Young Adults' Daily Participation Scale: A measure of objective and subjective participation.

INTRODUCTION: Participation in occupations is considered essential for individuals' health and wellbeing. Participation is a multidimensional construct that encompasses objective and subjective dimensions that transform over the course of life. Nonetheless, there is a lack of comprehensive measures that examine young adults' participation in age-appropriate activities. Therefore, we developed the Young Adults' Daily Participation Scale (YADAPS) and aimed to explore its psychometric properties. METHODS: In Study 1, the content validity of the YADAPS was established based on nine experts. Its internal consistency, criterion, convergent, and construct validity were explored among 115 typical young adults (21-35 years). Using a different sample, Study 2 examined YADAPS discriminant validity among 33 young adults with developmental coordination disorder (DCD) and 52 typical peers. CONSUMER AND COMMUNITY INVOLVEMENT: No consumer and community involvement was included in these studies. RESULTS: The relevance of YADAPS items was sufficient. Internal consistency was acceptable to excellent in most scales (.74 ≤ α ≤ .89). Criterion validity was supported by correlations between the subjective participation scales and a wellbeing measure. Convergent validity was found for all scales. No gender effect was observed (p ≥ .05). However, significant differences (p ≤ .05) were found between individuals with and without DCD. CONCLUSIONS: The YADAPS appears to be a promising measure of objective and subjective dimensions of participation in young adults. The results support the importance of examining various participation dimensions, including occupational experience. Thus, it may be used for clinical purposes among young adults as well as for occupational science research, to broaden our understanding on the interplay between participation dimensions in various life situations in young adulthood. However, further research is needed on psychometric properties, the most suited scoring method, and to consolidate their robustness among diverse populations of young adults. PLAIN LANGUAGE SUMMARY: Participation, or how one engages in daily life activities, greatly affects wellbeing. The activities in one's routine change over the lifespan, in accordance with one's developmental phase. Existing assessments of participation have limitations, like not considering young adults' concerns or only focussing on certain aspects of participation. By focussing on both the objective-observable and subjective-experiential aspects of participation, the Young Adults' Daily Participation Scale (YADAPS) strives to be a comprehensive assessment tool designed specifically for reflecting activities relevant in young adulthood. This manuscript provides preliminary validity and reliability for the YADAPS, a new questionnaire that assesses objective and subjective aspects of participation in activities relevant for individuals in young adulthood. Furthermore, the questionnaire is able to distinguish between young adults with and without participation difficulties; therefore, it is suitable for research and clinical use.

Weekly Calendar Planning Activity (WCPA): Validating a Measure of Functional Cognition for Adolescents With Attention Deficit Hyperactivity Disorder.

IMPORTANCE: Adolescents with attention deficit hyperactivity disorder (ADHD) often experience difficulties with executive function and participation in life roles. Ecologically valid performance-based tests (PBTs) are needed to assess functional cognition in this population. OBJECTIVE: To examine the known-groups, concurrent, and ecological validity of a functional cognition PBT, the Hebrew version of the Weekly Calendar Planning Activity (WCPA) Middle/High School Version, among adolescents with and without ADHD. DESIGN: Cross-sectional between-groups design. SETTING: Community. PARTICIPANTS: One hundred two adolescents (ages 12-18 yr), with (n = 52) and without (n = 50) ADHD. OUTCOMES AND MEASURES: The Hebrew version of the WCPA Middle/High School Version, MOXO™-Continuous Performance Test (MOXO-CPT), Behavior Rating Inventory of Executive Function (BRIEF) parent form, and Child and Adolescent Scale of Participation (CASP). RESULTS: The results showed significant between-groups differences with medium to large effect sizes for scores on most WCPA measures, with the ADHD group receiving significantly lower scores. Significant correlations in the expected direction were found between scores on the MOXO-CPT Attention and Hyperactivity indices and WCPA measures. Significant correlations were also found between most WCPA measures and the BRIEF Global Executive Composite (GEC) and the CASP. Multiple linear regression on the CASP indicated that the WCPA strategy score and the BRIEF GEC were significant predictors in the model. CONCLUSIONS AND RELEVANCE: Results support the known-groups validity of the WCPA Middle/High School Version between adolescents with and without ADHD. Concurrent and ecological validity were supported by significant associations with measures of cognition and participation. What This Article Adds: These results reinforce the premise that the WCPA Middle/High School Version can be implemented as a valid measure of functional cognition among adolescents with ADHD.

