Title: Developmental coordination disorder - literature review Objectives: The theoretical part talks about developmental coordination disorder, its diagnosis, investigations, etiology and division during the different ages of the child. The practical part compares the studies relating to atypical development of motor skills in children with developmental coordination disorder. In diploma thesis was often used shortcut CKP and DCD, depending on the source from which it was drawn. DCD is the English equivalent of the shortcut CKP. Methods: This diploma thesis has both descriptively - analytical character. It will be treated as a literature review. Results: On the basis of the researched literary sources, this thesis provides a comprehensive picture on the topic of developmental coordination disorder. This thesis evaluated the atypical motor skills in school and preschool age children with developmental coordination disorder from the perspective of different authors. It has been found, which diagnostic procedures are used and which difficulties are most limiting for the children. Keywords: developmental coordination disorder, fine motor skills, hand function, gross motor skills

Resumo: A escrita é uma forma de comunicação importante que se desenvolve com a idade e com a escolarização. Algumas crianças apresentam dificuldade em desenvolver uma escrita proficiente. Do ponto de vista do controle motor, uma escrita não proficiente pode estar vinculada à dificuldade da criança ativar adequadamente as sinergias motoras que dão suporte a esta habilidade. Portanto, estimular as sinergias motoras dos dedos pode proporcionar melhora na cinética e cinemática da escrita e, conseqüentemente, na qualidade da escrita. O objetivo do presente trabalho foi verificar os efeitos de um programa de intervenção, para crianças com dificuldades na escrita, composto por atividades manipulativas e pré-caligráficas que estimularam as sinergias motoras dos dedos por meio da variação da produção de força dos dedos. Trinta e duas crianças foram indicadas por suas professoras de classe para participarem do estudo. Dezesseis crianças, de 7 a 12 anos de idade, com baixa qualidade na escrita, formaram o Grupo Experimental (GE), e outras 16 crianças com boa qualidade na escrita, e com idade, gênero e preferência manual correspondentes ao GE, formaram o Grupo Controle (GC). O desempenho motor de todos os participantes foi avaliado pelo Movement Assessment Battery for Children, M-ABC (HENDERSON; SUDGEN, 1992). Todos os participantes tiveram a qualidade da escrita avaliada pelo Minnesota Handwriting Assessment (REISMAN, 1999) adaptado à língua portuguesa. Além disso, todos os participantes foram testados na produção gráfica e escrita sobre uma mesa digitalizadora (Wacom, Intuos2). Ambos, o Minnesota Handwriting Assessment adaptado e a produção gráfica e escrita sobre uma mesa digitalizadora foram administrados antes (pré-teste) e após (pós-teste) o programa de intervenção. Somente o GE foi submetido ao programa de intervenção. O programa de intervenção... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Handwriting is an essential manner of human communication which develops with the process of aging and schooling. Some children present difficulties in developing a proficient handwriting. From the motor control perspective, a non-proficient handwriting may be associated with the difficulty to appropriately activate specific motor synergies. Thus, the stimulation of motor synergies of the fingers can improve the kinetic, and kinematic parameters of handwriting, and consequently the quality of the product of handwriting. The purpose of the present study was to examine the effect of an intervention program involving manipulative and pre-calligraphic activities. The intervention activities were based on variation in the force production of the fingers for children with handwriting difficulties. A total of 32 children aged between 7 and 12 years were selected to participate in the study by the classroom teachers. The Experimental Group (EG) was composed by 16 children displaying poor quality of handwriting, and other 16 children matched by age, gender and handedness showing high quality of handwriting