ArticleBrain sciences2025
Associations Among Developmental Coordination Disorder Traits, Neurodevelopmental Difficulties and University Personality Inventory Scores in Undergraduate Students at a Japanese National University: A Cross-Sectional Correlational Study.
Article in Brain sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Article
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
Abstract
BACKGROUND/
objectivesDevelopmental coordination disorder (DCD) commonly co-occurs with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and specific learning disorder (SLD), affecting academics, mental health, and lifestyle. Although screeners such as the Adolescents and Adults Coordination Questionnaire (AAC-Q) are widely used elsewhere, recognition and support for DCD in Japan remain limited. This study examined associations among DCD traits, ADHD/ASD-related difficulties, learning difficulties, mental health difficulties, and lifestyle factors in university students.
methodsWe conducted a web-based survey of 16,295 students; responses from 527 were analyzed. The instruments used for the analysis included the AAC-Q, short forms of ADHD and ASD Difficulty Scales, the 7-item Learning Difficulty Scale for Postsecondary Students and 10-item Scale for Childhood Learning Difficulties, and the University Personality Inventory (UPI). Nonparametric and Spearman's rank correlations were performed.
resultsDCD traits were observed at 7.4% (AAC-Q ≥ 32). This is a screen-positive proportion only. AAC-Q scores correlated strongly with ADHD difficulties (
conclusionsThese findings suggest that identifying DCD traits at university entry may be associated with greater student self-understanding and improved access to appropriate support. They support targeted DCD screening alongside ADHD/ASD screening at university entry, rather than universal screening.
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