Sugden D A, Chambers M E
School of Education, University of Leeds, UK.
Pediatr Rehabil. 1998 Oct-Dec;2(4):139-47. doi: 10.3109/17518429809060945.
Children with Developmental Coordination Disorder (DCD) have a marked impairment in the performance of functional motor skills required to succeed at school. Longitudinal studies show that without intervention children with DCD often do not improve with development and the poor motor behaviour appears to have a detrimental effect on other aspects of functioning such as school achievement, behaviour and self esteem. Outside of clinical situations, there are only a small number of controlled empirical investigations, and from this small number two types of approaches emerge. The first concentrates on processes underlying motor skills and purports to improve areas such as kinesthesis or sensory motor processes. The second concentrates on teaching functional tasks aiming to specifically intervene in the deficient areas. Evaluations of these approaches show that they both work, producing significant improvements over control groups but show no differences between other approaches. It is hypothesized that more general learning principles are producing the effect, such as accurate assessment and tailoring activities to meet the needs of any individual child. Further, it is suggested that work with non-specialists in the motor area, such as teachers and parents, is a way forward with all but the most severely affected children.
患有发育性协调障碍（DCD）的儿童在完成学业所需的功能性运动技能方面存在明显缺陷。纵向研究表明，如果不进行干预，患有DCD的儿童通常不会随着发育而改善，不良的运动行为似乎会对其他功能方面产生不利影响，如学业成绩、行为和自尊。在临床情况之外，只有少数对照实证研究，从这少数研究中出现了两种方法。第一种方法关注运动技能背后的过程，旨在改善诸如动觉或感觉运动过程等方面。第二种方法专注于教授功能性任务，旨在专门干预缺陷领域。对这些方法的评估表明，它们都有效，与对照组相比有显著改善，但与其他方法之间没有差异。据推测，更一般的学习原则正在产生这种效果，例如准确评估并根据每个孩子的需求定制活动。此外，有人建议，除了受影响最严重的儿童外，与运动领域的非专业人员（如教师和家长）合作是一条前进的道路。
