Stimulation of motor skills and self-regulation in a child with developmental disabilities

Cilj ovog rada je utvrditi postoji li napredak kod djeteta s razvojnim odstupanjima na području motoričkih sposobnosti grubih i finih motoričkih vještina te na području samoregulacije nakon provedbe edukacijsko rehabilitacijskog programa. Također, u ovom radu uzima se u obzir i perspektiva majke kako bi se dobio bolji uvid u poteškoće samoregulacije kod djeteta s ciljem osvještavanja uloge roditelja pri učenju vještina samoregulacije kao i kreiranja programa koji će uz poticanje motoričkih sposobnosti poticati i vještine samoregulacije. Nedovoljno razvijena motorička sposobnost koordinacije ograničava pojedinca da učinkovito upravlja vlastitim reakcijama i ponašanjima. Nadalje, temelj samoregulacije je sposobnost upravljanja emocijama, pozornošću i ponašanjem. Iz navedenog proizašla je potreba za kreiranjem edukacijsko rehabilitacijskog programa koji će stimulirati nedovoljno razvijene motoričke sposobnosti. Provedbom strukturiranih motoričkih aktivnosti nastoji se poboljšati kvaliteta pokreta što će doprinijeti boljoj kontroli ponašanja. Naglasak programa je na poticanju motoričkih sposobnosti u kojima su odstupanja najizraženija, kako u grubim tako i u finim motoričkim vještinama. Provedene aktivnosti zahtijevaju kontrolu impulsa i pokreta čime se povećava kontrola nad vlastitim mislima, emocionalnim reakcijama i postupcima te se ujedno potiče i razvoj vještina samoregulacije. Sudionk istraživanja je dječak kronološke dobi 5 godina s dijagnozom specifičnog mješovitog razvojnog poremećaja. Evaluacija napretka djeteta na području finih motoričkih vještina gornjih ekstremiteta vrednovala se Beery-Buktenica testom vizualno-motoričke integracije. Evaluacija djeteta na području motoričkih sposobnosti grubih motoričkih vještina donjih i gornjih ekstremiteta provodila se instrumentom procjene osmišljenim za potrebe ovog istraživanja. Napredak na području samoregulacije vrednovao se Ages and Stages Questionaire: Social-Emotional kojeg je ispunjavala majka. Rezultati istraživanja su analizirani kvantitativnom i kvalitativnom metodologijom. Na svim procjenjivanim varijablama rezultati su, nakon provođenja programa bolji stoga je potvrđena hipoteza da će Primjena edukacijsko rehabilitacijskog programa utjecati na poboljšanje motoričkih sposobnosti i samoregulacije kod djeteta s razvojnim odstupanjima.The aim of this paper is to determine whether there is progress in a child with developmental disabilities in the field of motor skills of gross and fine motor abilities and in the field of self-regulation after the implementation of an educational rehabilitation program. Also, this paper takes into account the mother's perspective in order to gain a better understanding of the difficulties of self-regulation in the child for the sake of raise awareness of the parents' role in learning self-regulation skills, as well as to create programs that will encourage self-regulation skills in addition to enhancing motor skills. An underdeveloped motor coordination ability limits an individual to effectively manage his or her own reactions and behaviors. Furthermore, the basis of self-regulation is the ability to manage emotions, attention and behavior. From this the need for creating an educational rehabilitation program that stimulates the underdeveloped motor skills has arisen. The implementation of structured motor activities seeks to improve the quality of movement, which will contribute to better behavioral control. The emphasis of the program is on fostering motor skills in which difficulties are most pronounced, in both gross and fine motor abilities. The performed activities require the control of impulses and movements, which increases the control over one's thoughts, emotional reactions and actions, and at the same time encourages the development of self-regulation skills. The study participant is a 5-year-old boy diagnosed with a specific mixed developmental disorder. Evaluation of the child's progress in the area of fine motor skills of the upper extremities was evaluated by the Beery-Buktenica visual-motor integration test. Evaluation of the child in the field of motor skills of the gross motor abilities of the lower and upper extremities was performed with an assessment instrument designed for the purposes of this research. Progress in the field of self-regulation was evaluated by Ages and Stages Questionaire: Social-Emotional, which was fulfilled by the mother. The results of the research were analyzed by quantitative and qualitative methodology. On all the variables evaluated, the results are better, after the implementation of the program, therefore, the hypothesis was confirmed that the implementation of the educational rehabilitation program will influence the improvement of motor skills and self-regulation in a child with developmental disabilities