaluate their social competencies. Smooth movement specifically signals an attractive, trustworthy or competent person. Those with Developmental Coordination Disorder (DCD), have peer relationship difficulties and lower sociometric preference scores. However, the relationship of perception of poor movement coordination to stereotyping has not been directly demonstrated.

AIM

We aimed to describe typically developing individuals' social stereotyping of individuals with and without DCD from minimal visual cues.

METHOD

3D motion capture tracked the movement of four 'targets' (two adult males with DCD and two male controls) in a variety of everyday scenarios. Kinematic footage of the target's movements was presented as a point-light-display to 319 typically developing adults who used The Rating Scale of Social Competence to report perceptions of the target's social competencies.

RESULTS

Targets with DCD were rated as having significantly lower social competence (M = 3.37, SD = 0.93) than controls (M = 3.46, SD = 0.89) t(269) = -5.656; p < 0.001, Cohen's d = 0.34.

DISCUSSION

Humans incorporate minimal information on movement fluency to evaluate others' social competencies, including individuals with DCD. Such stereotyping may be automatic and may be an ill-understood mechanism sustaining persistent rejection by peers for individuals with DCD and higher rates of loneliness, isolation and mental disorders. In addition, our study expands research on competence-based stereotyping to a new applied domain, confirming the minimal cues needed to initiate stereotyping of the competencies of others.

A comparison of using the DSM-5 and MABC-2 for estimating the developmental coordination disorder prevalence in Korean children

BACKGROUND

Previous literature has shown inconsistency in the prevalence of developmental coordination disorder (DCD). The Movement Assessment Battery for Children, Second Edition (MABC-2) is often used for DCD prevalence studies, although the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) recommends four criteria.

AIMS

The purpose of this study was to compare the prevalence of DCD in Korean children using the DSM-5 and MABC-2.

METHODS

A total of 548 Korean elementary school students (mean age: 8.5 years ± 4.5 months) completed this study procedure. All four criteria defined by the DSM-5 were used to classify children with DCD. MABC-2 test scores were used to classify students into four subgroups: high-risk DCD, mild-risk DCD, probable DCD and typical development.

RESULTS

Cohen's kappa revealed that the estimates of DCD prevalence were not significantly different between MABC-2 and DSM-5. When DSM-5 criteria were applied, 60 children out of 548 were classified as probable DCD (10.94%) compared to 70 children with probable DCD (12.77%) when MABC-2 was used.

CONCLUSIONS

DCD prevalence based on DSM-5 is not significantly different from MABC-2, though it tends to estimate less than MABC-2. Future studies should consider our findings when selecting an assessment tool.

The Interdependence of Motor and Social Skill Development: Influence on Participation

Participation is a major outcome area for physical therapists serving young children with disabilities. Contemporary models of disability such as the International Classification of Function, developmental theories such as the system perspective, and evidence-based early childhood practices recognize the interdependence of developmental domains, and suggest that change in 1 area of development influences change in another. Physical therapy provided in naturally occurring activities and routines, considered the preferred service delivery method, promotes participation of young children with disabilities. Research indicates that: (1) children develop skills, become independent, and form relationships through participation; and (2) with developing skills, children can increasingly participate. The purpose of this Perspective article is to synthesize the literature examining the relationship between motor skill development and the social interaction dimension of participation in young children. Current research examining the influence of motor skill development on social interactions in children with autism spectrum disorder will be discussed, exemplifying the interdependence of developmental domains. Implications for physical therapist practice and recommendations for future research are provided.

Empathy, social relationship and co-occurrence in young adults with DCD

Empathy is defined as an emotional or cognitive response to another's emotional state. It is considered essential for navigating meaningful social interactions and is closely linked to prosocial behavior. Developmental coordination disorder (DCD) is characterized by an impairment of motor coordination that has a marked impact on both academic and day-to-day living activities. Children and adolescents with DCD have been shown to have less developed social support and friendships. The research linking empathy and DCD is scarce. The aims of this study are to gain an understanding of the relationship between DCD and empathy in young adults with DCD only, and with DCD coupled with other neurodevelopmental disorders, in comparison with typically developing adults.

