DIFFICULTIES IN CHILDREN Anna Barnett Everyday movement skills - PowerPoint PPT Presentation

UNDERSTANDING MOVEMENT DIFFICULTIES IN CHILDREN Anna Barnett

Everyday movement skills

Everyday movement skills

Development of movement skills

Learning new skills

Developmental Coordination Disorder (DCD) American Psychiatric Association (APA, 2013) World Health Organisation (WHO, 1992)

Understanding movement difficulties by: • Using standardised tests • Using standardised tests • Examining tasks in the lab • Listening to children & parents

Standardised Tests Henderson, S.E., Sugden, D.A. & Barnett, A.L. (2007). Movement Assessment Battery for Children-2. 2nd Ed. (Movement ABC-2) Test & Checklist. Examiner’s manual. London: Harcourt Assessment.

Movement ABC-2 tasks

Profile of test performance 12 10 Standard Score 8 6 4 2 0 1 2 3 4 5 6 7 8 Movement ABC-2 Tasks

Movement ABC Worldwide Chow, S.M.K., Hsu, Y., Henderson, S.E., Barnett, A.L. & Lo, S.K. (2006). The Movement Assessment Battery for Children: A within-culture and cross-cultural comparison of preschool children from Hong Kong, Taiwan, and the USA. Adapted Physical Activity Quarterly , 23, 31-48.

Standardised Tests Barnett, A., Henderson, S.E., Scheib, B. & Schultz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). London: Harcourt Assessment. Barnett, A., Henderson, S.E., Scheib, B. & Schultz, J. (2010). The Detailed Assessment of Speed of Handwriting 17+ (DASH 17+). London: Pearson Assessment.

DASH Tasks Barnett, A., Henderson, S.E., Scheib, B. & Schultz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). London: Harcourt Assessment.

Detailed Assessment of Speed of Handwriting 12 10 Standard Score 8 6 DCD 4 TD 2 0 Copy Best Copy Fast Alphabet Free writing writing DASH tasks Prunty, M., Barnett, A.L., Wilmut, K., & Plumb, M. (2013) Handwriting Speed in Children with Developmental Coordination Disorder: Are They Really Slower? Research in Developmental Disabilities , 34(9), 2927-2936

Understanding movement difficulties by: • Using standardised tests • Examining tasks in the lab • Examining tasks in the lab • Listening to children & parents

Examining tasks in the lab

Oxford Gait Lab

Oxford Gait Lab

Foot placement & body movement Adults with DCD Measures Step length ratio Step width ratio Double support (%) Stride time (seconds) Anterior-Posterior velocity (ms -1 ) Vertical velocity (ms-1)

Variability of movement Foot placement & body movement in adults with DCD DCD TD p Step length ratio SD .03 .02 .02 Step width ratio SD .11 .09 .01 Double support SD (%) 1.29 1.01 <.001 Stride time SD (seconds) .02 .01 .03 Anterior-Posterior velocity (ms -1 ) SD .07 .05 .007 Vertical velocity (ms-1) SD .03 .02 .004 SD – Standard Deviation, a measure of variability

Navigating Apertures

Navigating Apertures

Navigating apertures - adults Lateral body movement (mm) 60 50 DCD TD 40 30 20 10 0 0.9 1.1 1.3 1.5 1.7 1.9 2.1 Shoulder: Aperture Ratio Wilmut, K., Du, W., & Barnett, A.L. (2015) How do I fit through that gap? Navigation through apertures in adults with Developmental Coordination Disorder. PLoS ONE

Navigating apertures - adults Reduction in Speed (mm -1 ) 0.6 0.5 0.4 0.3 0.2 DCD 0.1 TD 0 0.9 1.1 1.3 1.5 1.7 1.9 2.1 Shoulder: Aperture Ratio Wilmut, K., Du, W., & Barnett, A.L. (2015) How do I fit through that gap? Navigation through apertures in adults with Developmental Coordination Disorder. PLoS ONE

Navigating apertures - adults Angle at the aperture (degrees) 100 80 60 40 DCD 20 TD 0 0.9 1.1 1.3 1.5 1.7 1.9 2.1 Shoulder: Aperture Ratio Wilmut, K., Du, W., & Barnett, A.L. (2015) How do I fit through that gap? Navigation through apertures in adults with Developmental Coordination Disorder. PLoS ONE

Examining tasks in the lab

Handwriting

Time spent pausing (%) 60 50 40 30 DCD TD 20 10 0 Copy Best Copy Fast Alphabet writing Free writing DASH tasks Prunty, M., Barnett, A.L., Wilmut, K., & Plumb, M. (2013) Handwriting Speed in Children with Developmental Coordination Disorder: Are They Really Slower? Research in Developmental Disabilities , 34(9), 2927-2936

Understanding movement difficulties by: • Using standardised tests • Examining tasks in the lab • Listening to children & parents • Listening to children & parents

Listening to children with DCD • Eight boys with DCD aged 13-15 years • Low levels of physical activity • Child & parent interviews • Explore possible constraints to being physically active • Internal & external factors (physical & social) Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

Motor difficulties C3: with DCD you think I’m not very good, I can’t do this C4 : to be honest I can’t run at all P1 : his coordination skills and his ball skills aren’t good enough for team games P4 : Football he can’t do because of his difficulties with coordination . . . he is very slow in running P5: he hasn’t really got the coordination, he can’t get a smooth running stride P6: he hasn’t got the speed, he hasn’t got the control of the ball Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

Motivation • Children: Wanted to participate, enjoyed some activities • Parents: Keen to find appropriate activities, worked hard to increase participation Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

External factors - peers P3: When he was in a rugby match they broke his glasses and that type of thing P2: he finds it difficult if somebody will take the mickey out of him P8: He’ll never ride a bike. . . . we bought him a tricycle . . . it cost us a fortune and it was fantastic cos we could go places . . . cycling to school and then somebody took the mickey out of him and he wouldn’t go on it again Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

External factors - teachers C3: I have had some really bad experiences with PE . . the teacher can get frustrated quite easily C4: they were like screaming at me and saying ‘run properly boy ’ . . . I just don’t like to be yelled at to do stuff I’m not very good at anyway P1: the staff haven’t really helped him along on the PE side at all . . . we actually made a formal complaint to the school. A new teacher proceeded to completely belittle him in the gym session, called him rubbish at catching . . . he was absolutely devastated by it Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

Understanding movement difficulties by: • Using standardised tests • Examining tasks in the lab • Listening to children & parents

Disseminating Information www.movementmattersuk.org www.nha-handwriting.org.uk

Acknowledgements Family Study participants Students Colleagues & collaborators

PuMA Perception ion An And Lab Mot Motion ion Ana Analys ysis Thank you for listening! abarnett@brookes.ac.uk www.psychology.brookes.ac.uk/research/perception-and-motion-analysis