scholarly journals The Effectiveness of a Group Motor Skill Intervention Program in Children with Developmental Coordination Disorder: Program Frequency Matters.

2016 ◽  
Author(s):  
Priscila Caçola ◽  
Melvin Ibana ◽  
Michael Romero ◽  
Jennifer Chuang
Keyword(s):  
Motor Skills ◽  
Group Intervention ◽  
Intervention Program ◽  
Developmental Coordination Disorder ◽  
Upper Body ◽  
Fine Motor ◽  
Allied Health Professionals ◽  
Before And After ◽  
Motor Difficulties ◽  
Coordination Disorder

Purpose: The purpose of this study was to investigate the effects of two group programs on visual-motor integration, motor proficiency, gross-motor skills, and parental perception of motor difficulties in children with developmental coordination disorder (DCD). We compared whether the frequency of two programs (10 one hour sessions - once/week for 10 weeks verses 24 one hour sessions – twice/week for 12 weeks) produced different changes in motor skills. Methods: Children in the two programs were assessed before and after each program with the MABC-2, DCD-Q, BOT-2, Beery-VMI-6, and the TGMD-2 assessments. The emphasis of the programs was on group activities that required collaboration while performing skills that utilized upper-body coordination, balance, and fine-motor abilities. Results: After the 24-session intervention program, results revealed significant improvements in the Manual Coordination and Total Score of the BOT-2 (ps < .05), and parents reported significantly higher scores for all categories of the DCD-Q (ps < .05). No significant changes were observed after the 10-session once/week intervention program. Conclusions: We conclude that a (24 one-hour sessions- twice a week for 12 weeks) group intervention program can be an effective intervention method for improvement of motor skills in children with DCD. We recommend that allied health professionals consider the group intervention as a feasible way to promote more frequent sessions to children with DCD.

Music, body movement, and dance intervention program for children with developmental coordination disorder

2020 ◽  
pp. 030573562093635
Author(s):  
Ariadna Díaz-Pérez ◽  
Gregorio Vicente-Nicolás ◽  
Ana Vanesa Valero-García
Keyword(s):  
At Risk ◽  
Motor Skills ◽  
Intervention Program ◽  
Developmental Coordination Disorder ◽  
Body Movement ◽  
Cognitive Stimulation ◽  
Primary School Children ◽  
Control Group ◽  
Movement Assessment ◽  
Coordination Disorder

The aim of this study is to evaluate the effectiveness of an intervention program, based on music, movement, and dance, aimed at improving motor skills in children at risk of developmental coordination disorder (DCD). Participants comprised 70 primary school children (47 boys/23 girls) aged between 6 and 8 years. Participants were given the Spanish adaptation of the Movement Assessment Battery for Children–Second Edition (MABC-2) to identify difficulties and initially classify into three groups: a group of 17 at risk of DCD who participated in the intervention program (Experimental Group), a group of 18 at risk of DCD who did not participate (Control Group with Risk) and a group of 35 children, with scores higher than the cutoff point (Control Group without Risk). The results show a significant improvement in the motor skills of children who participated in the intervention program, while those in the Control Group showed no significant changes in the second evaluation compared with the first. Likewise, it could be affirmed that this intervention based on group activities involving music, movement, and dance is a very successful blend for motor improvement in children with coordination problems, due to the combination of cognitive stimulation areas and techniques.

scholarly journals Effectiveness of Neuromotor Task Training for Children with Developmental Coordination Disorder: A Pilot Study

2003 ◽  
Vol 10 (1-2) ◽  
pp. 155-163 ◽  
Author(s):  
M. M. Schoemaker ◽  
A. S. Niemeijer ◽  
K. Reynders ◽  
B. C. M. Smits-Engelsman
Keyword(s):  
Pilot Study ◽  
Developmental Coordination Disorder ◽  
Physical Therapists ◽  
Time Lag ◽  
Intervention Group ◽  
Fine Motor ◽  
Control Group ◽  
Before And After ◽  
Task Training ◽  
Coordination Disorder