METHODS

The study included 212 young adults aged 18-40 years. The subjects in this study were from mainstream populations in the UK. The study groups included: (a) "DCD only" with 42 individuals; (b) "DCD + ASD" with 21 individuals; (c) "DCD + ADHD" with 45 individuals; (d) "DCD + ASD + ADHD" with 29 individuals; and (e) the control group of 75 individuals.

RESULTS

ANOVA on the Empathy Questionnaire (EQ) showed a statistically significant difference between groups (F [4,257] = 35.63; p < 0.001; η_p² = 0.409). No significant differences were found between the DCD-only and the control. MANOVA was performed to assess differences in the Socialising and Friendship Questionnaire (SAF-Q) scores. The results showed a statistically significant difference between groups (F [8,257] = 9.98; p < 0.001; η = 0.162). Pearson correlation coefficients were performed, revealing significant high correlations between the EQ and the two parts of the SAF-Q ("past" and "currently").

CONCLUSION

The results of this study indicate that social difficulties in the DCD-only group are not due to lack of empathy, but may be driven by an accumulation of external factors. In this study we also concluded that DCD does not appear to be the factor that reduces the ability to empathize, but rather the presence of ADHD and/or ASD.

Study of clinical characteristics in young subjects with Developmental coordination disorder

BACKGROUND

Developmental Coordination Disorder (DCD) is a chronic neurological disorder observed in children. DCD is characterized by slowness in activities and motor impairment that affects the children's daily living and academic achievements, and later their professional and social behavior. Our aim in this work was to report characteristics frequencies in a group of children with DCD and to propose a subtyping of DCD characteristics.

METHODS

Thirty three clinical DCD characteristics, the mostly reported in the literature, were assessed in 129 patients, boys and girls aged from 4years to 18years, and their subtyping was proposed. The statistical analyses were carried out with the Chi square, the t-test and the correlation for the statistical differences, and with the Ward clustering method for subtyping.

RESULTS

We found that there were 3.17 boys for one girl, all patients were characterized as slow, 47% were left-handers or ambidextrous, 36% and 26% had orofacial and verbal dyspraxia, respectively, 83% were found anxious, and 84% were described as being clumsy.

CONCLUSIONS

It appears from these results that a child with DCD expresses more than a single difficulty. Three subtypes emerged from the statistical analysis in this study: (1) clumsiness and other characteristics except language difficulties; (2) self-esteem and peer relation without clumsiness and language difficulties; (3) language difficulties and orofacial dyspraxia.

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

OBJECTIVES

Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains.

METHODS

This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables.

RESULTS

Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain.

CONCLUSIONS

Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

The Elaborated Environmental Stress Hypothesis as a Framework for Understanding the Association Between Motor Skills and Internalizing Problems: A Mini-Review

Poor motor skills have been shown to be associated with a range of psychosocial issues, including internalizing problems (anxiety and depression). While well-documented empirically, our understanding of why this relationship occurs remains theoretically underdeveloped. The Elaborated Environmental Stress Hypothesis by Cairney et al. (2013) provides a promising framework that seeks to explain the association between motor skills and internalizing problems, specifically in children with developmental coordination disorder (DCD). The framework posits that poor motor skills predispose the development of internalizing problems via interactions with intermediary environmental stressors. At the time the model was proposed, limited direct evidence was available to support or refute the framework. Several studies and developments related to the framework have since been published. This mini-review seeks to provide an up-to-date overview of recent developments related to the Elaborated Environmental Stress Hypothesis. We briefly discuss the past research that led to its development, before moving to studies that have investigated the framework since it was proposed. While originally developed within the context of DCD in childhood, recent developments have found support for the model in community samples. Through the reviewed literature, this article provides support for the Elaborated Environmental Stress Hypothesis as a promising theoretical framework that explains the psychosocial correlates across the broader spectrum of motor ability. However, given its recent conceptualization, ongoing evaluation of the Elaborated Environmental Stress Hypothesis is recommended.

