Children with Developmental Coordination Disorder

ISBN-13: 9781861564580 / Angielski / Miękka / 2005 / 332 str.

David A. Sugden; Mary Chambers

Opis

The term Developmental Coordination Disorder (DCD) is used to describe a group of children who have difficulty. with tasks involving movement such that it interferes with their daily living or academic progress.

Recenzje

"a fascinating collection of current thoughts a very useful reference for those professionals working with DCD" (Child Language Teaching and Therapy, July 2006)

Spis treści

The Nature of Children With Developmental Coordination Disorder.

Motor Impairment in DCD and Activities of Daily Living.

Cognitive Explanations of The Planning and Organization of Movement.

A Dynamical Systems Perspective of Developmental Coordination Disorder.

DCD and Overlapping Conditions, progression and Development in Developmental Coordination Disorder.

Assessment of Developmental Coordination Disorder.

Early Identification of Children With developmental Coordination Disorder.

Assessment of Handwriting in Children With developmental Coordination Disorder.

Models of Intervention.

Towards an eco–developmental Approach.

Neuromotor Task Training.

A new Approach to Treat children With Dcd.

A Cognitive Perspective on Intervention for Children With developmental Coordination Disorder.

The Co–op Experience.

Overlapping conditions.

Overlapping Management Services for Individuals With Developmental coordination Disorder.

References

Blurb

The term Developmental Coordination Disorder (DCD) is used to describe a group of children who have difficulty. with tasks involving movement such that it interferes with their daily living or academic progress. As with other developmental disorders such as autistic spectrum disorder, attention deficit disorder and dyslexia, DCD is now a prominent concern of both researchers and practitioners.

This text is aimed at both researchers and professionals who work in a practical manner with the condition and includes professionals in health, occupational therapists, physiotherapists, health visitors, paediatricians, and – in the educational field – teachers and others who are in daily contact with the children – their parents.

The essence of the text is that work with children should be guided by research evidence driving the clinical practice which in turn raisies more questions for research. The authors in this text have both experience in research and are engaged in the day–to–day clinical work with children and bring both of these to bear in the chapters they have written.