The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder

South African Journal of Childhood Education


 
 
Field Value
 
Title The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder
 
Creator du Plessis, Alretha de Milander, Monique Coetzee, Frederik F. Nel, Mariette
 
Subject — developmental coordination disorder (DCD); movement assessment battery for children – second edition (MABC-2); checklist; teachers; motor skills; children; learners; low socio-economic environment; prevalence
Description Background: Early identification of learners in low socio-economic environments with possible developmental coordination disorder (DCD) is important. Although various screening tools are available, it is unclear whether teachers can use the movement assessment battery for children - second edition checklist (MABC-2 checklist) to identify learners with possible DCD.Aim: To establish teachers’ ability to identify Grade 1 learners in low socio-economic environments with possible DCD.Setting: The study was conducted in the Mangaung Metro, Motheo District of the Free State Province, South Africa. Grade 1 learners aged 6–8 years (n = 200) from a low socio-economic environment attending quintile one to three schools were randomly selected for assessment. Twenty-nine teachers participated in the study.Methods: Kinderkineticists identified learners with possible DCD (displaying motor skills far below the child’s age) by means of the MABC-2 performance test. The teachers used the MABC-2 checklist to identify possible DCD. The convergent validity of the MABC-2 performance test and checklist was compared.Results: The convergent validity between the MABC-2 performance test and the MABC-2 checklist indicated a kappa (k) coefficient of 0.17, indicating a slight agreement between the performance test and the checklist. Overall, the specificity was 58% (105/180), and the sensitivity was 85% (17/20).Conclusion: Teachers could effectively identify learners with possible DCD. However, they demonstrated a low ability to identify learners without possible DCD when using the MABC-2 checklist. It is therefore recommended that the performance test should be used in conjunction with the checklist to obtain the most reliable results.
 
Publisher AOSIS
 
Contributor
Date 2021-04-19
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.930
 
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 11 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/930/1774 https://sajce.co.za/index.php/sajce/article/view/930/1773 https://sajce.co.za/index.php/sajce/article/view/930/1775 https://sajce.co.za/index.php/sajce/article/view/930/1772
 
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Rights Copyright (c) 2021 Aletta M. du Plessis, Monique de Milander, Frederik F. Coetzee, Mariette Nel https://creativecommons.org/licenses/by/4.0