ArticleFrontiers in psychology2024
Developmental coordination disorder subtypes also vary in the pattern of behavioral and emotional problems.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Unpacking Theory of Mind in developmental coordination disorder: the role of manual dexterity and perspective-taking.Frontiers in psychology · 2026Article
- Mapping young children's executive function and motor skill profiles to emotional and behavioral problems: a latent profile analysis.Frontiers in psychology · 2026Article
- Impact of play-based intervention and parental support on motor skills, behavioral problems, and parenting stress in Japanese children with probable developmental coordination disorder: A randomized controlled trial.PCN reports : psychiatry and clinical neurosciences · 2025Article
- Awareness of DCD from the perspective of stakeholders in the Dutch school system: a qualitative study.Frontiers in human neuroscience · 2025Article
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Authors and funding
7 authors.
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Abstract
Background: Behavioral and emotional problems in children with Developmental Coordination Disorder (DCD) are well documented. However, the heterogeneity of this group has been largely overlooked. Addressing this gap is important to develop individually-tailored interventions. Aims: Our three aims were to assess: (i) behavioral and emotional problems in children with DCD; (ii) behavioral and emotional problems in subtypes of DCD, and (iii) the context-specificity of these problems (home/school). Methods and procedure: Data were extracted from the medical records of a large sample of 93 children with DCD (79 boys, mean age 8.3) referred to a rehabilitation center. Behavioral and emotional problems were assessed with the Child Behavior Checklist (CBCL) and the Teacher Report Form (TRF). Outcomes and results: Two-third of the children presented with behavioral and emotional problems according to both parents and teachers. The subtypes with generalized motor problems were most affected, while the subtype with gross-motor problems was least affected. Children presented with more problems at home than at school. Conclusion and implications: Given the frequent occurrence of behavioral and emotional problems, clinicians should tailor their interventions to these problems in DCD. Knowledge of subtypes can inform these decisions.
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