Developmental Coordination Disorder Research Articles

Mechanisms and research progress of motor imagery combined with action observation in cognitive rehabilitation

Introduction：Cognitive deficits refer to impairments in the brain's ability to process information, memory, attention, reasoning, decision-making, and other cognitive functions.Cognitive rehabilitation (CR) is a therapeutic approach aimed at improving cognitive function through various strategies, training, and interventions, ultimately enhancing quality of life. Motor imagery (MI) and action observation (AO) are key rehabilitation methods in the cognitive domain and have been widely used in related studies. Recently, the combination of motor imagery and action observation therapy (AO+MI) has emerged as a promising research direction, receiving increasing support in the academic community. Aim of the study: This study aims to explore the mechanisms behind the combination of action observation and motor imagery (AO+MI) and assess the effectiveness of this innovative approach in cognitive rehabilitation. Material and methods: A literature review was conducted by searching databases such as PubMed, Web of Science, and Google Scholar for English-language articles. Keywords including "motor imagery," "action observation," and "cognitive rehabilitation" were used in the search. Conclusions: Both motor imagery (MI) and action observation (AO) have demonstrated positive effects on cognitive function. However, the combination of MI and AO may produce three distinct states that require further investigation. Preliminary findings suggest that AO+MI has shown promising results in enhancing corticospinal excitability (CE), benefiting children with developmental coordination disorder (DCD), and improving outcomes in stroke patients. However, some scholars have raised concerns, emphasizing the need for further experimental validation.

The Relationship Between Stunting and Delays in Motor and Cognitive Development in Infants Aged 0-24 Months

Aims: This Research to elucidating the relationship between stunting and delays in motor and cognitive development. Infants aged 0-24 months were selected for investigation because this period is a critical window during which the impact of stunting is most evident in the physical and mental development of children. Instrument & Method. The research instruments used include in-depth interviews with mothers of infants and local health workers as well as direct observation of infant motor and cognitive development. The research method applied was a qualitative approach with thematic analysis. Findings The results showed that stunting has a significant contribution to delays in motor and cognitive development, especially in infants aged 12-24 months. These delays are seen in motor skills such as sitting and walking, as well as cognitive delays in responding to stimuli and communicating. Conclusion: The findings of this research demonstrate a strong correlation between stunting and delays in motor and cognitive development in infants aged 0-24 months. Infants with stunted growth exhibit significant delays in reaching motor developmental milestones, such as sitting, crawling, and walking, as well as delays in cognitive abilities, including responding to stimuli, remembering, and speaking.

Role of home nurturing environment on early childhood neurodevelopment: a community-based survey in Shanghai, China.

Ages of 0-3 years are critical stages for children's neurodevelopment. However, the impact of the home nurturing environment on early childhood neurodevelopment remains unclear. To explore the role of the home nurturing environment on early childhood neurodevelopment and to provide evidence of an association between fostering quality home nurturing and achieving optimal neurodevelopment. An online cross-sectional survey using the stratified sampling method was conducted from 16 June, 2021 to 18, February, 2022 in all 13 communities of Minhang District, Shanghai. A total of 2,402 children aged 0-3 years with balanced sex distribution were included. The quality of home nurturing environments was measured using validated Child Home Nurture Environment Scales. Neurodevelopment was measured using the Ages and Stages Questionnaire - Third edition (ASQ-3). Generalized Linear Mixed Modeling was used to analyze the association between the quality of home nurturing environments and neurodevelopment. Among children aged 0-1, neglect or restriction was reported as the most prevalent problem (8.02%) among home nurturing environment dimensions, and was associated with an increased risk of suspected fine motor development delay (OR = 2.82, 95% CI: 1.18-6.69, P = 0.019). Among children aged 1-3, inadequate parental warmth, as the foremost (16.10%) problem, was associated with an increased risk of suspected gross motor development delay (OR = 4.12, 95% CI: 1.35-12.53, P = 0.013) and suspected personal-social development delay (OR = 12.50, 95%CI: 1.48-105.36, P = 0.020). Poor home nurturing environments were associated with an increased risk of suspected early childhood neurodevelopment delay. There exists a need for services to guide for establishing a quality home nurturing environment.

