scholarly journals Educator’s ability to identify students with coordination disorders: A review of literature

2017 ◽  
Vol 2 (3) ◽  
pp. 139
Author(s):  
Michalis Anastasiadis
Keyword(s):  
School Environment ◽  
Developmental Coordination Disorder ◽  
Learning Difficulties ◽  
School Intervention ◽  
Coordination Disorders ◽  
Movement Difficulties ◽  
Coordination Disorder ◽  
Specific Education ◽  
Specific Learning

According to research 5-7% of the total school population face motor learning difficulties such as Developmental Coordination Disorder (DCD). In addition to that, recent findings regarding comorbidity revealed that specific learning difficulties such as Dyslexia are very often co-exist with movement difficulties such as DCD. School environment seems to be an ideal setting for early identification, assessment and in-school intervention. Therefore, educators’ knowledge regarding DCD and their ability to identify and assess children with movement difficulties are crucial dimensions for an effective interventional management. The goal of the current paper was a review of the relative literature. The findings reveal that, without specific education, the educators have limited ability to recognize children with DCD. Furthermore, research has shown that well informed and educated educators can be very effective in identification and classification of students with movement difficulties. As a result, early intervention strategies can be developed and applied to help the students and their families. A review of the most commonly used identification instruments is also provided.

scholarly journals Attention-deficit hyperactivity and developmental coordination disorders: knowledge and practice among child and adolescent psychiatrists and paediatricians

2007 ◽  
Vol 31 (9) ◽  
pp. 336-338 ◽  
Author(s):  
Amanda Kirby ◽  
Gill Salmon ◽  
Lisa Edwards
Keyword(s):  
Attention Deficit ◽  
Developmental Coordination Disorder ◽  
Child And Adolescent ◽  
Further Training ◽  
Hyperactivity Disorder ◽  
Coordination Disorders ◽  
Movement Difficulties ◽  
Knowledge And Practice ◽  
Motor Difficulties ◽  
Coordination Disorder

Aims and MethodDespite extensive evidence that attention-deficit hyperactivity disorder (ADHD) and developmental coordination disorder commonly present as overlapping disorders, it is not clear whether clinicians routinely enquire about movement difficulties when assessing children with suspected ADHD. We describe a survey that examines knowledge and practice of child and adolescent psychiatrists (n=107) and paediatricians (n=51) in this area.ResultsResults show that 67.3% of child and adolescent psychiatrists compared with 15.7% of paediatricians claimed to have poor or very poor knowledge of developmental coordination disorder, and 28% compared with 5.9% respectively reported that they never or only occasionally ask about motor difficulties.Clinical ImplicationsChild and adolescent psychiatrists should consider routine screening for developmental coordination disorder when assessing for ADHD. Further training in assessment of developmental coordination disorder is recommended to facilitate this.

An Exploratory Study of Teachers’ Experiences in Physical Education With Children Thought to Have Developmental Coordination Disorder

2020 ◽  
pp. 1-18
Author(s):  
Chantelle Zimmer ◽  
Janice Causgrove Dunn
Keyword(s):  
Physical Education ◽  
Developmental Coordination Disorder ◽  
Semistructured Interview ◽  
Teachers Perceptions ◽  
Elementary Years ◽  
Teachers Experiences ◽  
Diverse Backgrounds ◽  
Positive Experiences ◽  
Movement Difficulties ◽  
Coordination Disorder

Teachers can create supportive conditions in physical education to mitigate experiences of stress for children with developmental coordination disorder (DCD); however, most are unfamiliar with DCD and lack adequate training to instruct children with impairments. The purpose of this study was to explore teachers’ perceptions of and interactions in physical education with children thought to demonstrate functional difficulties associated with DCD. A semistructured interview was conducted with 12 teachers across all elementary years with diverse backgrounds and thematically analyzed. Four themes were produced. Teachers (a) had differing views on the etiology of children’s movement difficulties, though (b) all recognized a range of difficulties children demonstrated. They (c) believed it was their role to facilitate positive experiences for these children in physical education but (d) experienced challenges in doing so. Training that increases teachers’ knowledge of and abilities to address the needs of children thought to have DCD is warranted.