composed the Control Group (CG). The motor performance of the participants was assessed by the Movement Assessment Battery for Children, M-ABC (HENDERSON; SUDGEN, 1992). All participants had the quality of the handwriting assessed by the Minnesota Handwriting Assessment (REISMAN, 1999) adapted to the Portuguese language. Furthermore, participants were tested in the handwriting and graphic production on a digitizing tablet (WACOM - Intuos2). Both the Minnesota Handwriting Assessment adapted and the handwriting and graphic production on a digitizing tablet were administered before (i.e., pretest) and after (i.e., post test) the intervention program. Only the EG was submitted to the intervention program. The intervention program consisted of 27 sessions... (Complete abstract click electronic access below) / Orientador: Ana Maria Pellegrini / Coorientador: Cynthia Yukiko Hiraga / Banca: Luis Eduardo P.B.T. Dantas / Banca: Livia de Castro Magalhães / Doutor

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-23T12:24:44Z No. of bitstreams: 1 TeseACC.pdf: 1914393 bytes, checksum: 2e125ecb9f1b905492018f844c3c8171 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:18:55Z (GMT) No. of bitstreams: 1 TeseACC.pdf: 1914393 bytes, checksum: 2e125ecb9f1b905492018f844c3c8171 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:19:02Z (GMT) No. of bitstreams: 1 TeseACC.pdf: 1914393 bytes, checksum: 2e125ecb9f1b905492018f844c3c8171 (MD5) / Made available in DSpace on 2016-09-27T19:19:09Z (GMT). No. of bitstreams: 1 TeseACC.pdf: 1914393 bytes, checksum: 2e125ecb9f1b905492018f844c3c8171 (MD5) Previous issue date: 2015-07-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Studies show that among the several changes that premature infants may present, the Developmental Coordination Disorder (DCD) has highlighted. The incidence in this population is between 30 to 50%. Thus, there is necessary research in this field of knowledge in order to identify existing subject of this in the sciencitifc literature, the gaps to be filled and the prospects and trends in this area. The aim of this study was to verify how is the field of literature in national and international databases on Developmental Coordination Disorder among premature infants, and estimate the prevalence of Development Coordination Disorder (DCD) in elementary school children in Ribeirão Preto. The research is descriptive, exploratory and analytical. Quantitative methods were adopted and the research was divided into two studies. Study 1 refers to bibliometric analysis of scientific literature on TDC in premature available in national and international databases. The recovered articles have undergone a thorough review, and were produced bibliometric indicators on the profile of studies: year of publication, language, authorship, journal, participants, instruments used, design. Study 2 is to identify the prevalence of DCD in students from public and private schools in a city located in State of São Paulo. Participated in the survey, 315 school-age children with (6-13 years) and their parents. The instruments used were the Economic Classification Criteria Brazil, the questionnaire DCDQ - Developmental Coordination Disorder Questionnaire - Brazilian version, the Swanson, Nolan and Pelham Scale IV - SNAP IV and the Movement Assessment Battery Scale for Children-2 (MABC-2). Data were analyzed from spreadsheets of each instrument and descriptive statistical studies, were made comparative and correlational. The results showed that the publications on DCD in premature infants has increased in recent years, the predominant language is English, the authorship is collective, and Lotka's Law is confirmed; the country that stands out most is Australia (30%), most studies are descriptive cross-sectional (61%) and use the MABC-2 as test (50%). In study 2, 33% of children had risk TDC with a significant difference between the groups; The proportion of children with risk for TDC is 75% higher among premature infants in GII and 83% in GIII. The prevalence of children at risk for TDC is higher in public schools (45%) than in the private school (20%) in GIII; 17% of the children had scores to TDC, 7% moderate and 10% severe; 