UČINKOVITOST KOGNITIVNEGA PRISTOPA V PROCESU UČENJA UČINKOVITEGA IZVAJANJA VSAKODNEVNIH AKTIVNOSTI PRI DELU Z OTROKI Z RAZVOJNO MOTNJO KOORDINACIJE: PRELIMINARNI REZULTATI. (Slovenian)

Introduction: Developmental coordination disorder is a condition of impaired motor coordination that results in problems performing everyday motor tasks and is often associated with secondary social, emotional, and academic difficulties. Boys are more likely to be affected. A number of intervention approaches exist for working with children with DCD, one of which focuses on the application of a cognitive paradigm grounded in theories of motor learning. In this study we aimed to evaluate the effectiveness of one such program, the Cognitive Orientation to daily Occupational Performance (CO-OP), in a Slovenian rehabilitation setting. Methods: In a prospective study during the period from 01/01/2012 to 01/10/2013, we included all children presenting with difficulty with motor coordination that had a significant impact on learning outcomes, who were not inflicted by any other known disease and had been tested using the Movement ABC and scored below the 15th percentile. Children selected up to five different activities in which they wanted to improve. The principles of CO-OP (goal, plan, do, check) were then used to guide learning and practice of these tasks. Two measures were used during observational analysis: the Canadian Occupational Performance Measure (COPM) and the Performance Quality Rating Scale (PQRS). Results: Children attended an average of 9.6 CO-OP sessions. On the COPM, they demonstrated significant improvement regarding evaluation of performance and satisfaction. Results on the PQRS also significantly improved. Conclusion: The results suggest that CO-OP is an efficient approach for working with children with motor coordination difficulties. However, because the study included only a small group of children our results are just preliminary. In future research we will need to include a larger number of children with developmental coordination disorder and further evaluate their progress. [ABSTRACT FROM AUTHOR]

Izhodišče: Razvojna motnja koordinacije je stanje, ki pomembno vpliva na izvajanje vsakodnevnih veščin pri otrocih na vseh področjih funkcioniranja. Pogosteje imajo te težave dečki. Znano je, da slabša koordinacija gibanja vpliva tudi na učne dosežke. Znanih je več terapevtskih programov, v zadnjem času pa se uveljavlja kognitivni pristop v procesu učenja učinkovitega izvajanja vsakodnevnih aktivnosti. Želeli smo preveriti, kako učinkovit je ta program. Metode: V študijo smo od 1. 1. 2012 do 1. 10. 2013 vključili vse otroke, ki so imeli pri koordinaciji gibanja težave, ki so pomembno vplivale na učne dosežke, niso bile posledica druge znane bolezni in so pri testiranju s testom ABC gibanja dosegli rezultate pod 15. percentilom. Otroci so v terapevtskem programu izbrali nekaj aktivnosti, ki so jih želeli izboljšati, nato pa smo v programu uporabili kognitivni pristop v procesu učenja teh aktivnosti po načelu: cilj, načrt, naredi, preveri. Otroci so svojo izvedbo in zadovoljstvo ocenili s testom Canadian Occupation Performance Measure (COPM), delovna terapevtka pa je otrokovo izvedbo ocenila s testom Performance Quality Rating Scale (PQRS). Rezultati: Otroci so opravili povprečno 9,6 obravnave. Ob koncu so dosegli statistično značilno boljše rezultate pri oceni izvedbe in zadovoljstva s testom COPM. Tudi ocene s testom PQRS so bile značilno boljše. Zaključek: Rezultati analize kažejo, da je kognitivni pristop v procesu učenja učinkovitega izvajanja vsakodnevnih aktivnosti učinkovit. Ker je bila skupina vključenih otrok majhna, bo treba študijo še nadaljevati in vključiti večje število otrok z razvojno motnjo koordinacije. [ABSTRACT FROM AUTHOR]

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