Developmental Coordination Disorder and Most Prevalent Comorbidities: A Narrative Review

Lino, Federica; Chieffo, Daniela Pia Rosaria

doi:10.3390/children9071095

Cited by 23 publications

(13 citation statements)

References 89 publications

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“…This study also included children with dual diagnoses; therefore, further studies examining children with a sole diagnosis of DCD may be beneficial. However, it is important to note that DCD is commonly associated with other neurodevelopmental disorders (Lino and Chieffo, 2022). Despite these limitations, the findings suggest that further studies with more diverse services, addressing different needs and using other technologies, are needed.…”

Section: Discussionmentioning

confidence: 99%

Bringing therapy home: Exploring parents’ experiences of telehealth for children with developmental coordination disorder

Bourke

O’Connor

Boyle

et al. 2023

British Journal of Occupational Therapy

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Introduction: Developmental coordination disorder (DCD) significantly impacts a child’s motor skills and ability to learn and perform self-care and academic tasks. Telehealth is a rapidly emerging service delivery model, ensuring expanded access to services and continuity of care. Many benefits to the use of telehealth have been identified; yet, there is a dearth of published evidence available on the experiences of parents of children with DCD. Aim: The aim of this study was to explore parents’ experiences of implementing a telehealth motor skills programme for their child with DCD. Method: This study utilised a qualitative descriptive approach to best capture parents’ experiences of a telehealth programme. Data were collected through in-depth, semi-structured interviews with eight participants and analysed using thematic analysis. Measures to ensure the trustworthiness of the study were observed within the naturalistic paradigm comprising criteria of credibility, transferability, dependability and confirmability. Findings: This study uncovered three major themes: (1) Parents in the dark, (2) telehealth in the family and (3) telehealth: what success looks like. Ten further subthemes highlighted the factors for success and parents’ considerations for future service delivery. Conclusion: Challenges for parents in accessing traditional occupational therapy services present an opportunity to explore alternative means of delivery such as telehealth. Parents, however, are clear in their preference for a blended approach for future services.

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Section: Discussionmentioning

confidence: 99%

Bringing therapy home: Exploring parents’ experiences of telehealth for children with developmental coordination disorder

Bourke

O’Connor

Boyle

et al. 2023

British Journal of Occupational Therapy

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“…Furthermore, given the robust literature examining the relation between ADHD and school functioning, the findings that fine and gross motor competence uniquely predict academic performance above ADHD-risk status have important clinical implications. Beyond experiencing high comorbidity rates with language disorders, dyslexia, and dysgraphia, children with DCD often experience decreased self-esteem, show reduced participation in play groups, and demonstrate higher levels of emotional disorders (Lino & Chieffo, 2022). Therefore, for children experiencing academic impairment, it could be beneficial to examine motor competence in addition to other typical assessments for learning or psychological disorders to gain a more comprehensive view of the child’s functioning.…”

Section: Discussionmentioning

confidence: 99%

Associations of ADHD-Risk and Motor Competence With School Functioning

Scott,

Shoulberg,

Dennis

et al. 2023

J Atten Disord

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Objectives: This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF). Methods: Participants included early elementary school children ( N = 202, Mage = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used. Results: A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior. Conclusion: Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school.

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“…Research has shown that neurodevelopmental disorders, such as specific learning disorder (SLD), developmental coordination disorder (DCD), and attention deficit hyperactivity disorder (ADHD) co-occur frequently [ 1 ]. Specific learning disorder (SLD) is considered by the DSM-5 [ 2 ] and is a clinical neurodevelopmental disorder that hinders a child’s ability to learn or use specific academic skills.…”

Section: Introductionmentioning

confidence: 99%

“…Emerging evidence suggests that apart from poor academic functioning, many children with SLD also have motor problems [ 4 , 5 ]. Learning disorders affect 2–10 percent of the school-age population worldwide [ 1 ]. Importantly, among children who present with SLD, there is frequent co-occurrence of other neurodevelopmental disorders such as developmental coordination disorder (DCD) [ 6 ] and attention deficit hyperactivity disorder (ADHD) [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

“…It has previously been suggested that at least 50 percent of children with learning difficulties have a co-morbid or co-occurring motor coordination disorder [ 1 ]. Although it is known that children with SLD present with motor problems, the severity and extent of motor problems and the impact of these motor problems on various areas, are less well understood [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

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Efficacy of a Task-Oriented Intervention for Children with a Dual Diagnosis of Specific Learning Disabilities and Developmental Coordination Disorder: A Pilot Study

et al. 2023

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Background: Task-oriented approaches are recommended for children with developmental coordination disorder (DCD) to address deficits in motor performance and reduce activity limitations. Although this approach is used in several settings, the efficacy of these approaches in children with in dual-diagnosis of specific learning disabilities (SLD) and DCD is less widely known. This study aims to determine the effect of a group-based intervention based on neuromotor task training (NTT) principles on the motor performance of children aged 6–10 years with SLD/DCD. Methods: A pre-post-test controlled study design was conducted in children with a primary diagnosis of specific learning disabilities (SLD). DCD status was confirmed based on clinical assessment. Children scoring ≤16th percentile on the Motor Assessment Battery for Children 2nd Edition (MABC-2), who also presented with a functional motor problem, according to the MABC checklist were considered as having DCD. Children were allocated to the NTT intervention group based on teachers’ perceived notion of need and received two 45–60 min training sessions per week for nine weeks. Children allocated to the usual care (UC) group, received their planned occupational therapy and physical education. The MABC-2 was used to assess changes in motor performance. Outcome and Results: Our numbers confirm that it is crucial to identify the presence of motor coordination difficulties in children who have been diagnosed with SLD. A task-oriented training program based on NTT principles, presented in small groups, has a positive effect on the motor performance in learners with neurodevelopmental disorders and this effect was larger than in the usual care group. Conclusion and Implications: Although using a small group format in children with multiple neurodevelopmental disorders may be challenging for the therapists, it may be a way of delivering services to children in schools for special education. What this paper adds: Children with DCD plus LSD show improvement in their motor skills by performing group-based NTT in the school environment. Group-based NTT shows a significant improvement in the TSS score of the MABC-2 compared to usual care. Children with DCD plus SLD show equal effect sizes after NTT intervention as DCD without SLD.

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Developmental Coordination Disorder and Most Prevalent Comorbidities: A Narrative Review

Cited by 23 publications

References 89 publications

Bringing therapy home: Exploring parents’ experiences of telehealth for children with developmental coordination disorder

Bringing therapy home: Exploring parents’ experiences of telehealth for children with developmental coordination disorder

Associations of ADHD-Risk and Motor Competence With School Functioning

Efficacy of a Task-Oriented Intervention for Children with a Dual Diagnosis of Specific Learning Disabilities and Developmental Coordination Disorder: A Pilot Study

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