Participation of soldiers with DCD in the military.

Developmental coordination disorder (DCD) is a disorder affecting motor coordination which negatively impacts academic and daily activities in various environments. The military is a highly structured environment with limited freedom, placing high demand on motor coordination, organizational ability, time management, and social skills. All these present challenges to young adults with DCD. Our study aimed to describe and assess the functioning of young adults with DCD in the Israel Defense Forces. Participants included three groups of young adults recruited via the Israel Army Health Survey upon discharge from active service: probable DCD (135), suspected borderline DCD (149), and control (145). Participants completed the Adolescents & Adults Coordination Questionnaire and the Army Questionnaire. The probable-DCD group reported significantly more difficulties in their military service than did the other groups: more unit reassignments, more accidents during field operations, and more complaints related to discipline and professional behavior. Significant differences emerged between both DCD groups and the control group in "understanding of learning materials," "forgetting belongings," and "success in the army." The participants with probable DCD and suspected borderline DCD were able to integrate into the army, but the probable-DCD group performed significantly worse than the others and reported more difficulties participating in the army. These results highlight the importance of being aware of soldiers with probable DCD, in order to assign them duties that fit their abilities.

Success in Adults With Probable Developmental Coordination Disorder Using Structural Equation Modeling.

OBJECTIVE: The aim of this study was to conduct a broad in-depth examination of the relationship between developmental coordination disorder (DCD) and use of executive strategies, daily life activities, emotional state, and internal factors attributed to success. METHOD: We used a large randomized cohort of young adults. Structural equation modeling was performed to test both the direct effects and the mediated effects of the independent variable (probable DCD) on dependent variables (executive functions, academic and nonacademic activities, emotional state, and attribution to success). RESULTS: Probable DCD had a direct and significant effect on all variables. Motor coordination impairments directly affected daily function in nonacademic and academic abilities and resulted in decreased use of executive strategies. Likewise, all the indirect effects hypothesized in the model were found to be significant. CONCLUSION: The model revealed the direct and indirect influences of probable DCD on a range of functions, with far-reaching clinical implications.

Enhancing Occupational Therapists' Intervention Capabilities With Adolescents With Neurodevelopmental Disorders.

Background. Adolescents with neurodevelopmental disorders (NDDs) have an increased risk of participation limitations. Occupational therapy faces knowledge-to-practice gaps among this population. Purpose. To examine the effectiveness of a continuing-education program for occupational therapists working with adolescents with NDDs. Methods. The study used a mixed-method design, including pre-post comparisons of competence and sense of self-efficacy of occupational therapists to work with adolescents with NDDs. Interviews regarding the program's perceived contribution to practice were conducted. Results. Post-program results showed significantly (p < .001) higher professional competence and self-efficacy for interventions and evaluation skills with NDD's adolescents and transition programs as well as higher knowledge about adolescence and NDDs characteristics. Contrary, there was no change in competence and self-efficacy regarding client-centred interventions with adolescents. Program participants increased their professional confidence and incorporated evidence-based methods into routine practice. Conclusions and Implications. The continuing-education program that was examined expanded the occupational therapy practitioner's knowledge and professional skills, resulting in a change in their capacity to practice with adolescents narrowing the knowledge-to-practice gap. Future studies involving the client perspective, regarding their participation may validate and support continuing-education program for occupational therapists.

"The clumsiness is always present": Parents perspectives of their adolescents with pDCD.

