Educational and rehabilitation approach in developmental coordination disorders

Razvojni poremećaj koordinacije definira se kao oštećenje motoričke koordinacije koje je dovoljno veliko da interferira sa svakodnevnim životnim aktivnostima i akademskim postignućima. Svakodnevne životne aktivnosti koje zahtijevaju motoričku koordinaciju procjenjuju se u odnosu na kronološku dob i inteligenciju, a njihov poremećaj može se manifestirati izrazitim kašnjenjem u postizanju motoričkih miljokaza poput puzanja, sjedenja ili hoda, čestim ispadanjem stvari, nespretnošću, lošim sportskim rezultatima, lošim rukopisom. Važno je pri tome da uzrok poremećaja nije poznato medicinsko stanje poput cerebralne paralize, hemiplegije, mišićne distrofije i drugo, te da ne zadovoljava kriterije za pervazivni razvojni poremećaj. Cilj ovog istraživanja je utvrditi učinkovitost edukacijsko - rehabilitacijskog programa u područjima svakodnevnih vještina, spoznaje, motoričkog razvoja, komunikacije i socio-emocionalnog razvoja kod 7- godišnjeg djeteta s razvojnim poremećajem koordinacije i pridruženim teškoćama. Program se provodio u obitelji djeteta uz superviziju mentorice. Edukacijsko – rehabilitacijski program se temeljio na pristupima Montessori pedagogije obuhvaćajući čitav niz individualiziranih vježbi i materijala. U svrhu procjene i evaluacije korišteni su: Ages and Stages Questionnaire (ASQ 60) (Bricker i Squires,1999) i Fine Motor Developmental Checklist - Check lista za procjenu razvoja fine motorike. Kao metoda obrade podataka primijenjena je modifikacija algoritma INDIFF koja služi za komponentnu analizu stanja ispitanika opisanog nad skupinom varijabli registriranih kroz određeni vremenski period. Na temelju statističke obrade i analize podataka, potvrđene su polazne hipoteze prema kojima primjena programa za 7-godišnje dijete s razvojnim poremećajem koordinacije i pridruženim teškoćama rezultira napretkom na područjima motoričkog razvoja, komunikacije i spoznaje.Developmental coordination disorder is defined as an impairment of motor coordination that is large enough to interfere with daily life activities and academic achievements. Daily activities that require motor coordination are assessed in relation to chronological age and intelligence and their disorder can manifest a pronounced delay in reaching motor milestones such as crawling, sitting or walking, frequent relegation things, clumsiness, poor sports results, poor handwriting. It is important here that the cause of the disorder is unknown medical condition such as cerebral palsy, hemiplegia, muscular dystrophy and other, and that does not meet the criteria for pervasive developmental disorder. The aim of this study was to determine the effectiveness of educational - rehabilitation program in the areas of daily living skills, cognition, motor development, communication and socio-emotional development in a 7- year old child with developmental coordination disorder and associated difficulties. The program was implemented in the family of the child under the supervision of mentor. Special Education - rehabilitation program was based on the Montessori approach encompassing a range of individualized exercises and materials. For the purpose of assessment and evaluation were used: Ages and Stages Questionnaire (ASQ 60) (Bricker & Squires, 1999) and Fine Motor Developmental Checklist - Checklist to assess the development of fine motor skills. As a data processing method used is a modification of the algorithm INDIFF which is used for component analysis of the situation of the respondents described a group of variables registered through a certain period of time. Based on statistical data processing and analysis, confirmed the initial hypothesis according to which the application program for the 7 -year-old child with developmental coordination disorder and associated difficulties resulting progress in the areas of motor development , communication and knowledge