12% showed signs of ADHD. The DCDQ was onsidered valid by the M-ABC-2; and tests showed high association between them. It is observed that the effect of age presents significance, in which the group III prevalence is 1.75 times greater than the group I. The groups I and II do not differ. The effect of prematurity has significance, in which preterm infants have a prevalence of DCD 2.47 times greater than those born at term. The studies complement each presenting an overview of the state of the art production of scientific knowledge on TDC in premature showing gaps and trends in this area, guiding future studies. The prevalence study identifies correctly the children with signs and symptoms of TDC, is essential so that difficulties are assessed and an individual action plan is formulated, preventing future complications. / Estudos apontam que dentre as diversas alterações que crianças prematuras podem apresentar, o Transtorno do Desenvolvimento da Coordenação (TDC) tem destaque, a literatura mostra que a incidência nesta população é de 30 a 50%. O objetivo desse estudo foi verificar como se constitui o campo da literatura científica nas bases de dados nacionais e internacionais sobre Transtorno do Desenvolvimento da Coordenação (TDC) em prematuros, e estimar a prevalência do TDC em crianças do ensino fundamental do município de Ribeirão Preto. A pesquisa é exploratória descritiva de cunho analítico, e a pesquisa foi dividida em dois estudos. O estudo 1 refere-se a análise bibliométrica da produção científica sobre TDC em prematuros disponibilizadas nas bases de dados nacionais e internacionais. Os artigos recuperados passaram por uma análise minuciosa, e produziram-se indicadores bibliométricos sobre o perfil dos estudos: ano de publicação, idioma, autoria, periódico, participantes, instrumentos utilizados, delineamento. O estudo 2 consiste na identificação da prevalência de TDC em escolares de escolas públicas e particulares na cidade de Ribeirão Preto, interior de São Paulo. Participaram da pesquisa, 315 crianças em idade escolar (6-13 anos) divididos em três grupos: GI (6 à 7 anos); GII (8 à 9 anos) e GIII (10 à 13 anos) e seus responsáveis. Os instrumentos utilizados foram o Critério de Classificação Econômica Brasil, o questionário DCDQ – Developmental Coordination Disorder Questionnaire - versão brasileira, o Swanson, Nolan and Pelham IV Scale - SNAP IV e a escala Movement Assessment Battery for Children (MABC). Os dados foram analisados a partir de planilhas de cálculo de cada instrumento e de estudos estatísticos descritivos, comparativos e correlacionais. Os resultados mostram que as publicações sobre TDC em prematuros aumentou nos últimos anos, o idioma predominante é o inglês, a autoria é coletiva, e a Lei de Lotka se confirma; o país que mais se destaca é a Austrália (30%), a maioria dos estudos são do tipo transversal descritivo (61%) e utilizam o MABC-2 como teste (50%). No estudo 2, 33% das crianças apresentaram risco de TDC com diferença significativa entre os grupos; A proporção de crianças com Risco para o TDC é maior 75% entre os prematuros no GII e 83% no GIII. A prevalência de crianças com risco para TDC é maior na escola pública (45%) do que na escola particular (20%) no GIII; 17% das crianças avaliadas apresentaram pontuação para TDC, sendo 7% moderadas e 10% grave; 12% apresentaram sinais de TDAH. O DCDQ foi considerado válido pelo M-ABC-2; e os testes apresentaram alta associação entre eles. Observa-se que o efeito da idade apresenta significância, na qual o grupo III tem prevalência 1,75 vezes maior do que o grupo I. Os grupos I e II não diferem. O efeito da prematuridade apresenta significância, na qual os prematuros têm uma prevalência de TDC 2,47 vezes maior do que os nascidos à termo. Os estudos se complementam apresentando um panorama do estado da arte da produção do conhecimento científico sobre TDC em prematuros, mostrando lacunas e tendências nessa área, guiando futuros estudos. O estudo de prevalência permite identificar de forma correta as crianças que apresentam sinais e sintomas do TDC, sendo essencial para que as dificuldades sejam avaliadas e um plano de intervenção individual seja formulado, prevenindo futuras complicações.

