Participation of children with developmental coordination disorder.
Kids with DCD join in less and get fewer supports—so add environmental tweaks to every motor plan.
01Research in Context
What this study did
Izadi-Najafabadi et al. (2019) watched kids with developmental coordination disorder (DCD) at home, school, and in the community.
They compared how often these kids joined in and what supports they got versus typically-developing peers.
The design was case-control: one group had DCD, the other did not.
What they found
Kids with DCD took part in activities less often.
They also had fewer environmental supports like adapted tools, visual cues, or peer help.
The gaps showed up in all three settings—home, school, and community.
How this fits with other research
Jarus et al. (2011) saw the same pattern earlier, but only for after-school activities. Sara et al. widen the lens to home and school, proving the gap is everywhere.
Peng et al. (2026) show exercise programs give large motor gains. Pairing those programs with the environmental tweaks Sara et al. suggest could turn skill gains into real-world participation.
Khairati et al. (2024) let teens speak: they describe daily hassles beyond motor skills. Together, the papers say participation needs social and emotional supports too, not just better movement.
Why it matters
When you write a plan for a child with DCD, add accommodations right next to motor goals. Think grip-friendly crayons, picture schedules, or a buddy system at recess. These low-cost changes can convert hard-won motor gains into actual play, chores, and friendships.
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Join Free →Pick one daily activity the child avoids and add a single support—like a peer partner or adapted tool—then track participation for a week.
02At a glance
03Original abstract
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.
Research in developmental disabilities, 2019 · doi:10.1016/j.ridd.2018.05.011