Browsing by Subject "Developmental coordination disorder"

Now showing 1 - 3 of 3
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    Motor differentiation`s and cognitive skill in pre-scholar age
    (Murcia: Servicio de Publicaciones de la Universidad de Murcia, 2019) Alesi, Marianna; Bianco, Antonino; Gómez López, Manuel
    Little research has been produced about literacy readiness in Kindergarten children at risk for Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Children at risk for DCD showed worse performance on all these pre-literacy assessments compared to TD children. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age.
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    Music, body movement, and dance intervention program for children with developmental coordination disorder
    (SAGE Publications, 2021) Díaz Pérez, Ariadna; Vicente Nicolás, Gregorio; Valero García, Ana Vanesa; Expresión Plástica, Musical y Dinámica
    The aim of this study is to evaluate the effectiveness of an intervention program, based on music, movement, and dance, aimed at improving motor skills in children at risk of developmental coordination disorder (DCD). Participants comprised 70 primary school children (47 boys/23 girls) aged between 6 and 8 years. Participants were given the Spanish adaptation of the Movement Assessment Battery for Children–Second Edition (MABC-2) to identify difficulties and initially classify into three groups: a group of 17 at risk of DCD who participated in the intervention program (Experimental Group), a group of 18 at risk of DCD who did not participate (Control Group with Risk) and a group of 35 children, with scores higher than the cutoff point (Control Group without Risk). The results show a significant improvement in the motor skills of children who participated in the intervention program, while those in the Control Group showed no significant changes in the second evaluation compared with the first. Likewise, it could be affirmed that this intervention based on group activities involving music, movement, and dance is a very successful blend for motor improvement in children with coordination problems, due to the combination of cognitive stimulation areas and techniques.
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    Open Access
    Research on the Cognitive Orientation to daily Occupational Performance Approach: a bibliometric review
    (American Occupational Therapy Association, 2024-10-25) Valera Gran, Desirée; Delgado Lobete, Laura; Montes Montes, Rebeca; Navarrete Muñoz, Eva María; Atención Sociosanitaria; Facultades de la UMU::Facultad de Ciencias Sociosanitarias (Lorca)
    Importance: The Cognitive Orientation to daily Occupational Performance (CO-OP) is an evidence-based intervention approach that has significantly increased in popularity over the past two decades. However, how the research literature on this topic is patterned is still unknown, so it is difficult to identify potential areas for research and clinical interest. Aims: To analyze the literature published on the CO-OP approach to provide a detailed and structured analysis of the publication patterns. Data Sources: All literature related to CO-OP included in the Web of Science database through June 15, 2024. Study Selection and Data Collection: All published studies related to CO-OP were included in the bibliometric analysis, which was conducted on the raw data retrieved from the Web of Science database using the Bibliometrix R package. Findings: The annual growth rate in CO-OP research has been 0.8%, significantly increasing from 2015 onward. Most of the research has been published in occupational therapy and rehabilitation journals by English-speaking research teams, and its scope has expanded from developmental coordination disorder to a wide range of health conditions. In addition, two main lines of research have emerged: one focusing on understanding the underlying cognitive processes involved in CO-OP and the other focusing on its clinical effectiveness. Conclusions and Relevance: Research on CO-OP has significantly increased over the past decade, and it currently encompasses a wide range of areas. This analysis may facilitate the advancement of research on and the clinical practical application of CO-OP. Plain-Language Summary: The Cognitive Orientation to daily Occupational Performance (CO-OP) is an evidence-based intervention approach that has significantly increased in popularity over the past two decades. Occupational therapists use it to improve the occupational performance of both children and adults with movement difficulties. However, it is unknown how the research literature on this topic is patterned, so it is difficult to identify potential areas for research and clinical interest. This study found that scientific literature on CO-OP has significantly increased in the past decade and that its scope has expanded from developmental coordination disorder to a wider range of health conditions, such as cerebral palsy. Moreover, research is now focused on two main questions: What are the underlying cognitive processes involved during intervention, and how effective is the CO-OP approach? These findings can be used to further improve occupational performance and participation among occupational therapy clients who struggle with motor performance and planning.