Cognitive Strategy Use in School-Aged Children with Developmental Coordination Disorder

2004 ◽  
Vol 24 (4) ◽  
pp. 23-45 ◽  
Author(s):  
Charmaine Bernie ◽  
Sylvia Rodger
Keyword(s):  
Developmental Coordination Disorder ◽  
Cognitive Strategy ◽  
Strategy Use ◽  
School Aged Children ◽  
Coordination Disorder

Cognitive Strategy Generation in Children with Developmental Coordination Disorder

2005 ◽  
Vol 72 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Claire A. Sangster ◽  
Claire Beninger ◽  
Helene J. Polatajko ◽  
Angela Mandich
Keyword(s):  
Developmental Coordination Disorder ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Strategy Use ◽  
Occupational Performance ◽  
School Aged Children ◽  
Quality Of Movement ◽  
Performance Problems ◽  
Coordination Disorder ◽  
The Impact

Background. Developmental coordination disorder (DCD) is a condition of impaired quality of movement and occupational performance. It has been hypothesized that the difficulties experienced by children with DCD may in part be due to an impaired ability to use cognitive strategies to solve occupational performance problems. Cognitive Orientation to daily Occupational Performance (CO-OP) is a verbally-based approach to helping children remediate this difficulty. The current pilot study investigated the use of cognitive strategies in children with DCD to determine whether cognitive strategy use is improved by CO-OP. Methods. Observations of video-recorded sessions of 18 school-aged children were scored for frequency and type of cognitive strategies used. Results. Differences within and between groups revealed changes in the types and frequency of cognitive strategies. Clinical Implications. The results of the present study support the use of a cognitively-based approach such as CO-OP in assisting children with DCD in developing cognitive strategies when solving occupational performance problems. However, further research using a larger sample is necessary to fully explore the impact of CO-OP on the strategy use of children with DCD.

Cognitive Orientation to (Daily) Occupational Performance: Changes in Strategy and Session Time Use over the Course of Intervention

2008 ◽  
Vol 28 (4) ◽  
pp. 168-179 ◽  
Author(s):  
Sylvia Rodger ◽  
Silvia Liu
Keyword(s):  
Time Use ◽  
Developmental Coordination Disorder ◽  
Cognitive Strategy ◽  
Cognitive Intervention ◽  
Strategy Use ◽  
Occupational Performance ◽  
Domain Specific ◽  
Session Time ◽  
Cognitive Orientation ◽  
Computer Based

Cognitive Orientation to (daily) Occupational Performance (CO-OP) is a cognitive intervention that was developed to assist children with developmental coordination disorder (DCD) enhance their motor performance in everyday activities. Using a computer-based analysis of 10 videotaped treatment sessions for each of four boys with DCD who were 6 to 9 years of age, this study investigated changes in cognitive strategy use and session time use over the course of intervention. Cognitive strategy use focused on the child's use of global and domain-specific strategies during intervention. Session time use referred to the duration of Talking About Task (describing the task or plans that will be executed), Practicing Task (actually doing the task or activity), and Dual Tasking (both talking and doing) coded during video segments observations. Trends in strategy and session time use over 10 sessions appeared to be child- and goal-specific, with few systematic patterns observed. This article discusses the use of specific strategies over time both within and across the four participants. Individual results were varied and highlight the unique child—task—environment interactions that occur during intervention, reinforcing the individualized and client-centered focus of the CO-OP.

scholarly journals Assessment, diagnosis, and management of developmental coordination disorder

2021 ◽  
Vol 26 (6) ◽  
pp. 375-378
Author(s):  
Angie Ip ◽  
Elizabeth C R Mickelson ◽  
Jill G Zwicker
Keyword(s):  
Early Development ◽  
Developmental Coordination Disorder ◽  
Diagnosis And Management ◽  
School Aged Children ◽  
Coordination Disorder

Abstract Developmental coordination disorder (DCD) is a neurodevelopmental condition that affects 5% to 6% of school-aged children. DCD can significantly impact early development and life-long functioning. Evidence supports promising interventions for DCD, but the disorder continues to be under-recognized and under-diagnosed. Paediatricians play an important role in the identification and management of DCD. This practice point, with accompanying tables, assists and supports paediatricians in diagnosing and managing uncomplicated cases of DCD.

scholarly journals Caregivers’ Burden of School-Aged Children with Neurodevelopmental Disorders: Implications for Family-Centred Care

2021 ◽  
Vol 11 (7) ◽  
pp. 875
Author(s):  
Giulia Purpura ◽  
Luca Tagliabue ◽  
Stefania Petri ◽  
Francesco Cerroni ◽  
Andrea Mazzarini ◽  
...  
Keyword(s):  
Caregiver Burden ◽  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Neurodevelopmental Disorder ◽  
Psychosocial Problems ◽  
Autism Spectrum ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Burden Scale ◽  
Coordination Disorder