Early movement restriction impairs the development of sensorimotor integration, motor skills and memory in rats: Towards a preclinical model of developmental coordination disorder?

Children with neurodevelopmental disorders, such as developmental coordination disorder (DCD), exhibit gross to fine sensorimotor impairments, reduced physical activity and interactions with the environment and people. This disorder co-exists with cognitive deficits, executive dysfunctions and learning impairments. Previously, we demonstrated in rats that limited amounts and atypical patterns of movements and somatosensory feedback during early movement restriction manifested in adulthood as degraded postural and locomotor abilities, and musculoskeletal histopathology, including muscle atrophy, hyperexcitability within sensorimotor circuitry and maladaptive cortical plasticity, leading to functional disorganization of the primary somatosensory and motor cortices in the absence of cortical histopathology. In this study, we asked how this developmental sensorimotor restriction (SMR) started to impact the integration of multisensory information and the emergence of sensorimotor reflexes in rats. We also questioned the enduring impact of SMR on motor activities, pain and memory. SMR led to deficits in the emergence of swimming and sensorimotor reflexes, the development of pain and altered locomotor patterns and posture with toe-walking, adult motor performance and night spontaneous activity. In addition, SMR induced exploratory hyperactivity, short-term impairments in object-recognition tasks and long-term deficits in object-location tasks. SMR rats displayed minor alterations in histological features of the hippocampus, entorhinal, perirhinal and postrhinal cortices yet no obvious changes in the prefrontal cortex. Taken all together, these results show similarities with the symptoms observed in children with DCD, although further exploration seems required to postulate whether developmental SMR corresponds to a rat model of DCD.

A RELAÇÃO ENTRE O EXCESSO DE TELAS NA PRIMEIRA INFÂNCIA COM O ATRASO NO DESENVOLVIMENTO NEUROMOTOR

Introduction: Early childhood is a crucial period for the development and improvement of motor, cognitive, and social skills, which are fundamental for functional independence and adequate child development. However, prolonged and excessive exposure to digital technologies among children in this age group has become increasingly common, raising important questions about the possible negative effects that increased screen time can have on children's motor and cognitive development. Objectives: Investigate how excessive use of digital devices can negatively impact neuromotor development in early childhood. Methodology: This is an Integrative Literature Review, conducted in the PubMed, SciELO, and BVS databases, including articles published in the last 5 years. The selection of studies was carried out in three stages: screening of titles, reading of abstracts, and full reading of the selected articles. Results and discussion: The results indicate that exceeding one hour of screen time per day can cause impairments in children's motor, cognitive, and social development, in addition to increasing the risk for Developmental Coordination Disorder (DCD) and affecting improvements in communication and daily life skills. Final considerations: Prolonged use of screens in children under 6 years of age is related to motor, cognitive and social development, highlighting the importance of guiding parents and caregivers on the moderate use of electronic devices and encouraging activities that promote healthy child development.

Developmental Coordination Disorder and Early Childhood Trajectories of Physical Activity.

Purpose: Developmental Coordination Disorder (DCD) is a common neurodevelopmental disorder characterized by motor impairments and subsequent physical activity (PA) deficits in middle childhood. It is not well understood when this gap in PA emerges. The purpose of the current study was to examine the longitudinal trajectories of device-assessed PA in a large cohort of children with and without DCD from age 4 to 8.Methods: Children (n = 535, 4- to 5-years old) completed 4 annual assessments as part of a prospective cohort study. Children were classified into 3 groups based on their average performance on the Movement Assessment Battery for Children- 2nd Edition: probable DCD (pDCD) <6th percentile (n = 72); at-risk for DCD (DCDr) between the 6 to 16th percentile (n = 127), and typically developing (TD) >16th percentile (n = 336). Moderate-to-vigorous PA (MVPA) and average PA volume (vector counts per minute) were assessed using ActiGraph accelerometers. A series of linear mixed effects models were used to examine longitudinal PA trajectories between groups.Results: Children in both the pDCD and DCDr groups engaged in significantly less MVPA compared to the TD group, whereas the deficit in PA volume was only evident in the DCD group. The rate of change did not differ by group indicating that this deficit is relatively consistent across the early childhood period.Conclusions: Young children with DCD are in a MVPA deficit that persists across early childhood. Early interventions targeting motor skills and PA may help to reduce this gap and promote positive trajectories of health among children with motor difficulties.