scholarly journals Gait Pattern Classification of Children with Developmental Coordination Disorder

2002 ◽  
Vol 19 (3) ◽  
pp. 378-391 ◽  
Author(s):  
Sarah J. Woodruff ◽  
Connie Bothwell-Myers ◽  
Maureen Tingley ◽  
Wayne J. Albert
Keyword(s):  
Pattern Classification ◽  
San Diego ◽  
Developmental Coordination Disorder ◽  
Gait Pattern ◽  
Gait Patterns ◽  
Systematic Pattern ◽  
Walking Performance ◽  
Time Distance ◽  
Coordination Disorder

The purpose was to develop an index of walking performance and to examine gait pattern classifications of children with developmental coordination disorder (DCD). The San Diego database (Sutherland, Olshen, Biden, & Wyatt, 1988) provided data for our calculation of the index and for determining that the index was able to differentiate between gait variables of older (ages 3 to 7) and younger (ages 1 to 2.5) children comprising the database. We obtained cinematographical data on 17 biomechanical markers of 6 boys and 1 girl, ages 6 to 7, with DCD, during walking. Analysis of individuals with DCD gait patterns revealed that most had abnormal walking patterns. The means of the time/distance gait variables did not differ between children with DCD and San Diego children, ages 3 to 7. Children with DCD had much larger variances than other children, indicating no systematic pattern in individual gait differences.

Conditioned Patellar Tendon Reflex Function in Children with and Without Developmental Coordination Disorders

1995 ◽  
Vol 12 (3) ◽  
pp. 250-261 ◽  
Author(s):  
Harriet G. Williams ◽  
Jeanmarie R. Burke
Keyword(s):  
Patellar Tendon ◽  
Developmental Coordination Disorder ◽  
Reflex Response ◽  
Motoneuron Pool ◽  
Coordination Disorders ◽  
Tendon Reflex ◽  
Patellar Tendon Reflex ◽  
Coordination Disorder ◽  
Developmental Coordination Disorders

A conditioned patellar tendon reflex paradigm was used to study the contributions of crossed spinal and supraspinal inputs to the output of the alpha motoneuron pool in children with and without developmental coordination disorders. The basic patellar tendon reflex response was exaggerated in children with developmental coordination disorders. Crossed spinal and supraspinal influences on the excitability of the alpha motoneuron pool were similar in both groups of children. However, there was evidence of exaggerated crossed spinal and supraspinal inputs onto the alpha motoneuron pool in individual children with developmental coordination disorder.

The Importance of Parent and Child Opinion in Detecting Change in Movement Capabilities

2008 ◽  
Vol 75 (4) ◽  
pp. 208-219 ◽  
Author(s):  
Dido Green ◽  
Brenda N. Wilson
Keyword(s):  
Developmental Coordination Disorder ◽  
Parent Report ◽  
Therapy Outcomes ◽  
Parents And Children ◽  
Children And Parents ◽  
Measure Change ◽  
Movement Difficulties ◽  
Clinical Measures ◽  
Coordination Disorder ◽  
Made In

Background. Children and parents can make valid judgments about movement difficulties, which aids in the screening and assessment of Developmental Coordination Disorder (DCD). When considering therapy outcomes, child and family-centred practice supports the inclusion of parent and child perspectives to reflect progress made in meaningful daily contexts. Purpose. This paper describes an evaluation of the use of questionnaires for parents and children to measure change in motor performance. Methods. Questionnaires were administered to 43 children with DCD and their parents five times over two-and-a-quarter years in conjunction with other clinical measures. Findings. Parent report, using the Developmental Coordination Disorder Questionnaire, correlated significantly with clinical measures of motor skill, whilst parent and child perceptions differed. Children's confidence and resilience may influence their opinions of their ability. Implications. These results raise questions of whose perspective of progress is most valid and relevant — the therapist's, child's or parent's?

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

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