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Developmental progression in DCD
Published in Anna L. Barnett, Elisabeth L. Hill, Understanding Motor Behaviour in Developmental Coordination Disorder, 2019
Anna L. Barnett, Cara Law, Nichola Stuart
From the age of three to four years, standardised performance tests can be administered to measure general motor competence. Various tools exist, with two of the most popular norm-referenced tests in the field of DCD being the Movement ABC (MABC; Henderson & Sugden, 1992; MABC-2; Henderson, Sugden, & Barnett, 2007 and its precursor, the Test of Motor Impairment, TOMI; Stott, Moyes, & Henderson, 1984) and the Bruininks-Oseretsky Test of Motor Proficiency (BOT; Bruininks, 1978; BOT-2; Bruininks & Bruininks, 2005). The MABC-2 and BOT-2 have norms for children aged three and four years, through to 16 and 21 years respectively. A similar but less widely used test is the McCarron Assessment of Neuromuscular Development (MAND; McCarron, 1997). These three test batteries include a range of tasks requiring balance and locomotion, ballistic and manipulative skill. They also yield a total composite score which is used to identify those with motor difficulties and can further be used to categorise the level of difficulty, for example as ‘moderate’ or ‘severe’ in nature.
Session 1
Published in Richard Bryant-Jefferies, Time Limited Therapy in Primary Care, 2017
Mandy nodded her head, almost imperceptibly. It felt good to know that there was someone out there listening and giving her attention. She had been quite lonely at times in recent years, since her mother had died. That was five years ago now. She had been upset at the time, but had got on with things. It had been around the time that she had changed jobs. She was aware that her thoughts were moving away from work and her sense of feeling unable to go on. She could now see her mother’s face very clearly in her mind’s eye. Smiling at her. She could almost hear her saying, ‘It’s OK Mand’ (she always called her Mand, never did know why), ‘It’s OK.’ She could feel her throat drying and her heart was pounding. The tears began again, but they felt hotter now.
Developmental Coordination Disorder
Published in Mark De Ste Croix, Thomas Korff, Paediatric Biomechanics and Motor Control, 2013
Diagnosis of this disorder to satisfy criterion A is commonly pinned upon the performance of children on one of two tests: Movement Assessment Battery for Children, 2nd edition (MABC-2) (Henderson and Sugden 2007), or the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2) (Bruininks and Bruininks 2005). In Australia, the McCarron Assessment of Neuromuscular Development (MAND) is often used (McCarron 1982). However, most researchers in the field use the MABC. In 2001 and 2006, researchers agreed on test performance cut points that classified those at or below the 5th percentile as having DCD and those that are between the 6th and 15th percentile to be ‘at risk’ for DCD (Geuze et al. 2001). These standards were subsequently embraced in a 2006 consensus report by a group of researchers studying DCD (Sugden 2006).
Choosing a response topography for individuals with autism during functional communication training: A critically appraised topic
Published in Evidence-Based Communication Assessment and Intervention, 2019
Amarie Carnett, Leslie Neely, Ee Rea Hong, Julie Escobar
Given the current findings, we suggest the use of preference should be included as a part of FCT intervention practices. Across these studies, three specific methodologies for mand assessment were provided. In Kunnavatana, Wolfe, & Aguila (Kunnavatana et al., 2018) evaluated mand topography preference by conducting interspersed choice probe sessions during FCT training sessions as the participant was acquiring proficiency in each mand topography. In contrast, Ringdahl et al. (2018) evaluated preference following the initial FCT training across each mand topography by conducting sessions where both topographies were made available for the participant to use. Lastly, Torelli et al. (2016), evaluated mand topography preference by conducting sessions where each topography was available and resulted in reinforcement. These data were then presented to the parent to help inform their decision of topography selection. Each of these methods for identifying mand topography preference showed varying lengths of training and highlighted the need for proficiency of the mand topography. Thus, practitioners should rely upon individualized data to guide their decision-making of mand topography during FCT interventions. And further, as discussed by Ringdahl et al. (2018), it is likely that the acquisition of a higher-preferred topography may help prevent the resurgence of problem behavior when reinforcement schedules are changed. Parent and stakeholder training on the FCT intervention should also be an included component to help ensure generalization and maintenance of the FCR and to prevent the resurgence of the problem behavior.
Exchange-based communication training has some benefits, but additional research is needed to develop interventions to specifically target the development of pure mands1
Published in Evidence-Based Communication Assessment and Intervention, 2018
The development of a mand repertoire is critical for children with intellectual and developmental disabilities. The ability to mand is associated with decreased challenging behavior and increased success of other educational interventions (Charlop-Christy, Carpenter, LeBlanc, & Kellet, 2002). Most importantly, mands allow an individual control their environment by accessing preferred stimuli and avoiding undesired stimuli (Sweeney‐Kerwin, Carbone, O’Brien, Zecchin, & Janecky, 2007). However, the extent of the benefits of a mand repertoire would go unrealized among individuals who could only mand in the presence of additional stimuli. In fact, Skinner (1957) defined a mand as a verbal operant under the functional control of a motivating operation. However, many individuals with intellectual and developmental disabilities do not develop pure mands (i.e. those under the functional control of a motivating operation only), but instead multiply controlled mands that are under the functional control of both the motivating operation and an additional stimulus such as a nonverbal stimulus (e.g. the desired stimulus). As a result, it is critical to identify instructional procedures to develop pure mand repertoires. Therefore, the authors developed a procedure to determine if exchange-based communication training resulted in the development of pure mands.
A comparison of mand training and discrete trial training on the acquisition of vocal mands suggests that an antecedent verbal stimulus may inhibit independent manding1
Published in Evidence-Based Communication Assessment and Intervention, 2019
Anna only acquired mands in the mand training condition. The first spontaneous mand was observed in the third training session, and though her data are variable, she generally engaged in 10–20 independent mands for items in the mand training condition. When Anna failed to acquire targets in the DTT condition after nine training sessions, the targets were trained using the mand training procedures (i.e. no verbal stimulus). She began engaging in independent mands for these targets after two sessions in the mand training condition. After Anna acquired all mands, they generalized to a novel instructor and a novel setting. Anna’s independent manding for both food items maintained in the one-month maintenance probe, but she did not mand for either trained toy.