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

The quality of life (QOL) of children with developmental coordination disorder (DCD) is largely unknown, but evidence suggests that multiple QOL domains are affected by the disorder. While DCD is primarily considered a motor disorder, multiple studies have reported psychological and social concerns in children with this condition. Our primary aim was to present the current state of the evidence regarding the physical, psychological, and social QOL domains that can be affected in children with DCD. Systematic review of articles from seven databases through November 2010 (MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, CDSR, DARE) was conducted. Search terms included developmental coordination disorder, dyspraxia, quality of life, life satisfaction, well-being, activities of daily living, and participation. Two independent reviewers screened titles, abstracts, and full-text articles. Studies meeting the following criteria were selected: (1) sample comprised solely of individuals with coordination difficulties consistent with DCD; (2) outcome measures related to physical, psychological, or socials domains of QOL; and (3) articles published in English. Data were extracted by one author and verified by a second. Outcomes were categorized according to physical, psychological and social domains of QOL and study quality was rated by case definitions of DCD based on diagnostic criteria as per the Diagnostic and Statistical Manual - 4th edition. Forty-one articles were included. Most studies reported significantly poorer results in physical, psychological and social functioning in children with DCD compared with peers. Despite the impact of DCD on multiple domains, only one study used a QOL measure as an outcome. Although DCD impacts several QOL domains, the QOL of children with this disorder remains largely unknown. The next critical step is for clinicians and researchers to use QOL measures to gather information on how DCD may affect the QOL of children with this disorder.

Preventive child health care findings on early childhood predict peer-group social status in early adolescence

PURPOSE

A disputed social status among peers puts children and adolescents at risk for developing a wide range of problems, such as being bullied. However, there is a lack of knowledge about which early predictors could be used to identify (young) adolescents at risk for a disputed social status. The aim of this study was to assess whether preventive child health care (PCH) findings on early childhood predict neglected and rejected status in early adolescence in a large longitudinal community-based sample.

METHODS

Data came from 898 participants who participated in TRAILS, a longitudinal study. Information on early childhood factors was extracted from the charts of routine PCH visits registered between infancy and age of 4 years. To assess social status, peer nominations were used at age of 10-12 years.

RESULTS

Multinomial logistic regression showed that children who had a low birth weight, motor problems, and sleep problems; children of parents with a low educational level (odds ratios [ORs] between 1.71 and 2.90); and those with fewer attention hyperactivity problems (ORs = .43) were more likely to have a neglected status in early adolescence. Boys, children of parents with a low educational level, and children with early externalizing problems were more likely to have a rejected status in early adolescence (ORs between 1.69 and 2.56).

CONCLUSIONS

PCH findings on early childhood-on motor and social development-are predictive of a neglected and a rejected status in early adolescence. PCH is a good setting to monitor risk factors that predict the social status of young adolescents.

Peer problems mediate the relationship between developmental coordination disorder and behavioral problems in school-aged children

The aim of this study was to gain insights into the relationship between developmental coordination disorder, peer problems, and behavioral problems in school-aged children where both internalizing and externalizing behavioral problems were considered. We assumed that the relationship between developmental coordination disorder and internalizing/externalizing problems in school-aged children is mediated by peer problems and tested the hypothesis that a greater degree of motor impairment causes a greater degree of peer problems and thus a greater degree of internalizing or externalizing problems. Seventy boys and girls aged between 5 and 11 years were examined using the Movement Assessment Battery for Children 2 and the Intelligence and Developmental Scales. The results of path analysis showed that the relationship between developmental coordination disorder and internalizing/externalizing problems in school-aged children is mediated at least in part by peer problems. However, the cross-sectional design of the study does not provide conclusive evidence for a cause-effect relationship and only allows for the conservative prognosis that a greater degree of motor impairment may cause a greater degree of peer problems and thus a greater degree of internalizing/externalizing problems. Nevertheless, the results of this study emphasize the importance of being well-integrated in their peer group especially for children with developmental coordination disorder.

