Developing a school-based intervention to improve participation among children with Developmental Coordination Disorder

BackgroundParticipation in daily activities is vital for child development, and children with Developmental Coordination Disorder (DCD), a chronic health condition affecting 5-6% of children, participate less in school and community activities, resulting in poorer physical and mental health.ProblemIn Sweden, school-aged children with DCD are currently unserved by the public healthcare system.

Other countries use an individual-based intervention model, which is costly, time-consuming and inequitable.

Considering scant resources and high needs, identifying efficient methods for providing sustainable services is critical.Overall purposeTo develop an evidence-based school-based intervention for children with DCD in primary school.ApproachThrough scoping reviews, identify a) interventions improving school participation, and b) school-based service delivery models, for children with motor difficulties.Interview primary school-aged children about their experiences of activity competences, sense of self and preferences for participation in school activities.Expected outcomeA prototype of the intervention is finished that can proceed to co-design of the intervention and delivery model.Clinical significanceIf effective, we can better care for children with DCD, by increasing their participation, and yielding positive child and family outcomes.

This model can then be nationally delivered, as well as inform other countries of best practices for serving children with motor difficulties.