The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder

Aletta M Du Plessis,Frederik F Coetzee,Monique De Milander,Mariette Nel

doi:10.4102/sajce.v11i1.930

Abstract

Background: Early identification of learners in low socio-economic environments with possible developmental coordination disorder (DCD) is important. Although various screening tools are available, it is unclear whether teachers can use the movement assessment battery for children - second edition checklist (MABC-2 checklist) to identify learners with possible DCD. Aim: To establish teachers’ ability to identify Grade 1 learners in low socio-economic environments with possible DCD. Setting: The study was conducted in the Mangaung Metro, Motheo District of the Free State Province, South Africa. Grade 1 learners aged 6–8 years ( n = 200) from a low socio-economic environment attending quintile one to three schools were randomly selected for assessment. Twenty-nine teachers participated in the study. Methods: Kinderkineticists identified learners with possible DCD (displaying motor skills far below the child’s age) by means of the MABC-2 performance test. The teachers used the MABC-2 checklist to identify possible DCD. The convergent validity of the MABC-2 performance test and checklist was compared. Results: The convergent validity between the MABC-2 performance test and the MABC-2 checklist indicated a kappa (k) coefficient of 0.17, indicating a slight agreement between the performance test and the checklist. Overall, the specificity was 58% (105/180), and the sensitivity was 85% (17/20). Conclusion: Teachers could effectively identify learners with possible DCD. However, they demonstrated a low ability to identify learners without possible DCD when using the MABC-2 checklist. It is therefore recommended that the performance test should be used in conjunction with the checklist to obtain the most reliable results.

Highlights

Developmental coordination disorder (DCD) in children has become a constant concern in the last two decades (Blank et al 2012; Geuze & Börger 1993; Schoemaker et al 2006)
A sensitivity of 85% was found in this study, showing that of the 20 learners identified with possible DCD with the MABC-2 performance test, 17 learners were identified by means of the teacher-completed MABC-2 checklist
The MABC-2 checklist completed by teachers of Grade 1 learners living in a low-socioeconomic environment could be used to identify learners with possible DCD, it should not be the only assessment tool used and teachers might wrongfully identify learners with possible DCD, who might not have this problem

Summary

Introduction

Developmental coordination disorder (DCD) in children has become a constant concern in the last two decades (Blank et al 2012; Geuze & Börger 1993; Schoemaker et al 2006). The low motor skill abilities of these children are significant to the extent that these interfere with their social competence, academic performance and physical development, leading to problems with completing activities of daily living (Blank et al 2012; Lingam et al 2009). DCD involves motor skill difficulties that have a negative influence on children’s performances during daily activities. Identification of learners in low socio-economic environments with possible developmental coordination disorder (DCD) is important. Various screening tools are available, it is unclear whether teachers can use the movement assessment battery for children - second edition checklist (MABC-2 checklist) to identify learners with possible DCD

Objectives

Results

Discussion

Conclusion