Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Tien-Ni; Tseng, Mei-Hui; Wilson, Brenda N.; Hu, Fu-Chang |
|---|---|
| Titel | Functional Performance of Children with Developmental Coordination Disorder at Home and at School |
| Quelle | In: Developmental Medicine & Child Neurology, 51 (2009) 10, S.817-825 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0012-1622 |
| DOI | 10.1111/j.1469-8749.2009.03271.x |
| Schlagwörter | Grade 1; Motor Development; Daily Living Skills; Physical Disabilities; Children; Developmental Disabilities; Grade 2; Grade 3; Elementary School Students; Foreign Countries; Comparative Analysis; China; Bruininks Oseretsky Test of Motor Proficiency; Vineland Adaptive Behavior Scales |
| Abstract | This study investigated the functional performance of daily activities at home and at school in a population-based sample of children with different degrees of motor coordination impairment and competence. Sixteen children (seven males, nine females; mean age 8y, SD 9mo) with developmental coordination disorder (DCD), 25 with suspected DCD ([sDCD] 17 males, eight females; mean age 7y 6mo, SD 8mo), and 63 children without motor problems (39 males, 24 females; mean age 7y 9mo, SD 7mo) were recruited from public schools (Grades 1-3, age 6y 4mo-9y 10mo) using the Chinese version of the Developmental Coordination Disorder Questionnaire, the Movement Assessment Battery for Children, and the Bruininks-Oseretsky Test of Motor Proficiency. Functional performance was assessed using the Chinese versions of the Vineland Adaptive Behavior Scales and the School Function Assessment-Chinese version. The functional performance of children with DCD and sDCD was statistically significantly lower than those without DCD (p's less than 0.05). x[superscript 2] and logistic regression analyses showed significant differences among all groups in the proportion of children scoring at the 'inadequate' adaptive level of home performance (p's less than 0.05). There were also significant differences among the groups in the proportion of children scoring below the cut-off in school performance (p's less than 0.05). The findings show the pervasive impact of DCD on children's functional performance in daily activities at home and at school. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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