AIM: This study elicited the perspectives of parents of adolescents with probable Developmental Coordination Disorder (pDCD) of the implications of DCD on their adolescents' daily-life and the parents' coping strategies and future concerns. METHODS: Using a phenomenological approach and thematic analysis, we conducted a focus group including 7 parents of adolescents with pDCD aged 12-18 yrs. FINDINGS: Three major themes emerged from the data: (a) Manifestation and implications of DCD; Parents described the performance challenges and strengths of their adolescents; (b) Discrepancy in perceptions of DCD: Parents described a gap between them and their children's, and between the parents themselves, in their views of the child's difficulties; (c) Diagnosis of DCD and strategies for overcoming its implications: Parents' expressed the pros and cons of labeling and described strategies they used to assist their children. CONCLUSIONS: It appears that adolescents with pDCD continue to experience performance limitations in daily-life activities, and psychosocial difficulties. Yet, parents and their adolescents do not always view these limitations in a similar manner. Therefore, it is important that clinicians obtain information from both parents and their adolescents'. These results may assist in developing a client-centered intervention protocol for parents and adolescents.

"It feels as though I need to exert more effort than others": the experience of daily participation of young adults with developmental coordination disorder (DCD) - a qualitative study.

PURPOSE: Participation difficulties among adults with developmental coordination disorder (DCD) have been documented. However, little attention has been given to the subjective aspects of participation, also called occupational experience, including feeling during engagement in activities and their meaning. This study aimed to explore the occupational experience of young adults with DCD. MATERIALS AND METHODS: Informed by the phenomenological approach, we conducted semi-structured interviews with 10 young adults with DCD. FINDINGS: Three themes emerged: (1) Complexity of occupational experience; describes the motives for participation, with variations in experience across activities and individuals. Participants engage in activities that provide them with pleasure and fulfillment, while other activities require constant effort and cause stress and shame; (2) The role of internal factors; illustrates the influence of poor motor and organizational/planning skills, self-acceptance; and utilizing strategies on the participants' occupational experience; and (3) The role of the social environment; reveals the participants' dual perception of their environment - as a source of criticism as well as a source of support. CONCLUSIONS: Individuals with DCD may benefit from intervention during young adulthood to enhance their well-being. The interventions should target their subjective occupational experiences in addition to their objective performance difficulties, by enhancing their psycho-social resources.

Occupational experience, the subjective experience of participation in daily activities, is vital for well-being.The occupational experience of young adults with developmental coordination disorder (DCD) varies across activities, including daily struggles with household tasks and work.Rehabilitation clinicians and researchers are encouraged to relate to the subjective occupational experience of young adults with DCD in addition to objective performance difficulties.Well-being may be enhanced by altering the occupational experience of young adults with DCD, by fostering self-acceptance and support developing adaptive strategies and social resources.

Adolescents and Resilience: Factors Contributing to Health-Related Quality of Life during the COVID-19 Pandemic.

This study aimed to examine health-related quality of life of adolescents before and during the COVID-19 outbreak, and its relationship to resilience embodied in hope and a sense of coherence. Typically developed adolescents between the ages of 13 to 18 participated in the study; 84 were recruited before the pandemic outbreak and 64 in March to April 2020 during the worldwide outbreak. The participants completed the Pediatric Quality of Life Inventory, Sense of Coherence Scale, and Children's Hope Scale. During the outbreak, adolescents reported higher physical health-related quality of life scores (F(1146) = 3.710, p < 0.05, η² = 0.027) and lower school health-related quality of life scores (F(1146) = 5.748, p < 0.05, η2 = 0.028), compared to adolescents during the pre-outbreak period. Furthermore, adolescents during the outbreak reported a significantly (p < 0.05) higher sense of coherence but no difference in levels of hope. Finally, the results of multiple linear regression indicated that resilience factors (hope and sense of coherence) contributed to the prediction of health-related quality of life, independent of socio-demographic variables. Hope and a sense of coherence were both found to positively impact one core aspect of health, which highlights the importance of addressing resilience factors in educational and therapeutic settings for adolescents thus that they are better able to adapt to stressful events such as pandemics.

