Activities of daily living in children with developmental coordination disorder: performance, learning, and participation

Berdien Moraal-van der Linde, Jaap Netten, Bert Otten, Klaas Postema, Reint Geuze, Marina Schoemaker

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Background. Children with developmental coordination disorder (DCD) face evident motor difficulties in daily functioning. Little is known, however, about their difficulties in specific activities of daily living (ADL).
Objective. To (a) investigate differences between children with DCD and their typically developing peers, for ADL performance, learning, and participation, and (b) explore the predictive values of these aspects.
Design. Cross-sectional study.
Methods: Both in a clinical sample of children diagnosed with DCD (n=25, age range 5-8 years; 21 males) and typically developing peers (25 matched controls), parents completed the DCDDaily-Q. Differences in scores between the groups were investigated using T-tests for performance and participation, and Pearson’s Chi-square for learning. Multiple regression analyses were performed to explore the predictive values of performance, learning, and participation.
Results. Compared to peers, children with DCD showed poor performance of ADL (p≤.005 for all items), delays in learning of ADL p≤.002 for all items), and less frequent participation in some ADL (p=.001 for mean total scores, p≤.05 for 7 out of 23 items). Children with DCD demonstrated heterogeneous patterns of performance (poor in 10-80% of the items) and learning (delayed in 0-100% of the items). In the DCD group, delays in learning of ADL were a predictor for poor performance of ADL (p=.001), and poor performance of ADL was a predictor for less frequent participation in ADL compared to peers (p=.040).
Limitations. A limited number of children with DCD was addressed in this study.
Conclusions. This study highlights the impact of DCD on children’s daily lives and the need for tailored intervention.
Original languageEnglish
Number of pages32
JournalPhysical therapy
Volume95
DOIs
Publication statusPublished - 4 Jun 2015

Keywords

  • developmental coordination disorder
  • children
  • activities of daily living

Cite this

@article{b802b4480e1e4c6687bf9c8647f56fd6,
title = "Activities of daily living in children with developmental coordination disorder: performance, learning, and participation",
abstract = "Background. Children with developmental coordination disorder (DCD) face evident motor difficulties in daily functioning. Little is known, however, about their difficulties in specific activities of daily living (ADL). Objective. To (a) investigate differences between children with DCD and their typically developing peers, for ADL performance, learning, and participation, and (b) explore the predictive values of these aspects. Design. Cross-sectional study.Methods: Both in a clinical sample of children diagnosed with DCD (n=25, age range 5-8 years; 21 males) and typically developing peers (25 matched controls), parents completed the DCDDaily-Q. Differences in scores between the groups were investigated using T-tests for performance and participation, and Pearson’s Chi-square for learning. Multiple regression analyses were performed to explore the predictive values of performance, learning, and participation. Results. Compared to peers, children with DCD showed poor performance of ADL (p≤.005 for all items), delays in learning of ADL p≤.002 for all items), and less frequent participation in some ADL (p=.001 for mean total scores, p≤.05 for 7 out of 23 items). Children with DCD demonstrated heterogeneous patterns of performance (poor in 10-80{\%} of the items) and learning (delayed in 0-100{\%} of the items). In the DCD group, delays in learning of ADL were a predictor for poor performance of ADL (p=.001), and poor performance of ADL was a predictor for less frequent participation in ADL compared to peers (p=.040). Limitations. A limited number of children with DCD was addressed in this study.Conclusions. This study highlights the impact of DCD on children’s daily lives and the need for tailored intervention.",
keywords = "developmental coordination disorder, kinderen, dagelijkse activiteit, developmental coordination disorder, children, activities of daily living",
author = "{Moraal-van der Linde}, Berdien and Jaap Netten and Bert Otten and Klaas Postema and Reint Geuze and Marina Schoemaker",
year = "2015",
month = "6",
day = "4",
doi = "10.2522/ptj.20140211",
language = "English",
volume = "95",
journal = "Physical therapy",
issn = "0031-9023",
publisher = "American Physical Therapy Association",

}

Activities of daily living in children with developmental coordination disorder : performance, learning, and participation. / Moraal-van der Linde, Berdien; Netten, Jaap; Otten, Bert; Postema, Klaas; Geuze, Reint; Schoemaker, Marina.