Developmental coordination disorder questionnaire – translation and adaptation into Danish

Background Developmental Coordination Disorder is a commonly occurring, but poorly recognised developmental condition characterised by difficulties with motor functions. Danish tests of children’s motor functioning, which are currently available, are outdated and only applicable up to the age of seven years old. New tools are needed to enable easy and efficient screening of motor difficulties experienced by children living in Denmark. Aims/Objectives We translated and adapted the Developmental Coordination Disorder Questionnaire (DCDQ’07) into Danish and aimed to evaluate its utility. Materials and Methods A team of translators prepared the Danish version of the DCDQ’07 – DCDQ-DK. In total, 36 parents completed the questionnaire. The children completed fine and gross motor tests. Concurrent validity was tested using Pearson correlation on the DCDQ-DK and motor performance scores. Internal consistency was tested using Cronbach’s alpha. Results The results show good concurrent validity (r = .311) and internal consistency (α = .80). Conclusions DCDQ-DK is well suited for use with Danish-speaking parents. Significance The tool will aid early assessment of motor difficulties in children of Danish-speaking parents. DCDQ-DK can be used by occupational therapists, educational and health professionals as well as researchers in national and international contexts.

Anticipatory postural adjustment deficits in children with developmental coordination disorder during a self-induced prehension task while standing on one leg

Effective postural control is essential for motor skill development, yet the specific nature of anticipatory control in children with Developmental Coordination Disorder (DCD) remains poorly understood for complex or dynamic stability tasks. This study investigated anticipatory postural adjustments (APA) during a self-initiated dynamic stability task. The Can Placement Task (CPT)—a self-initiated dynamic stability task—was performed by 23 children with DCD and 30 typically developing (TD) children aged 9–12 years. The task involved standing on one leg while also repositioning a can on the floor. Center of pressure (COP) movement was recorded by two force platforms during the five phases of the movement. The ground reaction force measured external support during both descent to pick up the can and ascent after replacing the can. The study used a mixed-design approach with group (DCD, TD) as a between-subject factor and condition (can position close or far) and phase of movement as within-subject. Distinct movement control characteristics were shown for children with DCD including a greater range of COP movement and higher COP velocity in the anterior-posterior direction prior to movement initiation compared with TD. The DCD group also relied more on external support during both the downward and upward phases of the CPT and needed more trials to complete the task. Only two significant interaction effects involving Group and the within-subject factors emerged. Children with DCD swayed significantly more at specific phases of the task, especially when coming up and restoring balance, and did not adapt COP velocity as a function of reaching distance. Dynamic control of posture in children with DCD is impaired as they struggle to generate the effective APAs necessary to maintain dynamic stability which leads to greater reliance on external support and more corrective movements. The CPT provides a valuable assessment of posture and dynamic balance control during a complex prehension movement performed on one leg; the task highlights distinct movement patterns between children with and without DCD.

LEGO®-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention

Background: LEGO®-based therapy is a social development protocol that uses LEGO® activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD). Objectives: This study aimed to explore the effects of LEGO®-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process. Methods: This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay—Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory. Results: After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ2 (5) = 25.905, p &lt; 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days. Conclusions: The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.