Kognitive Basisfunktionen und motorisch-koordinative Kompetenzen in Abhängigkeit des Peerstatus bei Kindern zu Beginn der Schulzeit

Zusammenfassung. In der vorliegenden Studie wird der Frage nachgegangen, ob sich zwischen beliebten, durchschnittlichen, unbeachteten und zurückgewiesenen Kindern Unterschiede in spezifischen kognitiven und motorischen Fähigkeiten finden lassen. Zu drei verschiedenen Zeitpunkten wurden mit 177 regulär eingeschulten 7-jährigen Kindern Peernominationen und Peerratings erhoben, um reliable soziometrische Daten zu erhalten und ein Vergleich der beiden Methoden vorzunehmen. Außerdem wurde eine umfassende Testbatterie von insgesamt 20 Aufgaben in den Bereichen Informationsverarbeitungsgeschwindigkeit, Kurzzeit- und Arbeitsgedächtnis, Inhibition, Sprache und Motorik durchgeführt. Mit Ausnahme der Kurzzeitgedächtniskapazität wurden für alle Funktionsbereiche signifikante Unterschiede zwischen den Statusgruppen gefunden. Die kontinuierlichen soziometrischen Werte der Ratingmethode zeigten sich etwas sensitiver als die der Nominationsmethode. Korrelativ wurde mit beiden Methoden ersichtlich, dass bessere Leistungen im kognitiven und motorischen Bereich nicht nur mit mehr Beliebtheit zusammenhingen, sondern auch, dass schlechte Leistungen in Verbindung standen mit sozialer Zurückweisung.

Early risk factors for being a bully, victim, or bully/victim in late elementary and early secondary education. The longitudinal TRAILS study

Background

Data regarding the impact of early risk factors on later involvement in bullying are scarce. We investigated the impact of preschool behaviors, family characteristics (socio-economic status, family breakup) and parental mental health on bullying and victimization at age 11 (T1) and age 13.5 (T2).

Methods

longitudinal data from a subsample of the TRacking Adolescents' Individual Lives Survey (TRAILS) (T1: N = 982; T2: N = 977). TRAILS is a prospective study of adolescent mental health in a mixed urban and rural region of the Netherlands. At T1 parents reported on family characteristics, parental mental health and retrospectively on children's preschool behavior at age 4-5. Schoolmates reported involvement of adolescents in bullying or victimization at T1 and T2.

Results

Children with preschool anxiety were less likely to be bully/victim at T1. Children with preschool aggressiveness were more likely to be bully (T1), bully/victim (T1 and T2) and victim (T2) and children with good preschool motor functioning were more likely to be bully (T1) and less likely to be victim (T1 and T2). Children from low socioeconomic status families were more likely be to be bully, victim, or bully/victim and less likely to be uninvolved both at T1 and T2. Finally, children from intact two parent families were more likely to be uninvolved at T2.

Conclusion

Preschool behavioral, emotional and motor problems, socioeconomic status, and family breakup are related to involvement in bullying at a later age. Prevention of bullying and its consequences can be enhanced by focusing on risk groups in early life.

Achievement in Physical Education and Self-Concept of Greek Students in Grades 5 and 6

This study investigated the relationship between rated achievement in physical education (low, medium, high) and specific domains of self-concept on the Self-Perception Profile for Children of 303 students in Grades 5 and 6 ( M age =10.9 yr., SD = 0.7). Analysis of variance yielded statistically significant differences between achievement groups on all domains of self-concept except Behavioral Conduct. Students with lower rated achievement in physical education had lower scores on self-concept domains.