Attentional and executive functions in children and adolescents with developmental coordination disorder and the influence of comorbid disorders: A systematic review of the literature

Developmental coordination disorder (DCD) is a neurodevelopmental disorder affecting primarily motor skills, but attentional and executive impairments are common in affected individuals. Moreover, the presence of neurodevelopmental comorbidities is frequent in this population, which certainly influences the cognitive profile of the children concerned. Previous studies have reported deficits in visuospatial/nonverbal and planning tasks. This systematic review of the literature aims to determine if impairments can be found in other attentional and executive functions as well. The type of cognitive tasks, the tasks’ modality (verbal/nonverbal), and the influence of comorbid disorders on attentional and executive profiles are systematically considered. Forty-one studies were identified through the PubMed/Medline and PsycINFO databases according to pre-established eligibility criteria. The results reveal weaknesses in inhibitory control, working memory, planning, nonverbal fluency, and general executive functioning in children with DCD. The presence of comorbid disorders seemingly contributes to the verbal working memory difficulties findings. This review contributes to a better understanding of the cognitive impairments in DCD and of the needs of children with this disorder, allowing to optimize practitioners’ therapeutic interventions.

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The Effect of Selected Cognitive Games on the Promotion and Stability of Executive Functions in Children With Developmental Coordination Disorders

Scientific Journal of Rehabilitation Medicine ◽

10.32598/sjrm.10.3.16 ◽

2021 ◽

Vol 10 (3) ◽

pp. 574-587

Author(s):

Narges Ghaderi ◽

◽

Mohamad Ali Aslankhani ◽

Ehsan Zareian ◽

Jaleh Baqirli ◽

...

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Flexibility ◽

Response Inhibition ◽

Developmental Coordination Disorder ◽

Control Group ◽

Coordination Disorders ◽

And Control ◽

Coordination Disorder ◽

Developmental Coordination Disorders

Background and Aims: Children with developmental coordination disorders experience some form of impairment in some executive functions. The present study was designed and conducted to study the effect and retention of cognitive games on the development of three components of executive functions (response inhibition, working memory, and cognitive flexibility) among children with developmental coordination disorders. Methods: The present study was a quasi-experimental study with a control group. Thirty girls aged 7-10 years with developmental coordination disorder Based on the score obtained in the Movement Assessment Battery for Children-second edition (MABC-2) test set and based on the IQ score, were divided into two experimental and control groups. MABC-2 and Cattle and intelligence tests were used for initial screening, and N-Back, Stroop, and Go-NOGO tests measured working memory, cognitive flexibility, and response inhibition. The training protocol consisted of a series of purposeful cognitive and motor games that explicitly considered the development of a specific component of executive functions. Data were analyzed using a combined two-way analysis (2×3) of variance. Results: The findings showed, performance Working memory (P=0.0001) performance, cognitive flexibility (P=0.045), and response inhibition (P=0.010) increased in the experimental group from pretest to posttest, While no such change was observed in the control group. Also, the effect of improving games on working memory (P=0.0001) and response inhibition (P=0.033) was maintained until the retention test. At the same time, there was no significant difference between cognitive flexibility in the retention test of children with developmental coordination disorder in the experimental group and control. Conclusion: Based on the findings, cognitive-motor games effectively improve and maintain working memory, inhibit response, and develop cognitive flexibility. As a result, according to the results of this study and other studies, it can be acknowledged that intervention as a process as a process-oriented therapy with the involvement of the individual in a mental process improves the executive functions of children with developmental coordination disorder and games introduced in this Research is a good framework for designing and implementing high quality and reproducible programs.

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Relationships between motor skills and executive functions in developmental coordination disorder (DCD): A systematic review

Scandinavian Journal of Occupational Therapy ◽

10.1080/11038128.2021.2019306 ◽

2021 ◽

pp. 1-13

Author(s):

Yael Fogel ◽

Nichola Stuart ◽

Teresa Joyce ◽

Anna L. Barnett

Keyword(s):

Systematic Review ◽

Executive Functions ◽

Motor Skills ◽

Developmental Coordination Disorder ◽

Coordination Disorder

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A Systematic Review of Intervention Research for Korean Children with Developmental Coordination Disorder

The Korean Journal of the Elementary Physical Education ◽

10.26844/ksepe.2019.25.3.119 ◽

2019 ◽

Vol 25 (3) ◽

pp. 119-131 ◽

Cited By ~ 2

Author(s):

Kyujin Lee ◽

◽

Min Joo Kim

Keyword(s):

Systematic Review ◽

Developmental Coordination Disorder ◽

Intervention Research ◽

Korean Children ◽

Coordination Disorder

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

British Journal of Occupational Therapy ◽

10.1177/0308022617735046 ◽

2017 ◽

Vol 81 (2) ◽

pp. 65-73 ◽

Cited By ~ 28

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.

