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Contribution title How fine and gross motor proficiency of children with ADHD are related to their participation and environmental supports?
Contribution code D2.062
Authors
  1. Ozgun KAYA KARA Akdeniz University Presenter
  2. Selcen Karademir hacettepe University
  3. Hale Nur Koklukaya Kutahya Dumlupinar University
  4. Koray Kara University of Health Sciences Turkey Presenter
  5. Dana Anaby McGill University
  6. Ferhat Unal Middle East Technical University
Form of presentation Poster
Topic
  • T08 - ADHD
Abstract Aims: To investigate how fine and gross motor proficiency are associated with 1) participation patterns and 2) environmental factors among children with attention deficit hyperactivity disorder (ADHD).
Methods and Procedures: The study included 192 children with ADHD . Fine manual control, manual coordination, body coordination, strength and agility were assessed with Bruininks-Oseretsky Motor Proficiency Test-2 (BOT-2). The participation patterns of children were assessed with Participation and Environment Measure for Children and Youth (PEM-CY).
Results: In home setting, the participation frequency and manual dexterity (r=-,144, p=,016), bilateral coordination (r=,173; p=,017) were obtained statistically significant. In school setting, the frequency and upper limb coordination (r=,237; p=,001), manual coordination(r=,165; p=,022), bilateral coordination (r=,213; p=,003), strength and agility (r=,204; p=,005); Involvement and upper limb coordination (r=,167; p=,021), manual coordination (r=,162; p=,025); supports and bilateral coordination (r=,185; p=,010), , strength and agility (r=,194; p=,007); barriers and bilateral coordination (r=-,201; p=,005), balance (r=,153; p=,034), strength and agility (r=-,210; p=,003) were obtained statistically significant. In community setting, the frequency and upper limb coordination (r=,194; p=,007), bilateral coordination (r=,222; p=,002), running speed and agility (r=,154; p=,033); Involvement and upper limb coordination (r=,242; p=,001), manual coordination (r=,178; p=,014), bilateral coordination (r=,233; p=,001); supports and bilateral coordination (r=-,239; p=,001), strength and agility (r=,242; p=,001); barriers and bilateral coordination (r=,186; p=,010), and strength and agility (r=-,264; p < ,001) were obtained statistically significant.
Conclusions and Implications: In the light of these findings, rehabilitation approaches that impact the manual coordination, body coordination and strenght and agility could improve participation of children with ADHD.