Made available in DSpace on 2016-12-06T17:07:26Z (GMT). No. of bitstreams: 1 Carla Simon Bernardi.pdf: 1103734 bytes, checksum: 3d5fbb863ac1afa9f3406bc260a955b6 (MD5) Previous issue date: 2010-04-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to verify the influence of a motor intervention program on school children s motor and self-concept development with Developmental Coordination Disorder (DCD). The study was constituted by a group of 7 school children with DCD indicative denominated GT and another group with 5 school children with DCD risk denominated GR; totalizing 12 participants with average age of 10 years old (± 6 months). Movement Assessment Battery for Children 2 M-ABC2 (HENDERSON; SUGDEN BARNNET, 2007) was used to characterize and evaluate the motor development of children with DCD risk and indicative. To verify the self-concept was used the Self-perception Profile for Children (HARTER, 1982). The data statistic analysis was held with the use of SPSS 11.0 Program for windows. To describe the motor and self-concept development of the participants was used descriptive statistic, including central tendency and variability measures; and to analyze the intervention program influence was used the Wilcoxon test. To verify the motor development of school children was used the scores themselves provided by the test. In every statistic analyses was adopted the significance level of 5%, being the alpha level defined with 0,05. At the end of the result analyses was possible to realize that the implemented motor intervention program showed influencing positively the motor skill performances of static and dynamic Balance (p=0.007), and the skills to Aiming and Catching (p=0.013) of the school children with indicative and risk to DCD evidencing improvement on the motor development. The data analyses did not show the program effectiveness on the Manual Dexterity (p=0.721). On the Total Self-concept of the participants also was found significant difference from the pre-test to the post-test (p=0.007). In this way, it was concluded that the implementation of a coordination intervention program that respond the children s motor needs with DCD or risk to present DCD can influence positively on the coordination development improvement and to contribute to better adequate the selfconcept of these school children. / Este estudo teve o objetivo verificar a influência de um programa de intervenção motora no desenvolvimento motor e no autoconceito de escolares com Transtorno do Desenvolvimento da Coordenação (TDC). O estudo foi constituído por um grupo de 7 escolares com indicativo de TDC denominado GT, e outro grupo composto por 5 escolares com risco para TDC denominado GR; totalizando 12 participantes com idade média de 10 anos (± 6 meses). A Bateria para Avaliação do Movimento de Crianças 2 (HENDERSON; SUGDEN e BARNETT, 2007) foi utilizada para caracterizar e avaliar o desenvolvimento motor das crianças com risco e indicativo de TDC. Para verificar o autoconceito foi utilizada a Escala de Auto-percepção para Crianças (HARTER, 1982). A análise estatística dos dados foi realizada com utilização do Programa SPSS 11.0 for windows. Para descrever o desenvolvimento motor e o autoconceito dos participantes foi utilizada a estatística descritiva, incluindo medidas de tendência central e variabilidade; e para analisar a influência do programa interventivo foi utilizado o teste Wilcoxon. Para verificar o desenvolvimento motor dos escolares foram utilizados os próprios escores fornecidos pelo teste. Em todas as análises estatísticas foi adotado o nível de significância de 5%, sendo o nível alfa definido como 0,05. Com o término da análise dos resultados foi possível perceber que o programa de intervenção motora implementado demonstrou influenciar positivamente o desempenho das habilidades motoras de Equilíbrio estático e dinâmico (p=0.007), e as habilidades de Lançar e Receber (p=0.013) dos escolares com indicativo e risco para TDC evidenciando melhora no desenvolvimento motor. A análise dos dados não demonstrou efetividade do programa nas habilidades de Destreza Manual (p=0.721). No Autoconceito Total dos participantes também foi achado diferença significativa do pré-teste para o pós-teste (p=0.007). Desta forma, conclui-se que a implementação de um programa de intervenção motora que responda as necessidades motoras de crianças com TDC ou risco de apresentar TDC pode influenciar positivamente na melhora do desenvolvimento motor e contribuir para uma melhor adequação do autoconceito destes escolares.