Tocolysis and Neurodevelopment of Children Born Very Preterm

Neurodevelopmental outcomes of very preterm children exposed to tocolytics are not well described. To investigate whether tocolysis administered after spontaneous preterm labor is associated with neurodevelopmental outcomes at 5.5 years and to assess whether the type of tocolytic drug is associated with neurodevelopmental outcomes among infants exposed. This prospective, national, population-based cohort study used data from the French Etude Épidémiologique sur les Petits Âges Gestationnels-2 cohort. Children who were alive and participated in an assessment at 5.5 years and whose mothers experienced spontaneous preterm labor without an infectious context and delivered at 24 to 31 weeks were eligible for this study. Recruitment occurred from March to December 2011. Follow-up at age 5.5 years was conducted from September 2016 to December 2017. Data analysis was performed from July 2023 through April 2024. The primary analysis examined tocolytics (yes vs no), and the secondary analysis examined the type of tocolytic (atosiban vs calcium channel blockers [CCBs]). The composite outcome neurodevelopmental disabilities included cerebral palsy; visual, hearing, and cognitive deficiencies; developmental coordination disorders; or behavioral problems. A total of 1055 mothers (mean [SD] age, 29.2 [5.7] years) had preterm labor without fever and gave birth to 1320 children (704 male [weighted percentage, 53.3%; 95% CI, 50.6%-56.1%]; mean [SD] gestational age, 28.8 [2.0] weeks). Overall, 776 mothers (weighted percentage, 73.5%; 95% CI, 70.8%-76.2%) received tocolytics; 136 mothers (weighted percentage, 17.9%; 95% CI, 15.3%-20.8%) received only a CCB, and 295 mothers (weighted percentage, 37.6%; 95% CI, 34.2%-41.0%) received only atosiban. From modified Poisson regression with propensity score matching, the risk of overall neurodevelopmental disabilities (mild, moderate, or severe) at 5.5 years did not differ between preterm children exposed and not exposed to tocolytics (relative risk [RR], 1.11; 95% CI, 0.85-1.45; P = .44) or in preterm infants exposed to atosiban compared with those exposed to CCBs (RR, 0.94; 95% CI, 0.67-1.32; P = .71). In this study, tocolytics were not associated with neurodevelopmental disabilities among very preterm children surviving at 5.5 years.

Cortical brain potentials in response to lower limb proprioceptive stimuli in young adults with probable developmental coordination disorder

BackgroundProprioceptive deficits have been shown to underlie motor problems in individuals with a probable developmental coordination disorder (pDCD). Behavioral studies have employed response times to passive limb movement to evaluate proprioceptive function in individuals with pDCD. However, the underlying neural mechanisms involved in the cortical processing of proprioceptive input and its corresponding motor response are unclear. To address this issue, this study aims to investigate neuropsychological and neurophysiological performances using event-related potentials (ERP) on proprioceptive-motor tasks in young adults with pDCD. MethodsFrom a total of 149 young adults screened using the Bruininks-Oseretsky Test of Motor Proficiency 2nd Edition Complete Form (BOT-2), 12 individuals with pDCD were identified (mean age ± SD: 20.50 ± 1.08 years) along with 12 age- and sex-matched controls (mean age ± SD: 20.75 ± 1.05 years). Participants placed their dominant foot on a passive ankle motion apparatus that plantarflexed the ankle at a constant velocity of 22°/s for a total of 75 trials in each proprioceptive condition. With vision occluded, participants had to press the trigger button held by the dominant hand when they sensed the passive motion of the ankle (voluntary response, VR), or purely receive the movement without a voluntary response (non-voluntary response, NVR). Behavioral performances [i.e., mean movement detection time (MDTmean), the standard deviation of the movement detection time (MDTSD)] and ERP indices (i.e., N1, P3 amplitude, and latency) related to ankle kinesthetic stimuli were obtained to determine the proprioceptive-motor function. ResultsThe results showed that young adults with pDCD exhibited longer MDTmean (p < 0.001) and MDTSD (p = 0.002) compared to their controls. Electrophysiological indices measured at frontal and central electrode sites, showed that young adults with pDCD exhibited significantly smaller N1 (p = 0.019) and P3 amplitudes (p = 0.032) during VR and NVR conditions. Notably, correlation analysis revealed a significant negative relationship between MDTmean and N1 (r = 0.62, p < 0.001) and P3 amplitudes (r = − 0.55, p = 0.005) in the VR condition in young adults with and without pDCD. ConclusionsThis study sheds light on the central brain mechanisms underlying proprioceptive-motor deficits in young adults with pDCD. The combined analysis of behavioral and ERP data suggests that longer MDTmean and larger MDTSD in young adults with pDCD are associated with weaker proprioceptive afferent inflow shown by decreased N1 amplitude to the frontal and parietal cortices. Such degraded proprioceptive signals are followed by reduced P3 amplitude, suggesting that young adults with pDCD allocate fewer neural resources to modulate motor processes with regard to proprioceptive stimuli. These findings contribute to a better understanding of the neurophysiological basis of proprioceptive-motor deficits in pDCD and may inform the development of targeted sensorimotor interventions.