In: Physical therapy, Vol. 95, 04.06.2015.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Activities of daily living in children with developmental coordination disorder

T2 - performance, learning, and participation

AU - Moraal-van der Linde, Berdien

AU - Netten, Jaap

AU - Otten, Bert

AU - Postema, Klaas

AU - Geuze, Reint

AU - Schoemaker, Marina

PY - 2015/6/4

Y1 - 2015/6/4

N2 - Background. Children with developmental coordination disorder (DCD) face evident motor difficulties in daily functioning. Little is known, however, about their difficulties in specific activities of daily living (ADL). Objective. To (a) investigate differences between children with DCD and their typically developing peers, for ADL performance, learning, and participation, and (b) explore the predictive values of these aspects. Design. Cross-sectional study.Methods: Both in a clinical sample of children diagnosed with DCD (n=25, age range 5-8 years; 21 males) and typically developing peers (25 matched controls), parents completed the DCDDaily-Q. Differences in scores between the groups were investigated using T-tests for performance and participation, and Pearson’s Chi-square for learning. Multiple regression analyses were performed to explore the predictive values of performance, learning, and participation. Results. Compared to peers, children with DCD showed poor performance of ADL (p≤.005 for all items), delays in learning of ADL p≤.002 for all items), and less frequent participation in some ADL (p=.001 for mean total scores, p≤.05 for 7 out of 23 items). Children with DCD demonstrated heterogeneous patterns of performance (poor in 10-80% of the items) and learning (delayed in 0-100% of the items). In the DCD group, delays in learning of ADL were a predictor for poor performance of ADL (p=.001), and poor performance of ADL was a predictor for less frequent participation in ADL compared to peers (p=.040). Limitations. A limited number of children with DCD was addressed in this study.Conclusions. This study highlights the impact of DCD on children’s daily lives and the need for tailored intervention.

AB - Background. Children with developmental coordination disorder (DCD) face evident motor difficulties in daily functioning. Little is known, however, about their difficulties in specific activities of daily living (ADL). Objective. To (a) investigate differences between children with DCD and their typically developing peers, for ADL performance, learning, and participation, and (b) explore the predictive values of these aspects. Design. Cross-sectional study.Methods: Both in a clinical sample of children diagnosed with DCD (n=25, age range 5-8 years; 21 males) and typically developing peers (25 matched controls), parents completed the DCDDaily-Q. Differences in scores between the groups were investigated using T-tests for performance and participation, and Pearson’s Chi-square for learning. Multiple regression analyses were performed to explore the predictive values of performance, learning, and participation. Results. Compared to peers, children with DCD showed poor performance of ADL (p≤.005 for all items), delays in learning of ADL p≤.002 for all items), and less frequent participation in some ADL (p=.001 for mean total scores, p≤.05 for 7 out of 23 items). Children with DCD demonstrated heterogeneous patterns of performance (poor in 10-80% of the items) and learning (delayed in 0-100% of the items). In the DCD group, delays in learning of ADL were a predictor for poor performance of ADL (p=.001), and poor performance of ADL was a predictor for less frequent participation in ADL compared to peers (p=.040). Limitations. A limited number of children with DCD was addressed in this study.Conclusions. This study highlights the impact of DCD on children’s daily lives and the need for tailored intervention.

KW - developmental coordination disorder

KW - kinderen

KW - dagelijkse activiteit

KW - developmental coordination disorder

KW - children

KW - activities of daily living

U2 - 10.2522/ptj.20140211

DO - 10.2522/ptj.20140211

M3 - Article

VL - 95

JO - Physical therapy

JF - Physical therapy

SN - 0031-9023

ER -