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ERIC Number: EJ1003932
Record Type: Journal
Publication Date: 2013-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-0194-2638
Evidence to Practice Commentary: New Evidence in Developmental Coordination Disorder (DCD)
Novak, Iona
Physical & Occupational Therapy in Pediatrics, v33 n2 p170-173 Mar 2013
Developmental coordination disorder (DCD) is frequently under-recognized, but in fact, it occurs in as many as 5-6% of children. DCD is a disorder of motor coordination that is not explained by intellectual disability or any congenital or acquired neurological disorder. Families seek physical and occupational therapy (OT) to ameliorate a child with DCD's life-long motor difficulties and subsequent functional problems. Therapy is expensive, with one European insurance company reporting spending 400 million euros annually, constituting 90% of all OT provided for children under 15. With mounting costs and the embracing of evidence-based practice, the field has called for the efficacy of interventions to be examined with scrutiny. Consequently, what does one know about evidence-based care for children with DCD, and how does this issue of the Journal add to the existing evidence base? This paper will appraise the evidence base using the Evidence Alert Traffic Light Grading System, a knowledge translation tool to assist rapid decision-making (Novak &McIntyre, 2010). Green light means "go," proven effective intervention or a psychometrically sound assessment. Yellow light means "measure," as the intervention effect is uncertain and an outcome measure should be used to determine if goals are met. Red light means "stop," proven ineffective intervention. Therapists should thoroughly familiarize themselves with three recent high-level evidence articles explaining best practice for children with DCD (Blank et al., 2012; Polatajko & Cantin, 2010; Smits-Engelsman, et al., 2013). These articles suggest that: (1) Parent report screening can save money; (2) Diagnosis is important; (3) Intervention should begin with goal-setting; and (4) Intervention should be offered, using a task-oriented approach, based upon the child's goals.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A