Associations Between DCD Traits, Perceived Difficulties Related to ADHD, ASD, and Reading and Writing Support Needs Among Students in Higher Education: A Pilot Study

Background/Objectives: Since the Act for Eliminating Discrimination against Persons with Disabilities was enacted in 2016, the number of students with disabilities in higher education institutions has increased significantly, creating a greater need for support. Developmental Coordination Disorder (DCD) often coexists with other neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and reading and writing difficulties; yet, awareness of DCD remains low. This study aimed to investigate the prevalence of DCD traits among Japanese higher education students and their relationship with ADHD, ASD, and reading and writing support needs Methods: A pilot study was conducted with 77 university students (mean age: 19.17 ± 0.68) in the Kansai region, using the Adolescents and Adults Coordination Questionnaire (AAC-Q) to screen for DCD traits, along with a questionnaire assessing difficulties related to ADHD and ASD, and a survey on reading and writing support needs. Results: The study found that 12.9% of students scored more than 1 standard deviation above the mean on the AAC-Q. Students in the DCD trait group (n = 10) reported greater difficulties related to ADHD and ASD than those in the non-DCD group (n = 67). Correlation analysis revealed a moderate-to-strong association between AAC-Q scores and difficulties related to ADHD and ASD among students in the DCD trait group. Conclusions: This study suggests the need to raise awareness about DCD traits and to provide comprehensive support for students with ADHD and ASD in Japanese higher education institutions.

Enhancing Motor Performance and Physical Fitness in Children with Developmental Coordination Disorder Through Fundamental Motor Skills Exercise.

Background: A lack of evidence exists regarding the effects intervention has on the motor performance, including the timing ability and health-related physical fitness, of children with developmental coordination disorder (DCD). Objectives: We aimed to assess the effects of school-based intervention that improves fundamental motor skills (FMS) on the motor performance and health-related physical fitness of children with DCD. Methods: The participants were 55 children (age 8-9 years) with DCD. Children with DCD were randomly assigned to either the intervention group (n = 27) or control group (n = 28). The intervention group participated in FMS training. The control group participated in a conventional physical education class. Motor performance was evaluated before and after the intervention using the Test of Gross Motor Development, second edition; Movement Assessment Battery for Children, second edition; and the Interactive Metronome. Health-related physical fitness was assessed using the physical activity promotion system. Results: A significant difference was observed when we considered the interaction effect of the intervention and time regarding motor performance and health-related physical fitness; however, no significant difference was observed regarding body composition. Conclusions: the intervention showed significant improvements in the parameters evaluated, suggesting that a school-based intervention to improve FMS may effectively improve the motor performance and health-related physical fitness of children with DCD.

Language, Motor Ability and Related Deficits in Children at Familial Risk of Schizophrenia or Bipolar Disorder.