Submitted by LEONARDO SOARES DE CARVALHO (leonardo_90801@hotmail.com) on 2017-09-03T15:37:48Z No. of bitstreams: 1 DISSERTAÇÃO_LEONARDO_VERSAO_FINAL_23_10.pdf: 1926171 bytes, checksum: 3bb7cafdc3572b383f79c10dbac37ec0 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-09-06T12:47:23Z (GMT) No. of bitstreams: 1 carvalho_ls_me_rcla.pdf: 1926171 bytes, checksum: 3bb7cafdc3572b383f79c10dbac37ec0 (MD5) / Made available in DSpace on 2017-09-06T12:47:23Z (GMT). No. of bitstreams: 1 carvalho_ls_me_rcla.pdf: 1926171 bytes, checksum: 3bb7cafdc3572b383f79c10dbac37ec0 (MD5) Previous issue date: 2016-08-26 / O Transtorno do Desenvolvimento da Coordenação (TDC) é caracterizado pelas dificuldades de coordenação motora, com baixo desempenho funcional motor, particularmente no período da infância, sem uma causa neurológica conhecida. Em geral, essas crianças apresentam déficits relacionados à integração viso-motora, planejamento da ação, além de alto nível de ansiedade e estresse. O presente estudo tem como objetivos examinar o efeito da prática com jogos de Realidade Virtual (RV) do console Wii por crianças com TDC e com desenvolvimento típico (DT). Além disso, examinar a modulação do sistema nervoso autônomo (SNA) em crianças com TDC e com DT durante a prática dos jogos com Nintendo Wii. A bateria de testes MABC-2 foi utilizada para identificar o nível de dificuldade motora dos participantes e compor os grupos TDC e DT. A atividade modulatória básica do SNA foi realizada pelo Teste Ortostático, através do aplicativo computacional Nerve-Express. A modulação do SNA reflete de modo geral o estresse do indivíduo perante alguma situação, a partir do registro dos batimentos da frequência cardíaca. A partir da pontuação e classificação da bateria MABC-2, as crianças foram divididas em dois grupos: grupo TDC e grupo DT. Cada grupo foi composto por oito participantes, com idade de nove e dez anos, DT (M= 111,87 meses; DP= 4,05) e TDC (M= 115,87 meses; DP= 4,05). As crianças de ambos os grupos foram pareadas em gênero e idade. O grupo DT participou do programa de prática por quatro semanas, e as crianças do grupo TDC participaram do programa por seis semanas, ambos com frequência semanal de até duas vezes por semana (DT total de sete dias de prática, e TDC total de onze dias de prática). Os registros da frequência cardíaca para examinar a atividade de modulação do SNA durante a prática dos jogos do console Wii foram realizados no primeiro e no último dia de prática dos jogos do Wii. Os resultados do desempenho nos jogos do Wii (tênis e arco e flecha) apresentaram melhora significativa do primeiro para o último dia. Além disso, sessões práticas extras para as crianças com TDC em relação ao seus pares com DT auxiliou na evolução do nível de desempenho desse grupo. As crianças com TDC alcançaram desempenho similar ao dos com DT em ambos os jogos (Tênis moto treino e Arco-e-flecha). Os resultados relativos à modulação do SNA não produziu efeitos significativos entre os grupos TDC e DT. Dessa forma, jogos do console Nintendo Wii oferecida como prática sensório-motora e maior volume de prática ao grupo com TDC são altamente positivas para trazer benefícios às crianças com dificuldades motoras. / The Development of coordination disorder (DCD) is featured by the difficulties of coordination, functional motor performance, particularly in the period of childhood, without a neurological cause known. In General, these children present deficits related to integration vision-motor, action planning, in addition to high level of anxiety and stress. The present study aims to examine the effect of the practice with Virtual reality games (RV) Wii console for children with TDC and with typical development (TD). In addition, examine the modulation of the autonomic nervous system (ANS) in children with TDC and DT during practice games with Nintendo Wii. The battery of tests MABC- 2 was used to identify the level of difficulty of the motor and fix the TDC and TD groups. The basic SNA modulation activity was held by the Orthostatic Test, through computational application Nerve-Express. The modulation of the SNA reflects generally the stress of the individual in the face of any situation, from the registry of heart rate heart rate. From the score and ranking of MABC battery-2, the children were divided into two groups: DCD and TD group. Each group was made up of eight participants, aged nine and ten years, DT (M = 111.87 months; DP = 4.05) and DCD (M = 115.87 months; DP = 4.05). The children in both groups were paired in gender and age. The TD group participated in the program for four weeks, and the children of the DCD group participated in the program for six weeks, both with weekly frequency to twice a week (seven days in total of TD, and DCD total of