Sugden David A, Chambers Mary E
School of Education, University of Leeds, UK.
Br J Educ Psychol. 2003 Dec;73(Pt 4):545-61. doi: 10.1348/000709903322591235.
Children with Developmental Coordination Disorder (DCD) are a heterogeneous group who have a marked impairment in the performance of functional skills. Provision for these children is usually made via a paediatrician through occupational or physiotherapy though, with a prevalence rate of 5%, regular provision is not possible due to limited professional resources.
The study aimed to determine the extent to which parents and teachers, with guidance, can assist in the management of children with DCD; whether children with DCD are helped in this way and how this may contribute to our understanding of the condition.
Thirty-one children with DCD aged 7 to 9 years participated in the study.
Following assessment, individual profiles were developed and each week teachers and parents were given guidelines for working with the children and each child had three to four sessions a week lasting approximately for 20 minutes. In Phase 1, one group of children worked with teachers and the other group worked with parents. In Phase 2, the two groups of children swapped over. The children were assessed regularly throughout the project using the Movement ABC, together with diaries and comments from teachers and parents.
At the end of the 40-week study, 27 children showed significant improvement in their motor skills.
Both teachers and parents were able to provide effective intervention for the majority of the children. It is possible that the children who did not improve have difficulties that are of a more complex type which require more specialist therapy to meet their need.
发育性协调障碍（DCD）儿童是一个异质性群体，其在功能性技能表现方面存在明显损害。通常由儿科医生通过职业治疗或物理治疗为这些儿童提供帮助，不过，由于患病率为5%，且专业资源有限，无法进行常规帮助。
该研究旨在确定在得到指导的情况下，家长和教师能够在多大程度上协助管理DCD儿童；以这种方式是否能帮助DCD儿童，以及这可能如何有助于我们对该病症的理解。
31名7至9岁的DCD儿童参与了该研究。
评估后，制定了个体档案，每周为教师和家长提供与儿童合作的指导方针，每个儿童每周有三到四次课程，每次约20分钟。在第一阶段，一组儿童与教师合作，另一组与家长合作。在第二阶段，两组儿童进行交换。在整个项目过程中，使用《运动ABC》以及教师和家长的日记与评论对儿童进行定期评估。
在为期40周的研究结束时，27名儿童的运动技能有显著提高。
教师和家长都能够为大多数儿童提供有效的干预。未取得进步的儿童可能存在更复杂类型 的困难，需要更专业的治疗来满足他们的需求。