Social skills of kindergarten children with Global Developmental Delay (GDD), with and without Developmental Coordination Disorder (DCD).

AIM: A high prevalence of co-occurring Developmental Coordination Disorder (DCD) has been noted in the population of children with global developmental delays (GDD). The presence of developmental disabilities in general, and DCD in particular, constitute a risk factor for difficulties in social skills. However, to the best of our knowledge, no studies, have examined the unique contribution of DCD to social skills, over and above the effect of other general developmental impairments. The aim of this study was to compare the social skills of kindergarten children with Global Developmental Delay, with and without DCD. METHODS: Participants included 26 kindergarten children with Global Developmental Delay and DCD (Mage = 4.92, 61 % boys), and 26 children with Global Developmental Delay without DCD (Mage = 5.09, 69.25 % boys). All participants' parents and kindergarten teachers completed the Social Skills Improvement System Questionnaire (SSIS). RESULTS: Children with GDD only performed significantly better on social skills compared to children with GDD and DCD. Parents in general reported better social skills and less behavioral problems compared to kindergarten teachers. CONCLUSIONS: The findings contribute to the accumulating body of knowledge regarding social abilities of children with developmental disabilities and present new information as to the unique effect of DCD in this domain. Routine evaluation of social skills should be conducted among children with GDD and DCD, taking into account the negative influence that motor dysfunction has in this domain. Furthermore, children's social performance in different environments needs to be considered by relating to both parents and kindergarten teachers' perspective. Subsequent intervention programs should then address the unique profile of this population.

Gender and age differences in the presentation of at-risk or probable Developmental Coordination Disorder in adults.

BACKGROUND: Developmental Coordination Disorder (DCD), also called Dyspraxia, is a common Neurodevelopmental Disorder (NDD) that affects motor coordination with a marked impact on both academic and day-to-day living activities. It is increasingly clear that NDDs such as Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder may present differently in males and females, resulting in underdiagnoses of women and girls. AIMS: To consider age and gender differences in the presentation of at-risk and probable DCD. METHODS AND PROCEDURES: A sample of 1,476 adults aged 16-60 years were surveyed online using the Adult DCD Checklist. OUTCOMES AND RESULTS: Women with at-risk (n = 1 8 6, 1 6. 6 %) or probable DCD (n = 6 4 3, 5 6. 6 %) reported significantly greater gross motor and non-motor difficulties and significantly greater impact on activities and participation, whereas men with at-risk (n = 58,16.3 %) or probable (n = 177,49.9 %), DCD reported significantly greater fine motor difficulties. Emerging adults (aged 16-25 years) with at-risk (n = 65,14.3 %) or probable (293,64.3 %) DCD reported significantly greater non-motor difficulty than adults (aged 26-60+ years) with at-risk (n = 179,17.5 %) or probable (n = 518, 50.8 %) DCD. CONCLUSIONS AND IMPLICATIONS: Both age and gender differences were found in the presentation of at-risk and probable DCD in adults. This may have implications for the development of future DCD assessment tools and for the training of front-line staff who may encounter individuals with DCD throughout their lives, including teachers, doctors and employers' Human Resources and Occupational Health staff.

Motor functions of higher education students with dysgraphia.

This study examines the motor skills and motor-related daily functions of higher education students with and without dysgraphia, and their contribution in predicting handwriting performance. The sample included 82 higher education students aged 20-35 years old. Thirty-four were students without any known developmental disorder (NDD) and 48 students had dysgraphia. We individually administered a test battery evaluating handwriting performance, fine-motor skills, and visual-motor spatial-organization skills. Students also filled out a questionnaire relating to their fine- and gross-motor-related daily functions. Overall, the NDD students had significantly better motor skills and motor-related daily functions. Additionally, the motor skills and daily functions explained 62.9% of the variance in handwriting performance, and they correctly classified 90% of the students into the handwriting performance groups. Yet only visual-motor spatial organization and fine-motor-related daily functions significantly contributed to the fit of the model. These findings suggest that students with dysgraphia continue to encounter handwriting difficulties in higher education. These difficulties are linked to poor motor skills and motor-related daily functions. Therefore, higher education students with dysgraphia may require assistance and accommodations throughout their studies, not only with regard to their academic performance, but also in their motor-related daily functions.

