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Tarefas motoras nas quais crianças com desordem coordenativa desenvolvimental diferem de crianças com desenvolvimento típico
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Introduction: Children with coordination difficulties in daily activities and motor and delays are identified as having Developmental Coordination Disorder. Objectives: The aims of the present study were to investigate manual dexterity, ball skills, and balance in students with typical development, Developmental Coordination Disorder, and risk of Developmental Coordination Disorder and to compare students’ motor performance by tasks and gender. Patients and Methods: The study sample included 32 boys and 12 girls. In order to evaluate the participants’ performance, we used the Movement Assessment Battery for Children – Second Edition. Data were analyzed using Kruskal-Wallis and Mann-Whitney statistical tests. Results:We found the following. (1) From the study population, we identified 18% of children with Developmental Coordination Disorder and 11% at risk for the disorder. (2) We confirm a higher prevalence of the disorder in boys. (3) Children with Developmental Coordination Disorder and at risk showed lower performance in manual dexterity, ball skills, and dynamic balance comparing to with typically develop children. (4) Girls with Developmental Coordination Disorder showed superior performance in static equilibrium compared to the boys with the disorder.
Conclusion: The lack of motor activity and appropriate opportunities to developing motor skills is the possible underlying factors behind the observed delays. Identifying the children with the disorder is essential to provide compensatory interventions to minimize the difficulties faced by those children.
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... A identificação da DCD foi primeiramente evidenciada em pesquisas internacionais, as quais verificaram a dificuldade motora associada à obesidade (WAGNER et al., 2011); problemas de linguagem e comportamento emocional (KING-DOWLING et al., 2015) e déficit de atenção (MISSIUNA et al., 2014). No Brasil, as pesquisas sobre DCD são recentes e têm se voltado à verificação da prevalência da desordem motora (SANTOS; VIEIRAVALENTINI et al., 2012;GUERRA, et al., 2014); intervenções para melhora das habilidades motoras (SILVA et al., 2011;SILVA et al., 2013;BELTRAME et al., 2016); associação com estado nutricional (MIRANDA;CARDOSO, 2011;CONTREIRA et al., 2013;SANTOS, et al., 2015); identificação do estilo de vida com escolares com DCD (CONTREIRA et al., 2012) e dificuldades de aprendizagem (SILVA et al., 2011). Apesar das diversas investigações nacionais apresentadas sobre as avaliações de desordens motoras, até a extensão do que foi possível pesquisar não foram encontrados estudos investigando as avaliações em conjunto de desordens motoras e cognitivas na primeira infância, uma vez que estas investigações se concentram no contexto de pesquisas internacionais (ROEBERS et al., 2014), sendo esta a proposta do presente estudo. ...
... Isso pode ocorrer devido à heterogeneidade da desordem, uma vez que as crianças com DCD podem apresentar dificuldades em algumas habilidades motoras (por exemplo, a destreza manual) ou em todas as habilidades motoras (equilíbrio, habilidades com bola, destreza manual (MISSIUNA, 2003). Ao comparar as habilidades do MABC-2 em relação à classificação motora das crianças, constatou-se que as crianças com desenvolvimento típico apresentaram desempenho superior nas habilidades (manual, lançar e receber e equilíbrio) em relação às crianças com risco DCD e provável DCD.Guerra et al. (2014)encontraram resultados semelhantes em seu estudo, em que crianças com DT apresentaram melhor desempenho na destreza manual, lançar e receber e equilíbrio.Valentini et al. (2012)também investigaram crianças de quatro a 12 anos, e encontraram que as crianças classificadas com desempenho típico apresentaram melhor desempenho nas tarefas de equilíbrio e lançar e receber. Tal resultado é esperado, visto que crianças com DCD têm dificuldades nos movimentos, prejuízos na percepção visuo-espacial e sinestésica, e frequentemente, apresentam dificuldades no controle postural e na manutenção do equilíbrio (ASSONITOU et al., 2012;VALENTINI et al., 2012). ...
