ADHD and Comorbid Developmental Coordination Disorder: Implications and Recommendations for School Psychologists

Lange, Stephen M.

doi:10.1007/s40688-017-0122-5

Cited by 22 publications

(14 citation statements)

References 85 publications

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“…Fourth, the short‐form was less precise in identifying those children “at‐risk” of motor coordination difficulties compared to the long‐form; 16 of the 52 children classified as “at‐risk” by the long‐form were not detected using their short‐form scores; however, evaluation of adjusted cut‐off scores did not improve the overall practical utility of the test. These findings have important clinical and research implications for how the BOT‐2 may be used by occupational therapists within interdisciplinary teams of health‐care professionals working with ADHD populations, where screening for motor coordination difficulties is now recommended as a routine assessment (Lange, ).…”

Section: Discussionmentioning

confidence: 96%

“…For example, handwriting difficulties may continue to impact academic performance even after ADHD symptoms are managed (Chu & Reynolds, ). The high incidence of motor coordination difficulties in children with ADHD has justified recent recommendations that this population should be routinely assessed for motor coordination difficulties (Lange, ).…”

Section: Introductionmentioning

confidence: 99%

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Movement difficulties in children with ADHD: Comparing the long‐ and short‐form Bruininks–Oseretsky Test of Motor Proficiency—Second Edition (BOT‐2)

Mancini

Rudaizky

Howlett

et al. 2020

Aus Occup Therapy J

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Aims Up to 50% of children with attention deficit hyperactivity disorder (ADHD) also present with difficulties with motor proficiency. Several assessments of motor proficiency are available for occupational therapists, though the validity of these measures in an ADHD population requires further exploration. The aim of this paper was to evaluate the consistency of scores obtained using the long‐form and short‐form of the Bruininks–Oseretsky Test of Motor Proficiency—Second Edition (BOT‐2) in a school‐age ADHD sample. Method The BOT‐2 long‐form was administered to 84 school‐age children (78 males) with ADHD; short‐form scores were extracted from the relevant long‐form items. Results Long‐form and short‐form total scores were highly correlated (r = .87), though the average short‐form score was significantly higher. As a categorical measure, 52 children were classified as “at‐risk” for movement difficulties by the long‐form; but only 36 by the short‐form, yielding a false‐negative rate of 30.77%. The sensitivity of short‐form could be improved by raising the cut‐off thresholds of short‐form scores as identified by receiver operating characteristic curve analysis but did not yield practical utility. Interpretation As a continuous indicator (i.e. total scores), the short‐form is comparable to the long‐form. However, the short‐form overestimates the child's motor proficiency relative to the long‐form and yields an unacceptably high rate of false negatives as a categorical measure. The current revision of the short‐form is therefore not recommended as a screening nor diagnostic instrument in an ADHD population. In the absence of ADHD‐specific norms, use of the long‐form provides greater opportunity for occupational therapists to identify those at‐risk for movement difficulties. However, any assessment of motor proficiency should be accompanied by a broader comprehensive assessment to best understand a child's motor functioning.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Movement difficulties in children with ADHD: Comparing the long‐ and short‐form Bruininks–Oseretsky Test of Motor Proficiency—Second Edition (BOT‐2)

Mancini

Rudaizky

Howlett

et al. 2020

Aus Occup Therapy J

View full text Add to dashboard Cite

show abstract

“…Children with attention deficit and hyperactivity disorder (ADHD) often reveal fewer friendships, more difficulties in social interaction in a constructive way by developing intimidating behaviors towards others and less confidence in their ability to participate in the activities of their peers. They often experience depressive and anxiety disorders (Lange, 2018).…”

Section: Bullying Attention Deficit Hyperactivity Disorder (Adhd) Amentioning

confidence: 99%

“…If the victim suffers from ADHD, being under anxiety and fear makes it easier to distance oneself from learning and their inattention or dysfunctional behavior may become accentuated. On the other hand, the impulsiveness presented in ADHD can also be a factor that promotes behavior disorders in a classroom context and enables aggressive behavior towards colleagues (Lange, 2018).…”

Section: Bullying Attention Deficit Hyperactivity Disorder (Adhd) Amentioning

confidence: 99%

Bullying’s Negative Effect on Academic Achievement

Gomes

Martins

Farinha

et al. 2020

IJEP

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Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.

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“…(b) Studies carried out on patients suffering from cerebral lesions and developmental disorders: individuals having cerebral lesions in the primary motor area or in the primary cognitive area often reveal deficits in both types of skills (Diamond, 2000(Diamond, , 2007Rooijen et al, 2012). Likewise, many disorders exist in which motor problems are accompanied by learning difficulties or cognitive deficits, as is the case with the Developmental Coordination Disorder (DCD), Attention-Deficit and Hyperactivity Disorder (ADHD), or Autism Spectrum Disorder (ASD) (Blank, 2018;Lange, 2018;Scandurra et al, 2019). (c) Longitudinal studies carried out on normal populations: many longitudinal studies have found that the relationship between motor skills and cognitive development continues over the short, medium, and long term.…”

Section: Introductionmentioning

confidence: 99%

Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

2020

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Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only

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ADHD and Comorbid Developmental Coordination Disorder: Implications and Recommendations for School Psychologists

Cited by 22 publications

References 85 publications

Movement difficulties in children with ADHD: Comparing the long‐ and short‐form Bruininks–Oseretsky Test of Motor Proficiency—Second Edition (BOT‐2)

Movement difficulties in children with ADHD: Comparing the long‐ and short‐form Bruininks–Oseretsky Test of Motor Proficiency—Second Edition (BOT‐2)

Bullying’s Negative Effect on Academic Achievement

Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

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