It is known that impairments in linguistic ability and motor function tend to co-occur in children, and that children from families with parental mental illness such as schizophrenia tend to perform poorly in both domains, but the exact nature of these links has not yet been fully elucidated. In this study, we leveraged the first wave of the Danish High Risk and Resilience Study (VIA 7), which includes both genetic data and measures covering multiple developmental domains. The VIA 7 cohort comprises 522 7-year-old children born to parents with schizophrenia (N = 202), bipolar disorder (N = 120) or neither (N = 200). We investigated the relationships between linguistic ability and motor function using correlation and regression analyses, focusing on developmental coordination disorder (DCD) and specific language impairment (SLI) and their potential associations with the three risk groups. We found significant correlations between most measures of language and motor function and significant associations of DCD and SLI with language and movement measures, respectively, the largest effect being that of DCD on receptive language, with a significant interaction effect: DCD was associated with poorer performance in children from schizophrenia families compared to bipolar disorder and control families. Both disorders showed higher prevalence among children with familial high risk of mental illness. We did not find significant evidence of genetic overlap between DCD and SLI. Our results suggest strong links between the domains of motor function and linguistic ability. Children of parents with schizophrenia are at high risk of comorbid language and movement disorders.

Assessment of developmental coordination disorder in adulthood: a scoping review

Assessment of developmental coordination disorder in adulthood: a scoping review

Exercises and Activities for Gross Motor and Fine Motor Development in Developmental Coordination Disorder: A Case Study

Developmental coordination disorder also known as developmental dyspraxia, is used to refer the difficulty in movement skills, that children have which is not primarily due to general intellectual, primary sensory or motor neurological impairments. The patient with 6 years of age having DCD, presented with difficulty in walking and unsupported standing along with gripping difficulties as well as mild cognitive impairment. A certain set of treatment protocol was followed for about 5 weeks considering the complaints of the patient, which included activities promoting gross motor as well as fine motor functions. After following the protocol patient was able to attain unsupported standing and supported walking along with marked improvement in gross motor and fine motor functions. Different scales like, Modified Ashworth Scale, Pediatric Balance Scale were used to assess the patient as per suspected problems and if there was any associated condition. To confirm the diagnosis of the condition, criteria under diagnostic and statistical manual of mental disorders 5 (DSM5) were verified.

A novel MAOA gene variant: Brunner syndrome, a rare syndrome, is associated with a wide range of psychiatric symptoms.

Brunner syndrome is a rare genetic disorder that associated with mutations in the MAOA gene. It has been linked to a number of psychiatric disorders. We present detailed information on psychiatric evaluation of a case carrying a novel MAOA gene variant of p.(Thr408Met). The patient was referred to our clinic with a history of attention problems, motor coordination difficulties and a tendency to bite objects. Following a comprehensive psychiatric evaluation, the patient was diagnosed with developmental coordination disorder, articulation disorder and attention deficit hyperactivity disorder (ADHD). MAOA mutations are rarely reported in the literature. To date, a total of 23 MAOA gene variants, mostly missense variants, have been reported through the HGMD database (Professional 2023.4). Neurodevelopmental symptoms may vary in severity and diversity among patients with Brunner syndrome. Different degrees of intellectual disability have been found in previously reviewed cohorts of Brunner syndrome. In our affected patient, cognitive development and academic achievement were at a similar level to his peers. Additionally, our patient exhibited symptoms suggestive of developmental coordination disorder. Our findings show that genetic mutations in MAOA can lead to a wide range of clinical symptoms and underline the need for comprehensive genetic and clinical evaluations.

Research on the Cognitive Orientation to daily Occupational Performance Approach: A Bibliometric Review.

