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The association between developmental coordination disorder and other developmental traits.
Raghu Lingam1, Jean Golding, Marian J Jongmans
1Centre for Child and Adolescent Health, Department of Community-Based Medicine, University of Bristol, Bristol BS6 6JS, United Kingdom. raghu.lingam@bristol.ac.uk
Pediatrics
|October 20, 2010
Summary
Children with probable developmental coordination disorder (DCD) face higher risks of attention, social, reading, and spelling difficulties. Early screening and intervention are crucial for these associated challenges.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
- Educational Psychology
Background:
- Developmental Coordination Disorder (DCD) affects motor skills and can co-occur with other developmental issues.
- Understanding these co-occurring difficulties is vital for comprehensive support.
Purpose of the Study:
- To investigate the associations between probable DCD and attention, language, social skills, and academic abilities.
- To identify the prevalence of these co-occurring difficulties in a large population-based cohort.
Main Methods:
- Analysis of data from 6902 children in the Avon Longitudinal Study of Parents and Children (ALSPAC).
- Probable DCD defined by motor coordination below the 15th centile with functional impairment.
- Standardized tests assessed attention, language, social skills, and academic ability between ages 7.5 and 9 years.
Main Results:
- 5.0% of children met criteria for probable DCD.
- Probable DCD was significantly associated with attention difficulties (OR: 1.94).
- Associated difficulties included impaired nonword repetition (OR: 1.83), social communication (OR: 1.87), reading (OR: 3.35), and spelling (OR: 2.81).
Conclusions:
- Children with probable DCD have an increased risk of attention, social, reading, and spelling impairments.
- These associated difficulties warrant screening during DCD assessments.
- Interventions for DCD should consider and address these co-occurring challenges.
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