eleven days of practice). Heart rate records to examine the activity of SNA modulation during practice of the Wii console games were held on the first and on the last day of practice of Wii games. The results of performance in Wii games (tennis and archery) showed a significant improvement from the first to the last day. In addition, extra practice sessions for children with DCD in relation to their peers with TD assisted in the evolution of the level of performance of this group. Children with DCD reached performance similar to that of with TD in both games (tennis motorcycle training and archery). The results regarding the modulation of SNA did not produce significant effects between DCD and TD groups. In this way, the console Nintendo Wii games offered as sensory-motor practice and more opportunities to practice the group with DCD are highly positive to bring benefits to children with motor difficulties.

Resumo: Durante o período de escolarização, algumas crianças podem apresentar dificuldades na coordenação motora, principalmente em habilidades manuais, e podem ser identificadas como tendo Transtorno do Desenvolvimento da Coordenação (TDC). Existem evidências na literatura que déficits nos mecanismos de controle e precisão para produção de força/torque dos dedos estejam associados às dificuldades motoras nessas crianças. Assim, como a produção de força/torque é essencial para inúmeras atividades da vida diária, o presente estudo teve como objetivo principal investigar o efeito da prática no desempenho de crianças com TDC e com desenvolvimento típico (DT). Participaram do estudo, 24 crianças com idade entre 9 e 10 anos. A tarefa praticada foi a de preensão digital em torque com feedback visual. As crianças foram incentivadas a manter, durante 15 segundos, de forma contínua e constante, 25% do torque voluntário máximo. A prática foi feita durante cinco dias consecutivos, com realização de 15 tentativas por dia. Após a prática com feedback visual, as crianças foram incentivadas a realizar cinco tentativas na condição sem feedback visual. Nestas tentativas, o feedback visual era removido após 5 segundos do início da tentativa. Os resultados demonstraram que nos cinco dias de prática as crianças com DT foram consistentemente mais precisas em manter o controle de torque do que as crianças com TDC. As crianças de ambos os grupos melhoraram o desempenho no decorrer das sessões de prática evidenciado pela redução do coeficiente de variação e da dispersão média do erro...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: During the first years in school, children can show motor coordination difficulties mainly in manual skills and they can be identified as shown Developmental Coordination Disorder (DCD). There is evidence from the literature that deficits in the mechanisms of accuracy and control in the finger production of strength/torque are associated with the motor difficulties of these children. The production of strength/torque is essential for a large number of daily activities so that the effect of practice of grip torque among DCD children and those shown typical development (DT) was the main objective of the present study. Participants were 24 children aged between 9 and 10 years. Children were asked to keep control of torque in a continuous and constant way with visual feedback (25% of maximum voluntary torque) during a period of 15 seconds. Practice was given during five consecutive days with 15 trials per day. After the practice with visual feedback, children were asked to perform five trials without visual feedback. In these trials, feedback was removed five seconds after the start of the trial. The results showed during the five days of practice that children with DT were consistently more accurate in keeping torque control than those with DCD. Children from both groups improved the level of performance as practice took place shown reduction of the coefficient of variation and of error (RMS). In relation to the trials without visual feedback, DCD children were not able to perform at the same level as they did when visual feedback was available...(Complete abstract, click electronic access below) / Orientador: Ana Maria Pellegrini / Coorientador: Cynthia Y. Hiraga / Banca: José angelo Barela / Banca: Márcio Alves de Oliveira / Mestre

