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Triangular evaluation of performance in developmental coordination disorder
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| Author:
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U.GANAPATHY SANKAR, MONISHA.R
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| Abstract:
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Developmental coordination disorders (DCD), was termed as clumsy, lazy and awkward previously and it is most common among primary school children. However prevalence estimate suggests that 6-7% of school children were affected and majority of boys were identified as DCD when compared to girls. Teachers used to identify these children as lazy and they adapt awkward sitting and walking pattern in their classroom and other typically developing peer group children makes fun of these children. Thus they turn isolated and later on the depressive symptoms occupy children with DCD and they avoid peer group children. Developmental coordination disorders (DCD) is affecting predominantly school aged children and the current study aims in characterizing the writing ability and performance of children with developmental coordination disorder. Handwriting performance of children with DCD, who write in English, was evaluated. Triangular evaluation was applied for evaluating the performance of children with DCD. Children included in the study were of age group 11-12 years and out of 50 children included in the study 10 diagnosed with DCD based on the DSM-V criteria and 10 age matched typically developed children were included in controls. Children were asked to copy a paragraph in a notebook provided to them. HPSQ- handwriting proficiency screening questionnaire was completed by teachers after observing the performance of children with DCD. Results suggested that compared to typically developing children, DCD children required more time to write on paper and to complete the task.
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| Keyword:
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DCD. HANDWRITING PERFORMANCE, HPSQ, TEACHERS, PRIMARY SCHOOLS
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| EOI:
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| DOI:
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https://doi.org/10.31838/ijpr/2020.12.03.366
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| Download:
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Request For Article
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