What Impact Does Developmental Coordination Disorder Have on Daily Routines?
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| Title: | What Impact Does Developmental Coordination Disorder Have on Daily Routines? |
|---|---|
| Language: | English |
| Authors: | Summers, Janet, Larkin, Dawne, Dewey, Deborah |
| Source: | International Journal of Disability, Development and Education. Jun 2008 55(2):131-141. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Focus Groups, Psychomotor Skills, Young Children, Preadolescents, Qualitative Research, Interviews, Foreign Countries, Motor Development, Daily Living Skills |
| Geographic Terms: | Australia, Canada |
| DOI: | 10.1080/10349120802033485 |
| ISSN: | 1034-912X |
| Abstract: | In order to understand how age and motor difficulties impact on daily routines, this qualitative investigation used focus groups and in-depth interviews with Australian and Canadian parents to examine the daily routines of younger (5 to 7 years of age) and older children (8 to 9 years of age) with and without Developmental Coordination Disorder (DCD). Parents were asked to describe the typical school-day routine, one that was not typical and how weekend routines differed. Daily routines were consistent across families and cultures. Older children were expected to participate more independently in the daily routine. The level of structure and assistance provided to children with DCD was greater, and the parents' expectations of independent performance were lower. Children with DCD required consistent prompting and more structure to complete the morning tasks within the allotted time. Children with DCD were reported to be much happier on weekends and holidays, enjoying the relaxed atmosphere free of the time pressures and tasks of a school-day routine. The main factors that modified participation in daily routines were the child's age and their motor difficulties. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2008 |
| Accession Number: | EJ799416 |
| Database: | ERIC |
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