The Cognitive Orientation to daily Occupational Performance (CO-OP) is an evidence-based intervention approach that has significantly increased in popularity over the past two decades. However, how the research literature on this topic is patterned is still unknown, so it is difficult to identify potential areas for research and clinical interest. To analyze the literature published on the CO-OP approach to provide a detailed and structured analysis of the publication patterns. All literature related to CO-OP included in the Web of Science database through June 15, 2024. All published studies related to CO-OP were included in the bibliometric analysis, which was conducted on the raw data retrieved from the Web of Science database using the Bibliometrix R package. The annual growth rate in CO-OP research has been 0.8%, significantly increasing from 2015 onward. Most of the research has been published in occupational therapy and rehabilitation journals by English-speaking research teams, and its scope has expanded from developmental coordination disorder to a wide range of health conditions. In addition, two main lines of research have emerged: one focusing on understanding the underlying cognitive processes involved in CO-OP and the other focusing on its clinical effectiveness. Research on CO-OP has significantly increased over the past decade, and it currently encompasses a wide range of areas. This analysis may facilitate the advancement of research on and the clinical practical application of CO-OP. Plain-Language Summary: The Cognitive Orientation to daily Occupational Performance (CO-OP) is an evidence-based intervention approach that has significantly increased in popularity over the past two decades. Occupational therapists use it to improve the occupational performance of both children and adults with movement difficulties. However, it is unknown how the research literature on this topic is patterned, so it is difficult to identify potential areas for research and clinical interest. This study found that scientific literature on CO-OP has significantly increased in the past decade and that its scope has expanded from developmental coordination disorder to a wider range of health conditions, such as cerebral palsy. Moreover, research is now focused on two main questions: What are the underlying cognitive processes involved during intervention, and how effective is the CO-OP approach? These findings can be used to further improve occupational performance and participation among occupational therapy clients who struggle with motor performance and planning.

Investigating the Feasibility and Acceptability of a Facebook Delivered, Parent Mediated, Physical Activity Intervention for Children with Developmental Coordination Disorder

ABSTRACT Objective Children with Developmental Coordination Disorder (DCD) experience difficulties performing fundamental movement skills, resulting in reduced physical activity (PA). Given low PA can impact mental and physical health, improving PA in DCD appears imperative. This study investigates the feasibility of a Facebook delivered, parent mediated, PA intervention for children with DCD. Methods Parents of children with DCD (n=31; 5-11 years), were invited to private Facebook groups where physical activity resources and questionnaires were provided over 12 weeks. Parents and their children wore activity trackers during the intervention period. Feasibility and acceptability of the intervention was considered with reference to (1) Facebook engagement, (2) adherence intervention components, and (3) parent perspectives. Results Facebook engagement was high, with 78.03% (SD=23.06) of all intervention posts being viewed by parents on average. Activity trackers were worn correctly for 92.45% of intervention days and 95.61% of intervention weeks. Weekly questionnaires were completed, on average, 84.37% of the time. Parent perspectives were positive, with 80.77% somewhat or strongly agreeing that the intervention was useful for themselves and their child. Conclusions Given the results described, Facebook appears to be a feasible platform through which parent mediated physical activity interventions can be provided to children with DCD.

Attention Deficit/Hyperactivity Disorder and Motor Planning Difficulties: A Confirmatory Study on the Overlap Between Neurodevelopmental Disorders

Attention deficit/hyperactivity disorder (ADHD) and developmental coordination disorder (DCD) represent two frequent neurodevelopmental disorders, which may be comorbid or have common characteristics with each other. The aim of the present study was to explore the presence of DCD or motor planning difficulties in children with behavioral disorders and/or ADHD, as already stated in the literature. Motor abilities were assessed in a sample of children which underwent a comprehensive neuropsychological evaluation. A total of 43 children were included in the study and were subdivided in three groups: those with ADHD and DCD, those with DCD, and those with ADHD but also presenting motor-praxic difficulties. The first group obtained clinical scores at the considered tests, with worse performances in the balance area; in the second and third groups lower scores were observed in the manual dexterity and balance, with more homogeneous profiles. Overall, 27.3% of ADHD subjects received a diagnosis of DCD as well, whereas 31.8% showed documented motor-praxic difficulties. Our results confirmed an increased prevalence of DCD or general motor difficulties in children with ADHD compared to the general population. Further research should investigate whether a poorer motor performance assessed by standardized tests could be either due to a comorbid neurodevelopmental condition or a direct consequence of the pivotal symptomatology of the disorder.