MOTOR DIFFICULTIES PERSISTENCE THROUGH SCHOOL YEARS AND THEIR EFFECT ON PARTICPATION

Background: The aim of this study was to examine whether motor problems diagnosed in pre-school aged children persist into school years, and to assess their participation and performance skills. Method: The study group... [ view full abstract ]

Background:
The aim of this study was to examine whether motor problems diagnosed in pre-school aged children persist into school years, and to assess their participation and performance skills.
Method:
The study group comprised of 60 children 7-12 years old that were referred to treatment at the Child Developmental Unit 4-6 years prior to study initiation. All underwent occupational therapy for an average of 10 months (SD=6.12). The control group comprised of 28 age-matched children with typical development.
Parents were contacted by a phone call 4-6 years after treatment, and completed the Children Participation Questionnaire-School, Child Performance Skills Questionnaire and the Developmental Coordination Disorder Questionnaire (DCD-Q).
Results:
Significant differences were found between children with and without motor difficulties in movement control, fine motor/handwriting, general coordination and the DCD-Q total score, but not in any of the participation domains except for Parental Satisfaction. Children in the control group had significantly higher scores than children with motor difficulties in motor and process skills.
Conclusion:
Motor difficulties persist into the school years. School-aged children with motor difficulties manifest performance skill problems, however they succeed in narrowing the gap and participate to a similar extent to that of their peers.
Application to Practice:
Children with motor difficulties may benefit from intervention to improve skills and participation.