Mathematical problems in children with developmental coordination disorder

Pieters, Stefanie; Desoete, Annemie; Waelvelde, Hilde Van; Vanderswalmen, Ruth; Roeyers, Herbert

doi:10.1016/j.ridd.2012.02.007

Cited by 53 publications

(44 citation statements)

References 37 publications

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“…In addition, performance in physical education classes or gym may also be difficult and maintaining good sitting posture at a desk in class may be challenge [51]. Children with DCD are also reported to have problems with subjects such as mathematics [52], reading and spelling [3] which may compromise their academic progression. However, many children with DCD are capable of performing well at school if their specific needs are accommodated [53].…”

Section: Major Life Areas-educationmentioning

confidence: 99%

“…Currently, the reported impairments in cardiorespiratory and muscle functions seen in DCD are considered to be secondary to poor motor control, reduced participation in physical activity and decreased levels of self-confidence [52,92]. This combination of factors may set off a chain of events involving avoidance of physical activity, leading to further reductions in cardiorespiratory fitness and muscle weaknesses and increases in weight.…”

Section: Activity Limitations and Participation Restrictions←→ Impairmentioning

confidence: 99%

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Using the ICF Framework to Explore the Multiple Interacting Factors Associated with Developmental Coordination Disorder

Ferguson

Jelsma

Versfeld

et al. 2014

Curr Dev Disord Rep

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Developmental Coordination Disorder (DCD) is classified as a heterogeneous disorder of motor learning and functioning. The purpose of this paper is to critically analyse the current knowledge of DCD using the International Classification of Functioning and Disability Framework (ICF) model of disability. Since DCD is diagnosed on the basis of functional problems, we discuss the relationships between known activity limitations and participation restrictions, impairments of body structure and function, and contextual factors associated with these functional limitations. We conclude that the manifestation of both the primary and secondary problems seen in DCD are dependent on the integrity, capacity and adaptability of cognitive and neuromotor structures. We assert that personal and environmental factors either facilitate or restrict skill acquisition and learning. Understanding the interaction between individual and contextual factors is, thus, fundamental to designing interventions that address primary functional problems and ameliorate the development of health and psychosocial impairments in DCD.

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Section: Major Life Areas-educationmentioning

confidence: 99%

Section: Activity Limitations and Participation Restrictions←→ Impairmentioning

confidence: 99%

Using the ICF Framework to Explore the Multiple Interacting Factors Associated with Developmental Coordination Disorder

Ferguson

Jelsma

Versfeld

et al. 2014

Curr Dev Disord Rep

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“…The poor perceptions of movement and the lack of planning prevent those children from acquiring more complex motor skills (Brown-Lum & Zwicker, 2015;Zwicker, Missiuna, Harris, & Boyd, 2012). The weak motor scores are related with poor achievement in reading, writing, and mathematics tasks (Alloway, 2007;Asonitou, Koutsouki, Kourtessis, & Charitou, 2012;Gomez, Piazza, & Jobert, 2015;Pieters, Desoete, Van Waelvelde, Vanderswalmen, & Roeyers, 2012) and with deficits in essential cognitive functions, such as inhibition control, working memory, and planning (Houwen, van der Veer, Visser, & Cantell, 2017) in children with DCD (Bernardi, Leonard, Hill, Botting, & Henry, 2017;Leonard, Bernardi, Hill, & Henry, 2015a) and at-risk of DCD (Alesi, Pecoraro, & Pepi, 2019;Houwen et al, 2017).…”

mentioning

confidence: 99%

Executive function in children with and without developmental coordination disorder: A comparative study

Sartori

Valentini

Fonseca

2020

Child

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Background Children with motor impairments also show poor performance in some executive functions' components. However, there is no consensus on which specific executive subdomain is more impacted. Aim The objective of this study was to compare executive functions in children with developmental coordination disorder (DCD), at risk for DCD (r‐DCD), and in typically developing (TD) children. Methods and Procedures A sample of 397 children was assessed using the MABC‐2. Two groups of children were identified; DCD (n = 63) and at r‐DCD (n = 31). A third matched group of children with TD (n = 63) was formed. The MABC‐2 checklist and the WASI tests were used as screening tools. Measures of executive function including verbal and nonverbal tasks for working memory, inhibitory control, and cognitive flexibility were tested. Multivariate analysis of variance followed by analyses of variance and Bonferroni tests were used to verify group effects on executive functions. Results A significant group effects were found for Working Memory, Λ = .78, F(4, 360) = 10.12, p ≤ .001, ηp2 = .12; Inhibitory Control, Λ = .59, F(16, 294) = 5.48, p ≤ .001, ηp2 = .23; and Cognitive Flexibility and Inhibitory Control, Λ = .60, F(22, 288) = 3.74, p ≤ .001, ηp2 = .22, with moderate effect sizes. The DCD group showed lower scores compared with the TD group on the visuospatial and verbal working memory; inhibitory control and in tasks of cognitive flexibility; the r‐DCD group showed lower scores compared with the TD group for visuospatial working memory and for cognitive flexibility. Conclusions and Implications Poor performance in several measures of executive functions in children with DCD emphasized the need of motor/executive task‐specific interventions. Furthermore, children at r‐DCD showed low scores in several executive functions; therefore, preventive services should also be provided for this subclinical group.

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“…The fact is that DCD prevalence is where boys are riskier than girls, the results is 5% of the population [11], [12], [13]. DCD is often a diagnosis along with other disorders such as Attention Deficit Hyperactivity Disorder (ADHD), or Autistic Spectrum Disorder [14], [15]. The need for physical activity to optimize the motor work of DCD child is very important, considering long term for DCD child.…”

Section: Literature Reviewmentioning

confidence: 99%

“…If DCD children generally have difficulty in controlling their motor sensory (as described previously) then there are some other difficulties experienced by DCD children. Recent research describes that one of difficulties experienced by DCD children is the difficulty of understanding the mathematical concept [14], [15], [16]. Most of DCD children have problems with mathematics (procedural addition and reduction operations) involving fine motor.…”

Section: Literature Reviewmentioning

confidence: 99%

Numeral Circuit, Physical Activity for Introducting Numeral Symbol to Developmental Coordination Disorder Children

Ningsih¹,

Suyanto²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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Developmental Coordination Disorder (DCD) is the disorders that is related to motor motion, so it has influence on academic process and children's daily activity. Children of DCD gets difficulty to follow physical activity and it has impact of unable in learning. Numeral circuit is the development of circuit game model. This research aims to know the impact of numeral circuit game for children of DCD designed with adding numbers in each number post for preschool children experiencing the difficulty in differentiating numeral symbol. 15 children participate on this research. This research method is quantitative analysis (pre and posttest) states that numeral circuit including physical activity rise significantly t = 0,385 on the physical activity and t = 0, 233 on number sense.

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Mathematical problems in children with developmental coordination disorder

Cited by 53 publications

References 37 publications

Using the ICF Framework to Explore the Multiple Interacting Factors Associated with Developmental Coordination Disorder

Using the ICF Framework to Explore the Multiple Interacting Factors Associated with Developmental Coordination Disorder

Executive function in children with and without developmental coordination disorder: A comparative study

Numeral Circuit, Physical Activity for Introducting Numeral Symbol to Developmental Coordination Disorder Children

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