Faculty of Health Sciences, Health Integration and Promotion Research Unit (INTEGRA SAÚDE), University of A Coruña, A Coruña, Spain.
Centre for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands.
Dev Med Child Neurol. 2022 Feb;64(2):220-227. doi: 10.1111/dmcn.15036. Epub 2021 Sep 6.
To test the mediating role of motor performance in the relationship between individual and environmental constraints, delayed learning of activities of daily living (ADL), and daily participation in typically developing children and children with probable developmental coordination disorder (DCD).
Parents of 370 randomly selected children aged 5 to 10 years (194 females; mean age [SD] 7y 5mo [1y 10mo]) were included in the study (321 typically developing, 49 probable DCD). Motor performance, ADL learning, and participation were assessed using the DCDDaily-Questionnaire. Individual variables included child's age and sex, and environmental variables included mother and family educational level, presence of siblings, and area of residence. Direct, indirect, and mediating effects were tested using a partial least squares-based structural equation modelling approach.
The model explained 44.5% of the variance of daily participation. Motor performance significantly mediated the effect of individual and environmental constraints, and ADL learning on daily participation.
Results suggest that the effect of individual and environmental constraints and delayed learning of ADL on daily participation is mediated by motor performance in typically developing children and children with probable DCD. These findings provide further evidence that interventions to promote participation in children with probable DCD should adopt ecological, task-oriented approaches. Further studies should evaluate model generalizability with clinical samples.
检验个体和环境限制、日常生活活动（ADL）延迟学习与典型发展儿童和可能发展性协调障碍（DCD）儿童日常参与之间的关系中，运动表现的中介作用。
本研究纳入了 370 名年龄在 5 至 10 岁（194 名女性；平均年龄 [标准差] 7 岁 5 个月[1 岁 10 个月]）的随机选择儿童的父母。（321 名典型发展儿童，49 名可能 DCD）。使用 DCDDaily-Questionnaire 评估运动表现、ADL 学习和参与情况。个体变量包括儿童的年龄和性别，环境变量包括母亲和家庭的教育水平、兄弟姐妹的存在和居住区域。使用偏最小二乘结构方程模型方法检验直接、间接和中介效应。
该模型解释了日常参与度 44.5%的方差。运动表现显著中介了个体和环境限制以及 ADL 学习对日常参与的影响。
结果表明，个体和环境限制以及 ADL 延迟学习对日常参与的影响是通过典型发展儿童和可能 DCD 儿童的运动表现来介导的。这些发现进一步证明，为可能患有 DCD 的儿童促进参与度的干预措施应采用生态、任务导向的方法。应进一步研究用临床样本评估模型的普遍性。
