Abstract:
The aim of this research is to compare cognitive flexibility and adjustment between two groups of students with Developmental Coordination Disorder (DCD) and typically developing students. For this purpose, 50 students with DCD and 50 typically developing students were chosen among 12 primary schools. The Developmental Coordination Disorder Questionnaire (DCD-Q), Adjustment Inventory for School Students (AISS) and Wisconsin Card Sorting Test (WCST) were used to measure the research variables. The results of the multivariate analysis of variance (MANOVA) showed that the mean score of cognitive flexibility and emotional, educational and social adjustment is significantly higher in the students with developmental coordination disorder (P<001). The results of multivariate regression analysis also showed that a 25 percent variance percentage of cognitive flexibility and adjustment can explain the variance of developmental coordination disorder in people with such a disorder (p<.001). The result of the present study provides further evidence based on low cognitive flexibility and Adjustment in students with DCD.
Machine summary:
Iranian Rehabilitation Journal, Vol. 10, No. 16, October 2012 Original Article Compression of Cognitive Flexibility and Adjustment of Students with Developmental Coordination Disorder and Typically Developing Students Hasan Sadeghi1; 2 Islamic Azad University, Ardabil, Iran Abbass Abolghasemi, PhD.
University of Mohaghegh Ardabili, Ardabil, Iran Objectives: The aim of this research was to compare cognitive flexibility and adjustment between two groups of students with Developmental Coordination Disorder (DCD) and typically developing students (TDS).
The Developmental Coordination Disorder Questionnaire (DCD-Q), Adjustment Inventory for School Students (AISS) and Wisconsin Card Sorting Test (WCST) were used to measure the research variables.
Results: The results of the multivariate analysis of variance (M-ANOVA) showed that the mean scores of cognitive flexibility, emotional, educational and social adjustment were significantly higher in the students with DCD (P<001).
In research conducted on children with DCD, Roebers & Cover (31) concluded that the two functions of complex cognitive tasks and motor coordination (even by controlling age of participants) are significantly related to each other.
The results of the studies specified that there is a close relationship between developmental coordination disorder and executive functions, for when the duties are in the high-level executive functions such as cognitive flexibility, accuracy and quick action in tasks, working memory and self- regulation and performance of children aged 6-15 with DCD decrease extensively (33, 12, 34, 35).
The results of the multivariate regression analysis showed that cognitive flexibility and adjustment explain 25% of variance of developmental coordination disorder.