Participation of children with developmental coordination disorder

•Children with DCD participate less than peers in home, school, & community settings.•While poor motor function predicts low participation of children with DCD, environmental factors also play an important role.•Parents report less environmental support for their children with DCD to participate...

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Bibliographic Details
Published in:Research in developmental disabilities 2019-01, Vol.84, p.75-84
Main Authors: Izadi-Najafabadi, Sara, Ryan, Nikki, Ghafooripoor, Gelareh, Gill, Kamaldeep, Zwicker, Jill G.
Format: Article
Language:English
Subjects:
Child
Child, Preschool
Community
Community Participation
Cross-Sectional Studies
Developmental coordination disorder
Environment
Female
Home
Humans
Male
Motor Skills Disorders
Parents
Participation
School
Schools
Social Participation
Surveys and Questionnaires
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Summary:•Children with DCD participate less than peers in home, school, & community settings.•While poor motor function predicts low participation of children with DCD, environmental factors also play an important role.•Parents report less environmental support for their children with DCD to participate.•Intervention needs to address environmental barriers to improve participation. Children with developmental coordination disorder (DCD) participate less frequently and in less diverse activities compared to typically-developing children. Participation restrictions have been attributed to poor motor skills, but no studies have examined the influence of the environment on participation of children with DCD. This study examined participation in children with DCD at home, school and in the community, considering both personal and environmental factors. Eighty-one parents of 4- to 12-year-old children with DCD (M = 8.3, SD = 2.1) completed the Participation and Environment Measure-Child and Youth (PEM-CY). Our data were compared to previously published data on typically-developing children. Children with DCD participated less frequently than typically-developing children in school and community settings and had less overall environmental support in all three settings. Regarding improvement in participation, children with DCD would benefit from motor interventions that also focus on modification of the environment to support their participation in home, school, and community settings.
ISSN:0891-4222
1873-3379
DOI:10.1016/j.ridd.2018.05.011