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Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review

Journal of the International Neuropsychological Society ◽

10.1017/s1355617721000515 ◽

2021 ◽

pp. 1-17

Author(s):

Aurélie Bucaille ◽

Christophe Jarry ◽

Justine Allard ◽

Sylvain Brochard ◽

Sylviane Peudenier ◽

...

Keyword(s):

Systematic Review ◽

Working Memory ◽

Cognitive Functions ◽

Empirical Studies ◽

Verbal Working Memory ◽

Social Problem Solving ◽

Gifted Children ◽

Neuropsychological Profile ◽

Intellectually Gifted ◽

Visuospatial Processing

Abstract Objective: The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances. Method: The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions. Results: IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition. Conclusion: Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

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Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory

Human Movement Science ◽

10.1016/j.humov.2018.11.001 ◽

2018 ◽

Vol 62 ◽

pp. 211-220 ◽

Cited By ~ 6

Author(s):

Sandra J.M. van Cappellen – van Maldegem ◽

Femke van Abswoude ◽

Hilde Krajenbrink ◽

Bert Steenbergen

Keyword(s):

Working Memory ◽

Motor Learning ◽

Developmental Coordination Disorder ◽

Focus Of Attention ◽

Coordination Disorder

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The Effects of Two Different Physical Activity Organizing Methods on the Executive Functions of the Children with Developmental Coordination Disorder

The Neuroscience Journal of Shefaye Khatam ◽

10.29252/shefa.6.4.34 ◽

2018 ◽

Vol 6 (4) ◽

pp. 34-44

Author(s):

Hadi Moradi ◽

Abolfazl Shayan Nooshabadi ◽

◽

Keyword(s):

Physical Activity ◽

Executive Functions ◽

Developmental Coordination Disorder ◽

Coordination Disorder

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Developmental coordination disorder, psychopathology and IQ in 22q11.2 deletion syndrome

The British Journal of Psychiatry ◽

10.1192/bjp.2017.6 ◽

2018 ◽

Vol 212 (1) ◽

pp. 27-33 ◽

Cited By ~ 12

Author(s):

Adam C. Cunningham ◽

Sue Delport ◽

Wendy Cumines ◽

Monica Busse ◽

David E. J. Linden ◽

...

Keyword(s):

Developmental Coordination Disorder ◽

Neurodevelopmental Disorder ◽

22Q11.2 Deletion Syndrome ◽

Autism Spectrum ◽

Deletion Syndrome ◽

Neurocognitive Deficits ◽

22Q11.2 Deletion ◽

Hyperactivity Disorder ◽

History Of ◽

Coordination Disorder

Background22q11.2 deletion syndrome (22q11.2DS) is associated with high rates of neurodevelopmental disorder, however, the links between developmental coordination disorder (DCD), intellectual function and psychiatric disorder remain unexplored.AimsTo establish the prevalence of indicative DCD in children with 22q11.2DS and examine associations with IQ, neurocognition and psychopathology.MethodNeurocognitive assessments and psychiatric interviews of 70 children with 22q11.2DS (mean age 11.2, s.d. = 2.2) and 32 control siblings (mean age 11.5, s.d. = 2.1) were carried out in their homes. Nine children with 22q11.2DS and indicative DCD were subsequently assessed in an occupational therapy clinic.ResultsIndicative DCD was found in 57 (81.4%) children with 22q11.2DS compared with 2 (6.3%) control siblings (odds ratio (OR) = 36.7,P< 0.001). Eight of nine (89%) children with indicative DCD met DSM-5 criteria for DCD. Poorer coordination was associated with increased numbers of anxiety, (P< 0.001), attention-deficit hyperactivity disorder (ADHD) (P< 0.001) and autism-spectrum disorder (ASD) symptoms (P< 0.001) in children with 22q11.2DS. Furthermore, 100% of children with 22q11.2DS and ADHD had indicative DCD (20 of 20), as did 90% of children with anxiety disorder (17 of 19) and 96% of children who screened positive for ASD (22 of 23). The Developmental Coordination Disorder Questionnaire score was related to sustained attention (P= 0.006), even after history of epileptic fits (P= 0.006) and heart problems (P= 0.009) was taken into account.ConclusionsClinicians should be aware of the high risk of coordination difficulties in children with 22q11.2DS and its association with risk of mental disorder and specific neurocognitive deficits.Declaration of interestNone.

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