Sugden David
School of Education, University of Leeds, Leeds LS2 9JT, UK.
Dev Med Child Neurol. 2007 Jun;49(6):467-71. doi: 10.1111/j.1469-8749.2007.00467.x.
This review analyzes approaches to intervention in children with developmental coordination disorder within the framework of how children develop and learn motor skills, drawing upon maturational, cognitive, and dynamic systems models. The approaches to intervention are divided into two categories: (1) process or deficit-oriented approaches; and (2) approaches that teach specific functional skills. These approaches are viewed alongside theoretical, empirical, and experiential standpoints, noting the differences and the fact no single approach is, as yet, fully substantiated. Principles and guidelines are drawn from the analyses that support both cognitive and dynamic models and that are set within an ecological framework.
本综述在儿童如何发展和学习运动技能的框架内，借鉴成熟、认知和动态系统模型，分析了针对发育性协调障碍儿童的干预方法。干预方法分为两类：（1）以过程或缺陷为导向的方法；（2）教授特定功能技能的方法。这些方法从理论、实证和经验的角度进行审视，指出了差异以及尚无单一方法得到充分证实这一事实。从分析中得出的原则和指导方针既支持认知模型和动态模型，又设定在生态框架内。
