Stability and change in children with Developmental Coordination Disorder.
1School of Education, University of Leeds, Leeds, UK.
Child: Care, Health and Development
|August 30, 2007
Summary
Children with Developmental Coordination Disorder (DCD) showed varied progress after intervention, with some improving significantly and others displaying fluctuating or persistent difficulties. This highlights the heterogeneous nature of DCD and the impact of life events on development.
Area of Science:
- Pediatrics
- Developmental Psychology
- Occupational Therapy
Background:
- Developmental Coordination Disorder (DCD) affects 5% of children, presenting as significant motor skill impairments.
- Current provision through pediatric services is limited by professional resources.
- Children with DCD are a heterogeneous group requiring tailored support.
Purpose of the Study:
- To investigate the longitudinal progression of children with DCD.
- To assess the impact of parent and teacher-led intervention on motor skills and overall development.
- To explore the varying profiles and influencing factors in children with DCD.
Main Methods:
- A 4-year longitudinal study of 31 children (aged 7-9) initially diagnosed with DCD.
- Intervention involved 16 weeks of parent and teacher-led activities.
- Children were assessed pre-, during, and post-intervention, with 26 monitored for motor skills, educational progress, and self-concept.
Main Results:
- 14 of 26 children showed sustained improvement and no longer met DCD criteria post-intervention.
- 8 children exhibited variable profiles, fluctuating in and out of DCD classification.
- 4 children consistently struggled with motor skills and required ongoing academic support.
Conclusions:
- Children with DCD demonstrate diverse developmental trajectories.
- Individual profiles are influenced by life events, supporting an ecological model of development.
- Understanding these variations is crucial for effective, individualized support strategies.
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