Programa individualizado de intervenção para desenvolvimento de habilidades motoras e autorregulatórias em crianças com transtorno do desenvolvimento da coordenação

Abstract

Children with Developmental Coordination Disorder (DCD) have significantly below-expected motor performance for chronological age and skill acquisition opportunities. Their self-efficacy and self-regulation skills are also in decrease. This thesis presents the development and effects of using an intervention program that associates motor training with self-regulation and self-efficacy development strategies for the acquisition of motor skills, focusing on the Participation of the child with DCD. The theoretical assumptions of the intervention program were developed from the Social Cognitive Theory and Motor Learning Theory in the context of children with DCD and the International Classification of Functioning, Disability and Health adopting evaluation and intervention procedures centred on the child and his/her significant occupations. The practice framework considered the literature review on the various strategies used in research on the subject, among them goal orientation, modelling, self-instruction, goal-directed training, psychosomatic condition control and self-monitoring. The intervention program model consists of three stages: evaluation (establishing the learning goal), ongoing intervention and guided intervention. It was applied to a 7-year old participant following the single-case changing criterion design using qualitative and quantitative analysis results. For the evaluation stage, the following was considered: the Movement Assessment Battery for Children (MABC-2), the DCDQ-Brazil identification questionnaire and the Motor Development Scale (EDM), Perceived Efficacy and Goal Setting System (PEGS) - 2nd edition, the Visual Analogue Scale for each Learning Goal, categorization of behaviour for self-regulation, direct observations, effects on Participation and social agents (family) based on journals and interviews. The results showed that implementing the strategies potentiate the learning process of new skills during motor training in children with DCD, considering the performance in motor test batteries, achieving Learning Goals, improving immediate performance in motor activities,impact on their perceived efficacy in other motor activities (secondary goals) and on their participation. Perceived efficacy improved both from the perspective of the child and from their families and teachers. The social validity was determined by reports of those who took part in the research. Future studies using this intervention program are suggested with a larger number of participants in the perspective of reinforcing the evidence about the structure of practice presented in this thesis and its contribution to children with DCD.