Young adults with developmental coordination disorder: a longitudinal study.

We conducted a longitudinal study to assess the continuing influence of developmental coordination disorder (DCD) on quality of life and participation. Ninety-six participants (25 in the DCD group, 30 in the borderline group, and 41 in the control group) ages 22-29 yr who had been screened for DCD 3-4 yr previously completed the Participation in Every Day Activities of Life, the Life-Satisfaction Questionnaire, and the World Health Organization Quality of Life (WHOQOL-BREF) instrument. Multivariate analysis of variance revealed a significant between-groups difference, F(7, 95) = 2.89, p = .001, η = 0.173, and post hoc analyses revealed that participants in the DCD and borderline groups scored lower overall on participation, quality of life, and life satisfaction. Linear regression found the Psychological Health domain of the WHOQOL-BREF to be a significant predictor of life satisfaction (B = 0.533; p = .001).

Executive function and attention in young adults with and without developmental coordination disorder--a comparative study.

The current research aimed at examining the executive function (EF) of young adults with Developmental Coordination Disorder (DCD) in comparison to young adults without DCD. The study used a randomized cohort (N=429) of young adults with DCD (n=135), borderline DCD (n=149) and control (n=145), from a previous study. This initial cohort was asked to participate in the current study three to four years later. Twenty-five individuals with DCD (mean age=24 years, 1 month [SD=0.88]; 18 males), 30 with borderline DCD (mean age=24 years, 2 month [SD=0.98]; 18 males) and 41 without DCD (mean age=25 years, 2 months [SD=1.91]; 20 males) participated in this study. Participants completed the BRIEF-A questionnaire, assessing EF abilities and the WURS questionnaire, assessing attention abilities. The DCD and borderline DCD groups had significantly lower EF profiles in comparison with the control group but no significant differences were found between the DCD and borderline DCD groups. While a high percentage of attention problems were found in both DCD groups, the executive functioning profiles remained consistent even when using the attention component as a covariate. The study results suggest that young adults with DCD have EF problems which remain consistent with or without attention difficulties.

The functional profile of young adults with suspected Developmental Coordination Disorder (DCD).

We assessed the non-academic and academic functioning of young adults with DCD, and investigated the emotional influences and the role of strategy use within this population. A random sample of 2379 adolescents and young adults aged 19-25 (1081 males [45.4%]; mean age=20.68, SD=3.42) was used to develop the instruments. From this sample, three study groups were identified (n=429) based on the Adolescents & Adults Coordination Questionnaire: probable DCD (n=135; 67.2% males), suspected borderline DCD (n=149; 51.4% males) and control (145; 70.5% males). Participants completed the Daily Life Functions Questionnaire (assessing non-academic and academic functioning), the Recent Emotional State Test (assessing feelings resulting from task performance), the Internal Factors Attributed to Success Questionnaire and the Problem Solving Questionnaire to assess strategy and executive strategy use. A MANOVA revealed statistically significant differences between-groups (F[7,422]=16.19; p<.001; η=.197); post hoc analyses revealed differences for all measures (except the Problem Solving Questionnaire), with the probable DCD and suspected borderline DCD groups performing worse than controls. Severity of motor deficits was correlated with all outcomes except strategy use. Logistic regression revealed that non-academic functioning was the most significant predictor of group placement (B=-1.32; p<.001); academic functioning/handwriting was the second most significant predictor (B=0.44; p=.047). Deficits in motor coordination continue into adulthood and have an effect on academic and non-academic function, as well as on the emotional state of the individual.