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Multidisciplinary assessment of children with developmental coordination disorder: using the ICF framework to inform

Pauline Watter1, Sylvia Rodger, Julie Marinac

  • 1Children's Research Unit, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, 4072, Australia. p.watter@uq.edu.au

Physical & Occupational Therapy in Pediatrics
|December 2, 2008
PubMed

Insights

Measures of motor, functional, and communication skills in children with developmental coordination disorder (DCD) offer varied insights. Caution is advised when using the Movement Assessment Battery for Children (M-ABC) for diagnosis in young children.

Area of Science:

  • Pediatric physiotherapy
  • Developmental psychology
  • Rehabilitation sciences

Background:

  • Developmental Coordination Disorder (DCD) affects motor skills in children.
  • Multidisciplinary assessments are crucial for understanding DCD's impact.
  • The International Classification of Functioning, Disability and Health (ICF) provides a framework for assessment.

Purpose of the Study:

  • To examine relationships between motor, functional, self-efficacy, and communication measures in young children with DCD.
  • To evaluate the fit of these measures within the ICF framework.
  • To highlight challenges faced by children with DCD from multiple disciplinary perspectives.

Main Methods:

  • Sixty children (40 males, 20 females; mean age 72.5 months) diagnosed with DCD were assessed.
  • A multidisciplinary team administered various measures of motor, functional, self-efficacy, and communication.
  • Data were analyzed within the International Classification of Functioning, Disability and Health (ICF) framework.

Main Results:

  • Each assessment measure offered a distinct perspective when viewed through the ICF.
  • The Movement Assessment Battery for Children (M-ABC) showed limitations for diagnosing young, referred children.
  • 25 out of 60 children scored above the 15th percentile on the M-ABC despite reported motor deficits.

Conclusions:

  • Multidisciplinary assessments provide a comprehensive view of challenges in children with DCD.
  • The M-ABC may not be sufficient for diagnosing DCD in all young, referred children.
  • Further research is needed on assessing participation levels in children with DCD.

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