Functional Performance of Children with Developmental Coordination Disorder at Home and School
Date Issued
2006
Date
2006
Author(s)
DOI
en-US
Abstract
Background and Purpose: Children with developmental coordination disorder (DCD) experience considerable restrictions in motor-based activity and it negatively influences the participation in daily living activities at home and school. Enabling the functional performance of children is the major goal of the clinicians and researchers who work with children presenting with DCD. Little research has been done in this area and most studies are qualitative studies in nature using interview with parents. Thus, the purpose of this study is to systematically investigate the functional performance of children with DCD in daily living activities with different degrees of motor coordination impairment in both home and school contexts.
Methods: Participants were recruited from eight public elementary schools of the larger Taipei area. Based on a two-step sampling procedure, 23 children were identified with DCD (11 males and 12 females) and 45 as suspected DCD (28 males and 17 females). Sixty-three children without motor problems served as controls participated in this study (39males and 24 females). Participants were aged between 6 years 3 months and 9 years 10 months. Parents were asked to fill out the personal subscale of daily living skills and subscales of motor skill domains of the Vineland Adaptive Behavior Scales (VABS), and classroom teachers were asked to fill out 9 subscales of the physical task session of Part III of the School Functional Assessment (SFA).
Results: MANCOVA revealed significant group differences on daily living skills as measured by the VABS and the SFA (ps <.05). Chi-square analyses revealed significant differences on the proportion of children in inadequate adaptive level of the personal living skills, gross motor and fine motor subscales of the VABS between the DCD, suspected DCD and control groups. Significant group differences were noted on the VABS gross motor and fine motor subscales between children with DCD and suspected for DCD. As to functional performance at school, results indicated significant differences in the proportion of children who scored lower than the cut-off score on all nine SFA subscales between the DCD and the control groups while significant group differences on seven out of nine SFA subscales was noted between the suspected DCD and the control groups . For DCD and suspected DCD groups, significant differences were noted on only two out of nine SFA subscales.
Conclusion: The study findings demonstrate the pervasive impact of DCD on children’s functional performance at both home and school in daily occupations. The results also indicate that all children with developmental movement problems, no matter what the degree or severity, are at risk for problems in school and daily life function.
Subjects
發展協調障礙
功能表現
developmental coordination disorder
functional performance
Type
text
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