Developmental coordination disorder in children enrolled in part time and full time Public Schools
DOI:
https://doi.org/10.7322/jhgd.v30.9959Keywords:
Children, Motor development, Motor difficulty, Full-Time SchoolAbstract
Introduction: Children with Developmental Coordination Disorder (DCD) are characterized by low motor proficiency unrelated to neurological disorders or severe intellectual impairment, which results in difficulties to perform tasks of daily living.
Objective: This study investigated the prevalence of potential DCD in children with a mean age of 8.1 ± 0.35 years in part-time and full-time public schools.
Methods: The sample consisted of 159 children, both sexes, being 48.4% of partial time and 51.6% from full time school. Movement Assessment Battery for Children, Second Edition (MABC-2) was used to assess aiming and catching skills, manual dexterity, and static and dynamic balance. Children were classified into: typical motor development, risk for DCD or potential DCD. For data analysis we used the Kolgomorov- Smirnov test. For comparisons of variables, the Mann Whitney U Test and analysis of variance were used to identify which skills evidenced the best levels of motor proficiency among the children.
Results: The results indicated that 2.5% of full-time school children were diagnosed with potential DCD and no occurrence among part-time school children, but with no statistically significant differences comparing skills according to daily school hours.
Conclusion: The sum of the prevalence of children at risk and potential DCD (18.3%) reports a concern, indicating a need for early motor development assessments to establish interventions to reverse or minimize motor deficit.
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