Attention, Learning and Psychosocial Adjustment Problems in Children with Developmental Coordination Disorder
Date Issued
2006
Date
2006
Author(s)
Chuang, I-Ching
DOI
en-US
Abstract
Background and Purpose: Many children diagnosed with developmental coordination disorder (DCD) show problems with attention, learning and psychosocial adjustment. Much literature investigated the attention, learning and psychosocial adjustment issues of children with DCD, but most of them identified children with DCD through either one motor test or doctors’/teachers’ referral and one motor test. Although few studies used more than two tests for identification, they might use the clinical samples rather than community samples. Thus, the purpose was to use two-step procedure to identify children in the community and investigate the problems in attention, learning and psychosocial adjustment of the children with different degrees of DCD.
Methods: The first step was to screen children with motor impairments by the Developmental Coordination Disorder Questionnaire-Chinese version (DCDQ-C). The second step used two standardized movement tests, i.e., Movement Assessment Battery for Children (MABC) and Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) to identify the children with motor impairments. The parents of these children completed the Child behavior checklist- Chinese version (CBCL-C) and the Activity Level Rating Scale (ALRS). The children of the three groups received assessment of the Basic Reading and Writing Test Battery (BRWTB) by the examiner.
Results: Results revealed significant group differences on the Attention Problems subscale of the CBCL-C and the ALRS. Results revealed marginal and significant group effects on two subtests of the BRWTB, but no significant group effects on another subtests of the BRWTB. Children with motor impairments had more difficulties in psychosocial adjustment problems except the Somatic Complaints than the control group, but no significant differences existed on psychosocial adjustment problems between children with different severity of motor impairment.
Conclusion: In summary, the results of the study indicated that the non-referred children who were identified by standardized motor tests as DCD were like referred children who were reported to be often associated with problems in attention, learning and psychosocial adjustment. The results also indicated that non-referred children who were identified as suspect for DCD were at risk for problems in attention and psychosocial adjustment, but had no difficulties in basic reading and writing skills. Furthermore, the findings of the present study indicated that DCD had similar impacts on attention, learning and psychosocial adjustment of children with different severity of motor impairments. Thus, it is suggested that parents and teachers be aware of the behavior and psychosocial problems of their non-referred children with DCD, in addition to learning problems.
Subjects
發展協調障礙
注意力
學習問題
DCD
ADHD
Learning disability
Psychosocial adjustment
Type
text
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