Orientador: Ana Maria Pellegrini / Banca: Cynthia Yukiko Hiraga / Banca: José Angelo Barela / Resumo: A coordenação intermembros é exigida em inúmeras atividades motoras. Nestas atividades, os indivíduos precisam coordenar muitos componentes do corpo, mantendo relações entre eles e destes com o ambiente. Em um sistema dinâmico complexo, as relações entre as partes do sistema limitam ou influenciam o comportamento de outras partes, levando à emergência de padrões de coordenação. Crianças com Transtorno do Desenvolvimento da Coordenação (TDC) têm sido caracterizadas por apresentarem dificuldade em coordenar ritmicamente as partes do corpo em padrões específicos de coordenação intermembros. O presente estudo investigou a emergência e a estabilidade de padrões motores de crianças com TDC em uma tarefa rítmica de coordenação intermembros, analisando suas capacidades de sincronizar os deslocamentos dos membros superiores e inferiores em diferentes superfícies de apoio. Doze crianças com Desenvolvimento Típico (DT) e 12 crianças com TDC realizaram a tarefa de saltar e bater palma, durante 15 segundos, em duas superfícies: rígida (chão) e elástica (mini-trampolim). Foi solicitado à criança saltar e bater palma em quatro condições de coordenação: (i) de livre escolha do participante - Livre; (ii) batendo palma toda vez que os pés tocavam a superfície de apoio - Palma em Baixo; (iii) batendo palma toda vez que o corpo alcançava a máxima altura do salto - Palma em Cima; e (iv) batendo palma toda vez que os pés tocavam a superfície de apoio e toda vez que o corpo alcançava a máxima altura do salto - Duas Palmas. Quando a tarefa foi executada na condição Livre, os resultados mostraram que o padrão emergente das crianças com TDC foi diferente e mais variável na superfície mini-trampolim comparado com o das crianças com DT e com o delas mesmas na superfície chão. Além disso, na condição Palma em Baixo e Palma em Cima, as crianças... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Interlimb coordination is required in many motor activities. To perform these activities, people have to coordinate all body segments at the same time, keeping a relationship between segments and with the environment. In a complex dynamic system, the relationships between its parts limit or influence the behavior of other parts, so coordination patterns emerge. Children with Developmental Coordination Disorder (DCD) have been characterized by showing difficulty in rhythmically coordinate body segments, in specific interlimb coordination patterns. The purpose of this study was to investigate the emergency and stability of coordination patterns in children with DCD when they perform a rhythmic interlimb coordination task, analyzing their abilities to synchronize the movements of upper and lower limbs in two different surfaces. Twelve children with Typical Development (TD) and 12 children with DCD performed a jumping and clapping task during 15 seconds in two surfaces: rigid (on the floor) and elastic (on the mini-tramp). Children were required to clap while jumping (i) in their chosen pattern - Free; (ii) when the feet touched on the surface - Clapping-surface; (iii) when the body reached the maximum jumping height - Clapping-jumping; and (iv) when the feet touched the surface and when the body reached the maximum jumping height - Clapping-both. For the Free condition, the results showed that the DCD children emergent pattern was different and more variable on the mini-tramp than on the floor as compared with TD children coordination pattern. Furthermore, children with DCD were more variable in Clapping-surface and Clapping-jumping conditions compared with TD children. Clapping-jumping condition, characterized by relative phase of 180°, was more difficult for both DCD and TD children to perform than Clapping-surface condition, characterized by relative phase... (Complete abstract click electronic access below) / Mestre

This diploma thesis researches the effect of yoga group exercising on children diagnosed with developmental coordination disorder. The theoretical part provides an overview of knowledge about the developmental coordination disorder, it mentions the issue with nomenclature and summarizes the options of treatment. It also deals with yoga, especially it's use as a form of therapy for wide range of diagnosis in adults as well as in children population. The aim of the practical part was to find out if there is any improvement in motor and other abilities after group exercising of yoga. Children were examined by Movement Assessment Battery for Children 2 and by selected subtests from Sensory Integration and Praxis test, specifically Postural Praxis, Bilateral Motor Coordination, Postrotary Nystagmus, Manual Form Perception and Localization of Tactile Stimuli. Parents of children filled Short Sensory Profile and Developmental Coordination Disorder Questionnaire. The study demonstrated improvement in MABC-2 test results, specifically in Aiming and Catching and Balance subtests. There was also significant improvement in these subtests of Sensory Integration and Praxis test: Postural Praxis, Bilateral Motor Coordination and Localization of Tactile Stimuli. Both questionnaires did not show any improvement.

