Research Paper
Using an evidence-based online module to improve parents' ability to support their child with Developmental Coordination Disorder

https://doi.org/10.1016/j.dhjo.2016.04.002Get rights and content

Abstract

Background

Developmental Coordination Disorder (DCD) is a prevalent neurodevelopmental disorder. Best practices include raising parents' awareness and building capacity but few interventions incorporating these best practices are documented.

Objective

To examine whether an evidence-based online module can increase the perceived knowledge and skills of parents of children with DCD, and lead to behavioral changes when managing their child's health condition.

Methods

A mixed-methods, before-after design guided by the Theory of Planned Behavior was employed. Data about the knowledge, skills and behaviors of parents of children with DCD were collected using questionnaires prior to completing the module, immediately after, and three months later. Paired T-tests, sensitivity analyses and thematic analyses were performed on data as appropriate.

Results

One hundred-sixteen, 81 and 58 participants respectively completed the three questionnaires. For knowledge and skills, post- and follow-up scores were significantly higher than baseline scores (p < 0.01). Fifty-two (64%) participants reported an intention to change behavior post-intervention and 29 (50%) participants had tried recommended strategies at follow-up. Three themes emerged to describe parents' behavioral change: sharing information, trialing strategies and changing attitudes. Factors influencing parents' ability to implement these behavioral changes included clear recommendations, time, and ‘right’ attitude. Perceived outcomes associated with the parental behavioral changes involved improvement in well-being for the children at school, at home, and for the family as a whole.

Conclusions

The online module increased parents' self-reported knowledge and skills in DCD management. Future research should explore its impacts on children's long-term outcomes.

Section snippets

Methods

This project was approved by the Rehabilitation Interdisciplinary Research Center and the Hamilton Integrated Ethics Research Board.

Results

One hundred and sixteen (116) parents consented to participate and completed the baseline questionnaire; 81 completed the post-questionnaire and 58 completed all three questionnaires, for an overall attrition rate of 50%. The context and implications of this attrition rate are addressed in the section Discussion. There were no significant differences found in baseline knowledge and skills, nor in key socio-demographic characteristics between those who completed one, two or all three

Discussion

This study demonstrated the impact of an online resource in increasing parents' immediate and short-term knowledge and ability to manage DCD. Parents reported having shared evidence-based information with others, trialed strategies, and noticed positive outcomes for the child and family following the intervention. This KT intervention – the evidence-based online module on DCD – is easily accessible. Referring parents to and ensuring that they access evidence-based education could be a way for

Conclusion

This study identifies directions for practice, policy and future research in KT and the use of technology to improve health outcomes and the experience of care. Physicians and health professionals should be aware of, and refer their patients to, evidence-based websites that are useful for self-management of disabilities and chronic health conditions, such as DCD, when a diagnosis is given. Planning of services should include provision of information to families, and using evidence-based

Acknowledgment

We are grateful to our partner organizations, namely the Centre de Réadaptation Estrie, the Institut de Réadaptation en Défience Physique de Québec and the Association Québécoise pour les Enfants Dyspraxiques. We are also grateful to the health professionals and parents who participated in this study, and to our other colleagues, including Robin Gaines, Audette Sylvestre, Lisa Rivard, France Léger, Marie-Ève Langevin and Marie-Chantal Rhéaume.

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      Both Bonney et al. (2017a) and Wood et al. (2017) compared different instruction methods (variable vs. repetitive AVG training, and quiet eye training vs. watching an expert model, respectively), informing what might be effective ways to instruct children with DCD. Finally, Camden et al. (2016) investigated the impact of an evidence-based online module on perceived knowledge and skills of parents of children with DCD, and its behavioral/health outcomes. For the quantitative evaluation, 19 data sets reporting standardized motor outcomes were available.

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    The first author was a post-doctoral fellow funded through the Canadian Institutes of Health Research (CIHR), the Fonds de la Recherche du Québec – Santé (FRQS) and the Canadian Child Health Clinician Scientist Program (CCHCSP) – Career Enhancement Program at the time of the study. The Strauss Foundation at McGill University provided financial support for this project. Funders were not involved in study design, data collection, data analysis, manuscript preparation and/or publication decisions. The authors state that they have no interests that might be perceived as posing a conflict or bias.

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