The aim of this pilot study was to evaluate the effectiveness of a Neuromotor Task Training (NTT), recently developed for the treatment of children with Developmental Coordination Disorder (DCD) by pediatric physical therapists in the Netherlands. NTT is a task-oriented treatment program based upon recent insights from motor control and motor learning research. Ten children with DCD (intervention group) were tested before and after 9 and 18 treatment sessions on the Movement ABC and a dysgraphia scale in order to measure the effectiveness of treatment on gross and fine motor skills in general and handwriting in particular. Five children (no-treatment control group) were tested twice with a time lag of nine weeks on the Movement ABC in order to measure spontaneous improvement. No improvement was measured for the children in the notreatment control group, whereas a significant improvement was found for children in the intervention group for both quality of handwriting and performance on the Movement ABC after 18 treatment sessions.

scholarly journals Developmental Coordination Disorder, Impact of Fine Motor Skills on Handwriting and Academic Performance in School Going Children: A Research Protocol

2021 ◽  
pp. 847-852
Author(s):  
Shwetambari Morghade ◽  
Mohammed Irshad Qureshi ◽  
Rakesh Krishna Kovela
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Everyday Life ◽  
Motor Skills ◽  
Developmental Coordination Disorder ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Developmental Status ◽  
Neurodevelopmental Disease ◽  
Coordination Disorder

Introduction: Developmental Coordination Disorder (DCD) is a neurodevelopmental disease that inhibits muscle coordination that affects everyday life tasks and academic achievement. Children with DCD are often characterized as "clumsy" and "uncoordinated" and often lead to performance problems that most often create (TD) children can easily execute. Generally, treatments for DCD are not expected to succeed and the disease has no treatment. Therapies, on the other hand, will include skills, solutions, and accommodations that make it simpler for children with DCD to execute the motor activities required in everyday life and school settings. Some studies emphasize that child’s developmental status plays an important role in academic performance, but there is limited evidence which focuses on fine motor performance in children suspected of DCD, and its effect on their handwriting and academic performance. Methodology: This observational cross-sectional study will be conducted at several schools around Wardha, with 1511 school-aged children of both genders ranging in age from 8 to 14 years participating. Discussion: Some studies stress the importance of a child's developmental status in academic achievement, however, there is minimal data that focus on fine motor skills in children suspected of having DCD and its impact on handwriting and academic performance. Conclusion: This study will help us in determining the prevalence of developmental coordination disorder and the relationship between handwriting and academic performance in these children.

Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

scholarly journals The Effect of 12 Weeks of Ski Training on Some Biometric Features of Girls

2018 ◽  
Vol 6 (3) ◽  
pp. 47
Author(s):  
Murat Taş ◽  
Elif Kiyici ◽  
Fatih Kiyici
Keyword(s):  
Motor Skills ◽  
Short Form ◽  
Fine Motor ◽  
Control Group ◽  
Fine Motor Skills ◽  
Testing Methods ◽  
Limb Coordination ◽  
Before And After ◽  
Package Program ◽  
Experimental Group

The aim of this study was to investigate the effect of skiing on the biomotoric characteristics of children with evaluating tests of girls between the ages of eight and 14 before and after the season. The experimental group of this study was 15 girls who had just started skiing and the control group of 30 girls. In total, 45 volunteers joined the study. To follow the development of the children in the study, the Bruininks biomotoric-Oseretsky proficiency testing of engines, Second Edition Short Form (BOT 2 brief) test: Fine Motor Precision, Fine Motor Integration, Manual Dexterity, Bilateral Coordination, Balance, Running Speed and Agility, Upper-Limb Coordination, and Strength was used and total scores were measured. All measurements observed changes in the first test by applying the latest testing methods. The Windows SPSS 17.0 statistical package program was used to analyze the data with Independent-Sample t-test to find the differences between the groups. Statistically meaningful levels resulted as p< 0.05 and p< 0.001. No meaningful differences were found in the comparison of the motoric features of the girls who ski and those who do not in their pre-test. A meaningful difference was found in fine motor skills, fine motor accord and total score after ski training. Ski training contributed to the fine motor skills, fine motor accord and total score of the girls.

Sign in / Sign up

Export Citation Format

Share Document