It is well established in the literature that children with developmental coordination disorder (DCD) are more likely to be physically inactive, have unhealthy weight, and report lower perceptions of self-worth than typically developing (TD) children. Physical inactivity, overweight/obesity and low self-worth are important risk factors for many physical and psychological health conditions. The interrelationships among these factors, however, have yet to be explored in children with DCD. There is limited information on change in body composition measures and self-worth over time in children with DCD, the effect of physical activity (PA) on body composition, and whether the combined negative influence of having both DCD and obesity result in poorer conceptions of self-worth. In this dissertation, I present a series of studies that explore the connections among these factors using longitudinal, population-based data on a large cohort of children with and without poor motor coordination. The first study, presented in Chapter 2, describes the results of change in BMI and waist circumference (WC) in children with probable DCD (pDCD) and TD children over a five-year time period, and the effects of sex and PA on this relationship. Chapter 3 describes the results of the relationship between body fat, pDCD, and PA after addressing the measurement- related limitations of the study reported in Chapter 2. Chapter 4 describes the results of self-worth in children with pDCD and overweight/obesity, only pDCD, only overweight/obesity, and the control group at baseline as well as change over time. Collectively, the results show that children with pDCD have a consistently higher BMI, WC, and body fat than TD children. BMI and WC increases over time in children with pDCD; specifically boys with pDCD show a much accelerated increase in these measures. Scores of body composition measures increase with decrease in self-reported and objectively measured PA, but participation in PA does not explain why children with pDCD are more likely to have excess weight gain. Finally, children with both pDCD and overweight/obesity and children with either of these conditions alone report lower self- worth than the control group, and the change in self-worth between groups remains constant over time. / Dissertation / Doctor of Philosophy (PhD)

<p>Labelling Theory stipulates that once an individual exhibits deviant behaviour, such as acting outside of the norm, the public and even close relatives will react to this behaviour by labelling it. Some of these labels result in social and psychological consequences for the individual, and Labelling theorists argue that, at the very extreme, they culminate in a self-fulfilling prophecy wherein the labelled individual fulfills the expectations others have placed upon him/her. Labelling Theory has been questioned for its lack of consistent supporting empirical evidence and still faces much scrutiny by leaving many unanswered questions, particularly within educational contexts. Several societal changes have created a profoundly different climate for labelling in the domains of mental health and education and beg the re-evaluation of labelling theory’s original arguments.</p> <p>This dissertation empirically tests the main tenets of Labelling Theory within an educational setting by exploring the experiences of children identified as having symptoms of Developmental Coordination Disorder in aNorthern Ontariocity. This study finds that children who are yet undiagnosed with DCD are often stigmatized not only by their peers, but also by educators, public, and even close relatives. However, those children who were formally labelled were granted more opportunities and were often more accommodated within the educational context. It also finds that formally labelled children often had varying degrees of self-confidence; conversely, those who were not labelled or awaiting diagnosis were often more critical of their abilities and were frequently socially isolated. Finally, this study found that parents played an active role in acquiring formal labels and services for their children throughout the diagnostic process and afterwards. These findings have implications for educational and health care related policies and future research for Labelling Theory.</p> / Doctor of Philosophy (PhD)