Caregivers of children with neurodevelopmental disorders play a central role during the rehabilitation and education processes, but they have an increasing risk of psychosocial problems even if the literature is not so agreed upon the specific and predisposing factors to that. The aim of this study was to examine possibly differences of burden levels in an Italian sample of principal caregivers of children with different kinds of neurodevelopmental disorders and to investigate the possible links between some clinical and sociodemographic variables and the levels of caregiver’s burden. 105 caregivers of school-aged children with neurodevelopmental disorders were included in the study and completed three online questionnaires (General Questionnaire, Caregiver Burden Inventory, Zarit Caregiver Burden Scale). Results highlighted that about the half of caregivers show from moderate to high levels of stress, but parents of children with Autism Spectrum Disorder and Intellectual Disability show greater difficulties than parents of children with Attention-Deficit Hyperactivity Disorder, Language and/or Learning Disorder, and Developmental Coordination Disorder. Moreover, it was evident a negative correlation between the burden levels and the age of children, but also a direct correlation between the burden levels and the weekly hours of rehabilitation. These findings show that severity of caregiver’s burden is dependent by the type of neurodevelopmental disorder and suggest that an ecological and family-centred approach is necessary to guarantee the life health developmental course of these children.

scholarly journals Identifying Children with Developmental Coordination Disorder via Parental Questionnaires. Spanish Reference Norms for the DCDDaily-Q-ES and Correlation with the DCDQ-ES

2020 ◽  
Vol 17 (2) ◽  
pp. 555 ◽  
Author(s):  
Rebeca Montes-Montes ◽  
Laura Delgado-Lobete ◽  
Javier Pereira ◽  
Marina M. Schoemaker ◽  
Sergio Santos-del-Riego ◽  
...  
Keyword(s):  
Correlation Coefficient ◽  
Developmental Coordination Disorder ◽  
Intraclass Correlation ◽  
Age Groups ◽  
Relevant Information ◽  
School Aged Children ◽  
Effective Interventions ◽  
Cutoff Scores ◽  
And Performance ◽  
Coordination Disorder

Developmental Coordination Disorder (DCD) is one of the most prevalent neurodevelopmental disorders in school-aged children, with major consequences in psychosocial and physical health. Adequate identification of this disorder is necessary to prompt effective interventions. The aims of this study were to develop the Spanish adjusted reference norms for the DCDDaily-Q and to test the correlation and agreement between the Spanish versions of the DCDDaily-Q (DCDDaily-Q-ES) and the Developmental Coordination Disorder Questionnaire (DCDQ-ES), two reliable instruments to assess motor performance and DCD. Clinically relevant percentiles were calculated for the DCDDaily-Q-ES using a representative sample of Spanish children aged 5 to 10 years (n = 356; M = 7.3 years, SD = 1.8; boys = 50%). Pearson’s correlation coefficient and intraclass correlation coefficient (ICC) were used to determine correlation and agreement between questionnaires, respectively. A moderate and significant correlation and agreement between DCDDaily-Q-ES and DCDQ-ES was found (r = 0.406; ICC = 0.381; p < 0.001). Differences in daily participation and performance were found between age groups, but not between boys and girls. Spanish age-adjusted percentiles and cutoff scores for DCDDaily-Q-ES are provided. This study offers further validation and relevant information regarding assessment of DCD and has practical implications for clinical practice and research.

Parent- and Teacher-Reported Symptoms of ADHD in School-Aged Children With Active Epilepsy: A Population-Based Study

2014 ◽  
Vol 21 (11) ◽  
pp. 887-897 ◽  
Author(s):  
Colin Reilly ◽  
Patricia Atkinson ◽  
Krishna B. Das ◽  
Richard F. M. Chin ◽  
Sarah E. Aylett ◽  
...  
Keyword(s):  
Rating Scale ◽  
Developmental Coordination Disorder ◽  
Population Based ◽  
Childhood Epilepsy ◽  
Population Based Study ◽  
School Aged Children ◽  
Diagnostic And Statistical Manual ◽  
Oppositional Defiant ◽  
Active Epilepsy ◽  
Coordination Disorder

Objective: Provide data on the distribution of parent- and teacher-reported symptoms of ADHD in childhood epilepsy and describe coexisting cognitive and behavioral disorders in children with both epilepsy and ADHD. Method: Eighty-five (74% of those eligible) children (5-15 years) in a population-based sample with active epilepsy underwent psychological assessment. The ADHD Rating Scale–IV (ADHD-RS-IV) scale was completed by parents ( n = 69) and teachers ( n = 67) of participating children with an IQ > 34. ADHD was diagnosed with respect to Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.). Results: Parents reported significantly more symptoms of ADHD than teachers ( p < .001). Symptoms of inattention were more commonly reported than symptoms of hyperactivity-impulsivity ( p < .001). Neurobehavioral comorbidity was similar in those with ADHD and non-ADHD with the exception of oppositional defiant disorder (ODD) and developmental coordination disorder (DCD), which were more common in those with both epilepsy and ADHD. Conclusion: Symptoms of ADHD are very common in childhood epilepsy but prevalence is influenced by informant.

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