scholarly journals The impact of developmental coordination disorder on educational achievement in secondary school

2018 ◽  
Vol 72 ◽  
pp. 13-22 ◽  
Author(s):  
Ian Harrowell ◽  
Linda Hollén ◽  
Raghu Lingam ◽  
Alan Emond
Keyword(s):  
Secondary School ◽  
Developmental Coordination Disorder ◽  
Educational Achievement ◽  
Coordination Disorder ◽  
The Impact

Developmental coordination disorder is more than a motor problem: Children describe the impact of daily struggles on their quality of life

2017 ◽  
Vol 81 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Jill G Zwicker ◽  
Melinda Suto ◽  
Susan R Harris ◽  
Nikol Vlasakova ◽  
Cheryl Missiuna
Keyword(s):  
Quality Of Life ◽  
Motor Coordination ◽  
Developmental Coordination Disorder ◽  
Neurodevelopmental Disorder ◽  
Emotional Impact ◽  
Qualitative Researcher ◽  
Motor Problem ◽  
Coordination Disorder ◽  
The Impact

Introduction Affecting 5–6% of children, developmental coordination disorder is a neurodevelopmental disorder characterized by poor motor coordination and difficulty learning motor skills. Although quantitative studies have suggested that children with developmental coordination disorder experience reduced quality of life, no known qualitative studies have reported what daily life is like from their perspective. Method Guided by an inductive realistic approach and using semi-structured, individual interviews, 13 children (8–12 years) were asked to describe what life is like in their own words. Three researchers coded interviews manually to identify relevant content. An experienced qualitative researcher conducted a second, in-depth thematic analysis using NVivo to identify patterns and themes. Findings Two themes – milestones as millstones and the perils of printing – illuminated participants’ challenges in completing everyday activities at home and at school. The third theme – more than a motor problem – revealed the social and emotional impact of these struggles and from being excluded from play. The fourth theme – coping strategies – described their efforts to be resilient. Conclusion Parents, educators, physicians, and therapists working with children with developmental coordination disorder must recognize how their quality of life is affected by the physical and emotional toll of their efforts to participate successfully in daily activities.

scholarly journals The impact of obesity on developmental coordination disorder in adolescence

2011 ◽  
Vol 32 (5) ◽  
pp. 1970-1976 ◽  
Author(s):  
Matthias Oliver Wagner ◽  
Julia Kastner ◽  
Franz Petermann ◽  
Darko Jekauc ◽  
Annette Worth ◽  
...  
Keyword(s):  
Developmental Coordination Disorder ◽  
Coordination Disorder ◽  
The Impact

scholarly journals Experiences of adult siblings of those with developmental coordination disorder (DCD): a qualitative study

2021 ◽  
Author(s):  
Brendan Morris ◽  
Jane Ogden ◽  
Judith Gentle
Keyword(s):  
Qualitative Study ◽  
Posttraumatic Growth ◽  
Thematic Analysis ◽  
Role Model ◽  
Developmental Coordination Disorder ◽  
Growing Up ◽  
Childhood Experiences ◽  
The Family ◽  
Coordination Disorder ◽  
The Impact

AbstractThis qualitative study explored the childhood experiences of growing up with a sibling with Developmental Coordination Disorder (DCD) to offer an ‘outsider’s’ view of this condition. Ten individuals who had grown up with a sibling with DCD were interviewed about their experiences. Data were analysed using Thematic Analysis. Analysis described three main themes: i)‘witnessing the challenges for their sibling with DCD’ ii) ‘experiencing the impact on the family’; iii) ‘a vacuum of knowledge’. Not all experiences were negative and transcending these themes was the notion ‘resolution and finding benefit’ highlighting access to support, being more empathic and resilient, becoming a role model for others and finding success. Participants play witness to their sibling’s experiences which can often be negative sometimes impacted by a vacuum of knowledge but they also describe how a diagnosis of DCD comes with some benefits which are discussed in the context of ‘posttraumatic growth’.

scholarly journals Developmental Coordination Disorder, Age and Play: A Test of the Divergence in Activity-Deficit with Age Hypothesis

2006 ◽  
Vol 23 (3) ◽  
pp. 261-276 ◽  
Author(s):  
John Cairney ◽  
John Hay ◽  
Brent E. Faught ◽  
Laurie M. Corna ◽  
Andreas D. Flouris
Keyword(s):  
Developmental Coordination Disorder ◽  
Free Play ◽  
Future Research ◽  
Activity Levels ◽  
Organized Activities ◽  
Different Ages ◽  
Movement Difficulties ◽  
Coordination Disorder ◽  
The Impact ◽  
The Relationship

The purpose of this study is to test whether the activity-deficit experienced by children with probable Developmental Coordination Disorder (DCD) increases with age by comparing activity levels of children with movement difficulties to those of peers without movement difficulties. Using a sample of children ages 9 to 14 (N = 581), we examined whether age influences the relationship between DCD and participation in vigorous play activities and whether the impact of age in this relationship is the same for free play versus organized activities. Consistent with previous work (Bouffard et al. 1996), we found no evidence to support the hypothesis that children with DCD become more inactive compared to their peers as they age; however, we do discuss the limitations in our sample and how some differences in the level of organized and free play are evident among cohorts of different ages. Directions for future research in this area are also discussed. $$ 152 words

scholarly journals The Association Between Mode of Delivery and Later Educational Outcomes

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Eileen Li ◽  
Rebecca Slykerman ◽  
Barry Milne
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Gut Microbiota ◽  
Vaginal Delivery ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Mode Of Delivery ◽  
Delivery Mode ◽  
Developmental Problems ◽  
The Impact

IntroductionCaesarean section (C-section) is becoming increasingly prevalent worldwide. It can be a life-saving intervention when medical complications arise, but may cause adverse consequences for the mothers when it is not medically necessary. The upwards trend of C-section is becoming a general concern as it might be associated with a wide range of child outcomes such as immune diseases, respiratory diseases and developmental problems. One underlying mechanism of such association is through gut microbiota. Mode of delivery is a signification factor which determines the gut bacterial environment in early days of life. Gut microbiota can impact cognitive development via microbiota gut brain axis. Objectives and ApproachThis study investigated the association between mode of delivery and later educational outcomes of the children, using linked data from New Zealand Integrated Data Infrastructure. The participants consisted of children born in New Zealand between 1Jan1996 and 31Dec1998. All birth information were retrieved from Department of Internal Affairs and were linked to Ministry of Health data to obtain delivery methods from mothers’ diagnosis records. Once delivery modes were identified, the data was then linked to records from Ministry of Education to obtain children’s educational outcomes at secondary school. Three outcome variables were chosen: University Entrance, Highest Endorsement Level and National Certificate of Educational Achievement Level 2 Percentile Score. ResultsThe results have shown that C-section and assisted vaginal delivery were associated with better secondary school educational achievement, comparing to unassisted vaginal delivery. The results persisted after adjusting for sociodemographic factors such as household income, maternal education and deprivation index; infant factors such as birth weight, gestational age and ethnicity. However, when within family variation was further controlled for in the sibling fixed effects analysis, C-section was no longer associated with improved educational achievement. Conclusion / ImplicationsThis indicated that the impact of delivery mode might be negligible on later educational achievement.

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