The Functional Subtypes of Children with Developmental Coordination Disorder

• Main Authors: Yu-Fen Chuang, 莊育芬
• Other Authors: 何東墀
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/46310385278470358701

博士 === 國立彰化師範大學 === 特殊教育學系所 === 96 === The purposes of this study were to find the correlation between screening tools and evaluation tool, classify the functional subtypes of children with developmental coordination disorder (DCD), and analyze the functional subtype characteristics. There was significant negative moderate correlation between Developmental Coordination Disorder Questionnaire (DCDQ) and Movement Assessment Battery for Children (M-ABC). There was no significant difference between DCDQ and Movement Assessment Battery for Children Checklist, and between Movement Assessment Battery for Children Checklist and M-ABC. The evaluation scale for functional subtypes of children with DCD was made based on the international classification of functioning, disability and health (ICF). 70 children with DCD were selected into this study. 70 evaluation scales for functional subtypes of children with DCD from 17 teachers of the resource classroom and 31 teachers of the regular classroom were analyzed. The results in this study were as following: the functional subtypes were “less difficulty” and “high difficulty” in general function, learning and apply knowledge, general tasks and demands, communication, mobility, self-care, participation of domestic-school-community life, and interpersonal interactions and relationships. The results of significant correlation between functional subtype characteristics and background variables were as following: 1. The functional subtypes in general function and the mathematic resource lesson. The percentage of children with less difficulty in general function who had the mathematic resource lesson was high. The percentage of children with high difficulty in general function who had not the mathematic resource lesson was high. 2. The functional subtypes in general function and the Chinese and mathematic resource lessons. The percentage of children with less difficulty in general function who had the Chinese and mathematic resource lesson was high. The percentage of children with high difficulty in general function who had not the Chinese and mathematic resource lesson was high. 3. The functional subtypes in general function and the interaction team. The percentage of children with less difficulty in general function who had not the interaction team was high. The percentage of children with high difficulty in general function who had not the interaction team was high. 4. The functional subtypes in learning and apply knowledge and the mathematic resource lesson. The percentage of children with less difficulty in learning and apply knowledge who had not the mathematic resource lesson was high. The percentage of children with high difficulty in learning and apply knowledge who had the mathematic resource lesson was high. 5. The functional subtypes in learning and apply knowledge and the physical therapy. The percentage of children with less difficulty in learning and apply knowledge who had not the physical therapy was high. The percentage of children with high difficulty in learning and apply knowledge who had not the physical therapy was high. 6. The functional subtypes in learning and apply knowledge and the occupational therapy. The percentage of children with less difficulty in learning and apply knowledge who had not the occupational therapy was high. The percentage of children with high difficulty in learning and apply knowledge who had not the occupational therapy was high. 7. The functional subtypes in general tasks and demands and the occupational therapy. The percentage of children with less difficulty in general tasks and demands who had not the occupational therapy was high. The percentage of children with high difficulty in general tasks and demands who had not the occupational therapy was high. 8. The functional subtypes in communication and the physical therapy. The percentage of children with less difficulty in communication who had not the physical therapy was high. The percentage of children with high difficulty in communication who had not the physical therapy was high. 9. The functional subtypes in communication and the occupational therapy. The percentage of children with less difficulty in communication who had not the occupational therapy was high. The percentage of children with high difficulty in communication who had not the occupational therapy was high. 10. The functional subtypes in communication and the interaction team. The percentage of children with less difficulty in communication who had not the interaction team was high. The percentage of children with high difficulty in communication who had not the interaction team was high. 11. The functional subtypes in mobility and the physical therapy. The percentage of children with less difficulty in mobility who had not the physical therapy was high. The percentage of children with high difficulty in mobility who had not the physical therapy was high. 12. The functional subtypes in mobility and the psychology. The percentage of children with less difficulty in mobility who had not the psychology was high. The percentage of children with high difficulty in mobility who had not the psychology was high. 13. The functional subtypes in self-care and the psychology. The percentage of children with less difficulty in self-care who had not the psychology was high. The percentage of children with high difficulty in self-care who had not the psychology was high. 14. The functional subtypes in participation of domestic-school-community life and the physical therapy. The percentage of children with less difficulty in participation of domestic-school-community life who had not the physical therapy was high. The percentage of children with high difficulty in participation of domestic-school-community life who had not the physical therapy was high. 15. The functional subtypes in participation of domestic-school-community life and the psychology. The percentage of children with less difficulty in participation of domestic-school-community life who had not the psychology was high. The percentage of children with high difficulty in participation of domestic-school-community life who had not the psychology was high. 16. The functional subtypes in interpersonal interactions and relationships and the psychology. The percentage of children with less difficulty in interpersonal interactions and relationships who had not the psychology was high. The percentage of children with high difficulty in interpersonal interactions and relationships who had not the psychology was high. The intervention of resource lessons and interaction team for functional subtypes of children with DCD were also suggested in this study.