Participation and needs of children with developmental coordination disorder at home and in the community: Perceptions of children and parents.
Parents and kids with DCD often disagree on what support is needed, so always ask the child first.
01Research in Context
What this study did
The team talked to the kids with developmental coordination disorder and their parents.
They asked each person what was hard about joining in at home and in the neighborhood.
Kids drew pictures and parents answered open questions so both voices could be heard.
What they found
Parents listed many supports they still wanted, like training or special gear.
Most kids said they did not need more help; they felt okay as is.
The two groups often named different trouble spots and fixes.
How this fits with other research
Amore et al. (2011) counted fewer out-of-school activities for kids with DCD and blamed low motor skills and extra weight.
Jasmin et al. (2018) agree those barriers exist, but add that children themselves may not see them as problems worth fixing.
Capio et al. (2013) showed adults with developmental disabilities also stay home and want more social fun; the parent–child split seen here may start young and linger.
Shikako-Dratsch et al. (2013) found that asking teens with CP about their favorite activities predicted joining better than muscle scores, echoing the need to question the child first.
Why it matters
Before you write goals, interview the child apart from the parent.
If the child says “I’m fine,” but the parent sees big gaps, teach self-advocacy instead of adding hours of therapy.
Use the child’s chosen activities as the reward, not the lesson, and participation usually rises.
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02At a glance
03Original abstract
BACKGROUND: The existing literature provides only a partial understanding of the viewpoints of elementary school-aged children with developmental coordination disorder (DCD) regarding their participation and needs. In order to plan and develop health and social services driven by a personalized approach, it is essential to further document their perceptions with those of their parents. AIMS: The aim of the study was to explore the participation and needs of school-aged children with DCD at home and in the community, as perceived by children and parents. METHODS: Participants were ten school-aged children with DCD, from 6 to 13 years old, and their parents, including one couple (n=11). Individual semi-structured interviews were conducted with each participant, except the couple who were interviewed together. RESULTS: Most children and all parents perceived some difficulties at home but few in the community. However, participation and needs varied for each child. Children rarely expressed the same expectations as their parents. While most children did not want more support, parents requested training on DCD. CONCLUSIONS: When planning health and social services for children with DCD, it is recommended to consult all stakeholders, including children, as well as offer indirect interventions, such as training and coaching for parents.
Research in developmental disabilities, 2018 · doi:10.1016/j.ridd.2017.12.011