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Related Experiment Videos

Intervention approaches and children with developmental coordination disorder.

D A Sugden1, M E Chambers

  • 1School of Education, University of Leeds, UK. D.A.Sugden@education.leeds.ac.uk

Pediatric Rehabilitation
|February 27, 1999
PubMed
Summary

Children with Developmental Coordination Disorder (DCD) struggle with motor skills affecting school success. Interventions, whether process-oriented or task-focused, show similar benefits, suggesting tailored learning is key.

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Area of Science:

  • Pediatrics
  • Developmental Psychology
  • Occupational Therapy

Background:

  • Developmental Coordination Disorder (DCD) significantly impairs children's functional motor skills, impacting school achievement, behavior, and self-esteem.
  • Without intervention, DCD-related motor deficits often persist and worsen over time.
  • Limited controlled studies exist on effective interventions for DCD outside clinical settings.

Purpose of the Study:

  • To evaluate the effectiveness of two distinct intervention approaches for children with DCD.
  • To compare process-oriented versus functional task-oriented interventions for DCD.
  • To identify underlying principles contributing to intervention success in DCD.

Main Methods:

  • Review of controlled empirical investigations focusing on DCD interventions.

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  • Categorization of interventions into process-based (e.g., kinesthesis) and functional task-based approaches.
  • Analysis of study outcomes comparing intervention groups to control groups.

    • Main Results:

    • Both process-oriented and functional task-oriented interventions demonstrated significant improvements compared to control groups.
    • No significant differences were found between the two types of intervention approaches.
    • Effectiveness may stem from general learning principles like accurate assessment and individualized activity planning.

    Conclusions:

    • Interventions for DCD are effective, but the specific approach (process vs. task) may not be critical.
    • General learning principles, including individualized assessment and tailored activities, likely drive positive outcomes.
    • Collaboration with non-specialists (teachers, parents) is recommended for managing DCD, except in severe cases.