Objetivou-se analisar o desempenho motor e a maturidade cognitiva de pré-escolares de Maringá (PR) em função da idade. Participaram 89 crianças com 04 e 05 anos, matriculados regularmente em Centros de Educação infantil (CMEI) do município de Maringá (PR). Os instrumentos foram a Bateria de Avaliação do Movimento para Crianças (MABC-2) e a Escala de Maturidade Mental Colúmbia. Para análise dos dados foram utilizados os testes de Friedman, “U” de Mann Whitney e coeficiente de correlação de Spearman, adotando-se p
... This information may be related to the cultural context. In Brazil, for example, it is common for girls to be encouraged to play with calmer games, with smaller objects that demand more manual dexterity and visual-motor integration (Guerra et al., 2014), while boys are encouraged to play running, jumping, climbing, playing ball, which demands more gross motor skills (Coutinho et al., 2011), favoring the development of these motor skills. ...
This study aimed to examine the visual-motor integration and manual dexterity skills in children with Developmental Coordination Disorder (DCD). A cross-sectional descriptive study of 22 children aged 7 to 11 years old with DCD, assessed with the Brazilian version of the Developmental Coordination Disorder Questionnaire (DCDQ-Brazil), Movement Assessment Battery for Children Second Edition (MABC-2) and Beery-Buktenica Developmental Test of Visual-Motor Integration Sixth Edition (VMI). Four girls and 18 boys participated. Considering the 25th percentile in VMI as the cutoff point, 12 children presented a below-average performance in the visual-motor integration domain, 13 in the visual domain, and 19 in the motor coordination domain. We observed a statistically significant correlation between the motor dexterity and the total MABC-2 percentiles, but not between the MABC-2 percentiles and the different domains evaluated with the VMI. The results suggest that the combined use of tests for better assessment of children with DCD is needed and important to detect their real difficulties in both visuomotor integration and manual dexterity and their implications on the performance of children's daily activities.
The influence of a 9-week instructional program on locomotor and object control skill development of preschoolers who are at risk of developmental delay was investigated. The motor skill instruction group (n = 33) received 18, 35-min lessons; the comparison group (n = 30) received the regular prekindergarten program. Pre and posttest scores on the locomotor and object control subscales of the Test of Gross Motor Development (Ulrich, 1985) were obtained. A Group by Gender MANOVA with repeated measures yielded a significant Group by Time interaction. The intervention group performed significantly better than the comparison group from pre to posttest for both locomotor and object control skills. Additionally, this group had significantly higher posttest scores than the comparison group.
Children who master fundamental movement skills (FMS) are more likely to engage in healthy physical activity during childhood and adolescence. This study compared the fundamental motor status of Brazilian boys and girls, 3–10 years of age. Participants were assessed using the Test of Gross Motor Development-2. Boys displayed superior scores for object control (OC) and locomotor (LOC) composite skill values. The result for OC skills supports previous studies; however, the finding for LOC skills differs from that of most studies that report similar performance values. When compared to the norms, the vast majority of both sexes performed below average. Limited opportunities for FMS development in school settings and the attitude that sport is primarily a masculine domain are possible explanations discussed. This report has significant implications for the promotion of FMS and gender equality in Brazil and countries with a similar culture.
Keywords: fundamental movement skills, gender, gender bias, motor skills, psychomotor performance
The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre-to post-intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.
The current study adopts the PASS theory of information processing to investigate the probable differences in specific motor and cognitive abilities between children with and without developmental coordination disorder (DCD). Participants were 108 5- and 6-year-old preschoolers (54 children with DCD and 54 children without DCD). The Movement Assessment Battery for Children assessed motor function. Running speed and agility were measured using the Bruininks-Oseretsky Test of Motor Proficiency. Finally, the Planning, Attention and Simultaneous Scales from the Das-Naglieri Cognitive Assessment System evaluated cognitive ability. Children with DCD differed significantly from those without DCD performing at a lower level on all motor and cognitive tasks. A correlation analysis revealed significant relationships between cognitive processes and motor skills. Simultaneous cognitive processing and manual dexterity were significantly correlated for both groups. Furthermore, a significant relationship was revealed between planning cognitive processing and balance for the non-DCD group. Thus, early assessment might identify specific cognitive-motor difficulties. Furthermore, early intervention might prevent some of the developmental comorbidities in the academic and everyday lives of children with movement difficulties.
