Epidemiological Study on Developmental Coordination Disorder in School Going Children

Abstract

Introduction: Developmental coordination disorder (DCD) has garnered significant attention in recent years, with rapid advancements in our understanding of this condition. Despite this progress, DCD often goes undiagnosed, making it challenging for children, parents, and educators to access essential resources. The motor difficulties associated with DCD can lead to social exclusion, as peers may be reluctant to invite these children to participate in play activities. Consequently, children with DCD may withdraw from leisure pursuits, perceiving themselves as lacking the necessary skills to engage fully. Objective: The primary objective of this study was to identify DCD in non-referred school-aged children. Early identification enables these individuals to access crucial resources, such as physiotherapy interventions, which can maximize their functional, academic, and psychosocial performance, and overall quality of life. Materials and Methods: The study involved 200 non-referred school-going children aged 4-12 years from Bangalore, selected through random sampling. The Movement Assessment Battery for Children (M-ABC), consisting of 32 organized tasks across four sets covering manual dexterity, ball skills, and dynamic balance, was administered. Additionally, the Test of Gross Motor Development (TGMD), comprising 12 tasks that assess a child’s ability to accomplish various motor skills, and the Child Behavior Checklist (CBCL), a 113-item inventory describing children’s psychosocial behavior, were utilized to evaluate overall development. Results: Multivariate analysis identified a significant prevalence of DCD among the study participants. The findings underscore the imperative nature of early identification using comprehensive assessment tools for the well-being and psychosocial adaptation of school-aged children. Conclusions: These findings indicate that children with movement problems are at risk for difficulties in attention, learning, and psychosocial adjustment. Regardless of the kind or intensity, a child’s assessment for movement issues should cover a broad variety of functions in addition to motor skills. This comprehensive approach will enable access to essential resources, such as physiotherapeutic interventions, crucial for their overall development.