Centre for Child and Adolescent Health, School of Social and Community Medicine, Oakfield House, Oakfield Grove, University of Bristol, BS8 2BN, UK.
Centre for Child and Adolescent Health, School of Social and Community Medicine, Oakfield House, Oakfield Grove, University of Bristol, BS8 2BN, UK.
Res Dev Disabil. 2018 Jan;72:13-22. doi: 10.1016/j.ridd.2017.10.014. Epub 2017 Nov 5.
Developmental coordination disorder (DCD) is a common developmental disorder but its long term impact on health and education are poorly understood.
To assess the impact of DCD diagnosed at 7 years, and co-occurring developmental difficulties, on educational achievement at 16 years.
A prospective cohort study using data from the Avon Longitudinal Study of Parents and Children (ALSPAC). National General Certificate of Secondary Education (GCSE) exam results and Special Educational Needs provision were compared for adolescents with DCD (n=284) and controls (n=5425).
Adolescents with DCD achieved a median of 2 GCSEs whilst controls achieved a median of 7 GCSEs. Compared to controls, adolescents with DCD were much less likely to achieve 5 or more GCSEs in secondary school (OR 0.27, 95% CI 0.21-0.34), even after adjustment for gender, socio-economic status and IQ (OR 0.6, 95% CI 0.44-0.81). Those with DCD were more likely to have persistent difficulties with reading, social communication and hyperactivity/inattention, which all affected educational achievement. Nearly 40% of adolescents with DCD were not in receipt of additional formal support during school.
DCD has a significant impact on educational achievement and therefore life chances. Co-occurring problems with reading skills, social communication difficulties and hyperactivity/inattention are common and contribute to educational difficulties. Greater understanding of DCD among educational and medical professionals and policy makers is crucial to improve the support provided for these individuals.
发育性协调障碍（DCD）是一种常见的发育障碍，但人们对其对健康和教育的长期影响知之甚少。
评估 7 岁时诊断出的 DCD 以及同时存在的发育困难对 16 岁时教育成就的影响。
一项使用阿冯纵向研究父母和孩子（ALSPAC）数据的前瞻性队列研究。比较了 DCD（n=284）和对照组（n=5425）青少年的国家普通中等教育证书（GCSE）考试成绩和特殊教育需求提供情况。
患有 DCD 的青少年平均获得 2 个 GCSE，而对照组平均获得 7 个 GCSE。与对照组相比，患有 DCD 的青少年在中学获得 5 个或更多 GCSE 的可能性要小得多（OR 0.27，95%CI 0.21-0.34），即使在考虑性别、社会经济地位和智商后（OR 0.6，95%CI 0.44-0.81）。患有 DCD 的青少年更有可能持续存在阅读、社交沟通和多动/注意力不集中的问题，这些问题都影响了教育成就。近 40%的 DCD 青少年在学校期间没有接受额外的正式支持。
DCD 对教育成就和因此对生活机会有重大影响。与阅读技能、社交沟通困难和多动/注意力不集中同时存在的问题很常见，并且会导致教育困难。教育和医疗专业人员以及政策制定者对 DCD 的认识提高对于改善为这些人提供的支持至关重要。
