Participation Patterns of School-Aged Children with and without DCD

Autor/inn/en	Jarus, Tal; Lourie-Gelberg, Yael; Engel-Yeger, Batya; Bart, Orit
Titel	Participation Patterns of School-Aged Children with and without DCD
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 4, S.1323-1331 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.01.033
Schlagwörter	After School Programs; Psychomotor Skills; Participation; Developmental Disabilities; Physical Disabilities; Correlation; Leisure Time; Young Children; Beery Developmental Test of Visual Motor Integration + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Psychomotorische Aktivität; Teilnahme; Entwicklungsstörung; Physical handicap; Körperbehinderung; Korrelation; Freizeit; Frühe Kindheit
Abstract	Participation is recognized as a key to one's health and well-being and is considered to be a vital part of the development of children and youth. The purpose of this study was to examine the participation patterns of children with and without Developmental Coordination Disorder (DCD) in their out-of-school-time (OST) activities, and to see whether there is a relationship between the children's motor abilities and their choices and participation. Methods: 50 children (5-7 years old), 25 who met diagnostic criteria of DCD and 25 without DCD, completed the Children Assessment of Participation and Enjoyment (CAPE) and were administered the Motor Assessment Battery for Children (MABC) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI). Results: A relationship was found between participation patterns and motor ability. Children with DCD had limited participation diversity in which they participated less frequently, and chose activities that were quieter and more socially isolated compared to children without DCD; there were no differences in their levels of enjoyment. Conclusions: The present study emphasizes the importance of looking at the children's participation from a broad perspective, and the many difficulties children with DCD experience in OST participation. Future studies might consider other factors (e.g., environment) while examining participation among children with DCD. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10