Identification of emotional and behavioral problems by teachers in children with developmental coordination disorder in the school community

Research in Developmental Disabilities
Meta van den HeuvelBouwien C M Smits-Engelsman

Abstract

Current evidence on the co-occurrence of Developmental Coordination Disorder (DCD) and psychosocial problems mainly concerns parent-reported information, but rarely includes teacher information. The aim of this study was (1) to investigate the teachers' identification of emotional and behavioral problems in children with DCD and (2) to examine the performance of the teacher version of the Strengths and Difficulties Questionnaire (SDQ-T) compared with the Teacher Report Form (TRF) in children with DCD. We assessed primary school children (202 boys, 200 girls, range 4-10.8 years, mean age 7.2 years) for DCD following the DSM IV-TR criteria. Emotional and behavioral problems were measured with the TRF (n=327) and the SDQ-T (n=361). DCD was established in 23 (5.7%) children, 16 boys and 7 girls (mean age 7.0 years). Children with DCD had a higher proportion of clinical scores on both the TRF Total Problem Scale (TRF TPS) and SDQ-T Total Difficulties Score (SDQ-T TDS). Children with DCD had increased odds on the TRF domains Thought (odds ratio, OR: 5.39), Externalizing (OR: 4.12) and Internalizing (OR: 4.42) problems, and on all SDQ-T-domains and Total Difficulties score (OR: 7.30). In the DCD group the SDQ-T TDS correlated strongly...Continue Reading

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Citations

Sep 27, 2019·Journal of Health Psychology·Tatiane Targino Gomes DraghiEloisa Tudella
Dec 6, 2019·Frontiers in Pediatrics·M Christine RodriguezJohn Cairney
Nov 30, 2018·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Serif OmerHayley C Leonard
Oct 22, 2020·Research in Developmental Disabilities·Satoshi NobusakoShu Morioka
Dec 24, 2021·Development and Psychopathology·Christiane S RohrDeborah M Dewey

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