Social skills of kindergarten children with Global Developmental Delay (GDD), with and without Developmental Coordination Disorder (DCD)

Tal-Saban, Miri; Moshkovitz, Mali; Zaguri-Vittenberg, Shahar; Yochman, Aviva

doi:10.1016/j.ridd.2021.104105

Cited by 4 publications

(3 citation statements)

References 63 publications

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“…This assessment provides insight into the children’s challenges in performing ADLs, learning, and participation, as well as the interplay between these areas ( 62 , 63 ). Social skills are assessed using the Social Skills Improvement System Questionnaire ( 64 ), while psychosocial skills are evaluated through the Strengths and Difficulties Questionnaire ( 65 , 66 ). The SDQ is a psychosocial assessment that measures the strengths and weaknesses of children and adolescents aged 4–16 years in domains such as emotional symptoms, behavioral problems, hyperactivity/inattention, peer relationship problems, and pro-social behavior ( 65 ).…”

Section: Assessment Of Children With Dcdmentioning

confidence: 99%

Children with developmental coordination disorders: a review of approaches to assessment and intervention

Gao,

Song,

Zhong

et al. 2024

Front. Neurol.

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Developmental Coordination Disorder (DCD) is a neurodevelopmental disorder characterized by deficits in motor skills, with gross and fine motor dysfunction being the main symptom. This condition greatly impairs children’s daily life, learning, and social interaction. Symptoms typically appear during preschool or school age, and if left untreated, they can persist into adulthood. Thus, early assessment and intervention are crucial to improve the prognosis. This study aims to review the existing literature on DCD, providing a comprehensive overview of the assessment for children with DCD in terms of body functions and structures, activities and participation, and environmental factors within the framework of the International Classification of Functioning, Disability, and Health - Children and Youth (ICF-CY). Additionally, specific rehabilitation interventions will be described, offering valuable insights for the clinical assessment and intervention of children with DCD.

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Section: Assessment Of Children With Dcdmentioning

confidence: 99%

Children with developmental coordination disorders: a review of approaches to assessment and intervention

Gao,

Song,

Zhong

et al. 2024

Front. Neurol.

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“…A Portage early education program for children with GDD in China succeeded in increasing their developmental quotient scores in gross and fine motor skills, adaptability, language and social abilities (Liu et al, 2018). Another study focused specifically on the improvement of social skills in children with GDD with or without developmental co-ordination disorder (Tal-Saban et al, 2021). In sum, there are inadequate results from evidence-based approaches; the effectiveness of early childhood delay projects in low-income countries cannot be evaluated.…”

Section: Introductionmentioning

confidence: 99%

“…, 2018). Another study focused specifically on the improvement of social skills in children with GDD with or without developmental co-ordination disorder (Tal-Saban et al. , 2021).…”

Section: Introductionmentioning

confidence: 99%

An evaluation of the effectiveness of a therapeutic program for children with global developmental delay

Al-Yamani

Sulaiman

Al-Ansari

2023

AGJSR

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PurposeGlobal developmental delay (GDD) is highly prevalent among patients at child psychiatry clinics. However, preschool day treatment centers are currently scarce. As such, this study aimed to evaluate a program that was designed for children with GDD in order to improve their global skills and prepare them to join the school system.Design/methodology/approachThis study utilized an observation retrospective design with a comparative group sample and included all children aged between 3 and 6 years who participated in the program for at least one academic year (experimental group). Their GDD diagnoses were based on the DSM-5 criteria (Diagnostic and Statistical Manual of Mental Disorders). Children with similar diagnoses who were on the waiting list constituted the control group. Pre- and post-scoring of the Children’s Global Assessment Scale (CGAS) were conducted by the children’s teacher and blinded investigator for the experimental group, while the children’s mothers conducted the post-CGAS scoring for the control group.FindingsThe pre- and post-CGAS scores for the experimental group were 49.5 ± 12.8 and 58.3 ± 12.7 and 47.3 ± 17.3 and 66.6 ± 17.3 for the control group, respectively (p = 0.001). The children in the experimental group scored significantly better than the control group with respect to securing places in integrated, regular classes in the education system (p = 0.001).Research limitations/implicationsThis study had certain limitations. First, the number of children in the control group was relatively small. Second, the baseline skill levels of some of the children in the control group may have been lower than those of the children in the experimental group at the beginning of the evaluation; this may explain why they had been put on the waiting list. Third, the information was gathered retrospectively; this is a method that is known to have its own limitations.Practical implicationsThe clinical implications of the study are that the early identification and referral of GDD are key elements in the rehabilitation of these children and that early intervention programs are necessary for cases of moderate and severe GDD. Primary care physicians should follow up with GDD patients to ensure that referrals are being appropriately sought (Choo et al., 2019).Originality/valueThe program was effective in both increasing the general functioning skills of the children in the experimental group and preparing them to attend regular, integrated classes. The program should be expanded and made available to more children with GDD.

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Efficacy of early clinical interventions for children with global developmental delay

Li,

Tian,

Yuan

et al. 2024

International Journal of Neuroscience

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Social skills of kindergarten children with Global Developmental Delay (GDD), with and without Developmental Coordination Disorder (DCD)

Cited by 4 publications

References 63 publications

Children with developmental coordination disorders: a review of approaches to assessment and intervention

Children with developmental coordination disorders: a review of approaches to assessment and intervention

An evaluation of the effectiveness of a therapeutic program for children with global developmental delay

Efficacy of early clinical interventions for children with global developmental delay

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