Children with developed coordination disorder are a very heterogeneous group of children, who most likely have worse results in terms of movement. They have difficulties at individual activities so they often lag behind their peers, and the quality of their performance is deteriorating. In dyspraxia some difficulties can be seen with the organization of the movement and also some deficits may be present in perception and cognitive and linguistic performance.
In this master thesis we investigated how the girl with dyspraxia developed complex patterns of physical and socio-emotional area. Qualitative research was conducted as a singular intervention case study. The method of research was descriptive.
The theoretical part presents the characteristics of children with dyspraxia, how to recognize them and how to offer them assistance. In the empirical part we checked girl's psychomotor skills and her social-emotional area with the use of different screening tests, ABC movement test, Acadia test, SNAP test, chart of self-image, sociometric technique and the analysis of documents.
Based on the results that we have obtained for the girl we prepared, according to her strengths and weaknesses, an intervention program for psychomotor and social-emotional arias.
With the program we tried to reduce the problems in the field of learning, planning, performance of movements and encourage the development of positive self-esteem and social skills. During the program, we accompanied the girl, recorded facts and kept log in monitoring scheme.
The information was gathered with help of triangulation methods (tests, observation scheme, and interview) and resources (the girl, parents, teachers, and the researcher). With this method we tried to get higher reliability. The study took place for over six months and the girl's age at the time of study was nine and a half years.
We compared the final results on movement and social-emotional area with the same instrumentals as in the beginning. When processing data, the emphasis was on qualitative content analysis and we used open coding way. In conclusion, we indicated the guidelines for further assistance for a girl in the development of psycho-motor and socio-emotional skills.
After the study, we found a positive effect for a girl on her psychomotor skills, and her social-emotional area. Her overall estimate of damage for a girl has improved (a girl went from heavier defectiveness of coordination to limited defectiveness). Progress was showed on social-emotional field in better popularity and social engagement of a girl. But worse satisfaction with herself or poorer self-esteem was shown.
Based on the research carried out, we found out that the intervention program for the integrated treatment of a girl with dyspraxia is effective and it is reasonable to use it for all children with dyspraxia or some increasing deviation of psychomotor area. For the children with walking difficulties it is necessary to make an assessment of the initial situation first, and then develop a plan of assistance. The program is required to be implemented as early as possible when children are learning basic movement patterns. They do not experience so many failures with this, they get greater confidence in their psychomotor abilities and they have better self - esteem.
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