Motor and Coordination Difficulties in Children with Emotional and Behavioural Difficulties

Autor/inn/en	Hill, Elisabeth; Pratt, Michelle L; Kanji, Zara; Bartoli, Alice Jones
Titel	Motor and Coordination Difficulties in Children with Emotional and Behavioural Difficulties
Quelle	In: Emotional & Behavioural Difficulties, 22 (2017) 4, S.293-302 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Elisabeth) ORCID (Bartoli, Alice Jones)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2017.1287400
Schlagwörter	Perceptual Motor Coordination; Emotional Disturbances; Behavior Disorders; Comparative Analysis; Elementary School Students; Developmental Delays; Foreign Countries; Statistical Analysis; Children; Intelligence Tests; United Kingdom (England); United Kingdom (London); Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Körperkoordination; Gefühlsstörung; Entwicklungsverzögerung; Ausland; Statistische Analyse; Child; Kind; Kinder; Intelligence test; Intelligenztest
Abstract	To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assessment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased prevalence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impairment is important in SEMH education, as it has likely impact on classroom functioning and ability and motivation to take part in socially and academically relevant activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01