Prevalence of children with developmental coordination disorder (DCD) is high (6-13% of all school children) and the negative impact of their movement difficulties on their participation in recreation and academic pursuits is well documented. This secondary research systematically reviewed the available literature for evidence of effectiveness of interventions that aim to improve the movement capability of children with DCD. Specified databases were searched for appropriate studies, these were retrieved and two reviewers appraised the level and quality of evidence. Thirty one studies were included between levels I and III-3 of the NH & MRC protocol. Scoring using an established critical appraisal tool demonstrated variable quality. Meta-analysis was not possible due to the clinical heterogeneity of the primary studies. A best evidence synthesis of results was conducted, producing clear evidence that no intervention has poor results when compared to any intervention. The high number of purportedly different interventions and variable quality make definitive conclusions about the merits of specific approaches difficult. There may be generic qualities or factors in the studied interventions that are more important for effectiveness than specific content. More information is needed on the underlying mechanisms of DCD, factors influencing effectiveness and the broader pragmatics of intervention delivery.
This study investigated the effect of gender on the relationship between Developmental Coordination Disorder (DCD) and self-reported participation in organized and recreational free-play activities. A participation-activity questionnaire and the short form Bruininks-Oseretsky Test of Motor Proficiency was administered to a large sample of children ages 9 to 14 (N = 590). A total of 44 children (19 boys, 25 girls) were identified as having probable DCD. Regardless of gender, children with DCD had lower self-efficacy toward physical activity and participated in fewer organized and recreational play activities than did children without the disorder. While there were no gender by DCD interactions with self-efficacy and play, girls with DCD had the lowest mean scores of all children. These findings are discussed in terms of the social norms that influence boys and girls' participation in physical activity.
Data from 326 children taught consecutively in a physical education clinic were reviewed. Only 63 children (39 males, 24 females)
(19%) met the diagnostic criteria for developmental coordination disorder (DCD) specified by the American Psychiatric Association
(2000). The other children were diagnosed with neuromuscular disorders and medical conditions. After an average intervention period
of 12weeks, the mean performance percentile of children with DCD significantly improved beyond the cutoff of the diagnostic
criteria. Student teachers’ knowledge of the constraint-based approach, in addition to knowledge of the more traditional information-processing
approach, made no difference to the intervention outcome. Results showed that children with DCD benefited from either the
constraint-based approach or the information-processing approach to individual physical education programs. This review also
highlighted the need for direct services in the treatment of developmental and physical disabilities. In addition to treatment
programs affiliated with universities, family focused or community based intervention may be realistic and potential solutions
under the financial constraints on the educational and medical systems.
To calculate the prevalence of developmental coordination disorder at 7 years of age by using Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition criteria in a large UK birth cohort.
Cases of developmental coordination disorder were defined by using data from the Avon Longitudinal Study of Parents and Children, a UK birth cohort. The motor coordination of >7000 children was assessed by using tests that measured manual dexterity, ball skills, and balance. The 5th percentile of the derived Avon Longitudinal Study of Parents and Children coordination impairment score was used to define severe motor coordination difficulties. Data from national handwriting tests and an activities-of-daily-living scale quantified the impact of poor coordination on daily life. Children with known neurologic conditions or an IQ of <70 were excluded.
Complete data were available from 6990 children aged 7 to 8 years who attended the coordination session and completed the writing test or activities-of-daily-living scale. One hundred nineteen children met criteria for developmental coordination disorder, resulting in a prevalence of 17 of 1000 children at a mean age of 7.5 years (SD: 2.9 months). An additional 222 children were considered as having "probable developmental coordination disorder" by using broader cut-offs for coordination testing and activities of daily living. There was an increased risk of developmental coordination disorder in families from lower socioeconomic backgrounds, in children with a birth weight of <2500 g, and those born before 37 weeks' gestation.
This is the first study to use strict criteria to define the prevalence of developmental coordination disorder in a representative cohort of UK children. A prevalence of 1.7% is lower than studies that have not taken into account the impact of poor motor coordination on daily living but indicates that poor coordination is an important, and often hidden, cause of disability in childhood.