Motor Performance and Participation in Children With Developmental Coordination Disorder: Two Randomized Trials of Task-Oriented Intervention

Physical therapists and physical therapist assistants who see children with developmental coordination disorder in outpatient, school, early intervention, or community settings, and who are weighing in-person against remotely delivered task-oriented programs.

Physical therapists and physical therapist assistants. The material is also relevant to occupational therapists and occupational therapy assistants working with pediatric motor coordination difficulties.

Intended audience

Physical Therapy

Level

Intermediate

Delivery format

Online, asynchronous, self-paced course: interactive reading with audio or video, and a scored post-test.

Based on

Uruc M, Menek B. The effect of telerehabilitation on activity performance and participation in daily life in children with developmental coordination disorder: A randomized controlled trial. PLoS One. 2025;20(8):e0330846. doi:10.1371/journal.pone.0330846

Zhang H, Zhu X, Wang H, Liu Y. The effect of trampoline training combined with CO-OP intervention on motor performance in children with developmental coordination disorder. Sci Rep. 2025;16(1):1136. doi:10.1038/s41598-025-30801-z

Scope of this course

Every claim in this course traces to one of the two trials above and is attributed to the paper that reported it. Neither trial compared its program against the other, and this course does not resolve their differences on the learner’s behalf.

After completing this course, you will be able to:

1. Describe what each of the two randomized trials measured in children with developmental coordination disorder, including which outcomes covered motor performance and which covered participation in daily life.
2. Distinguish the two interventions by delivery format, setting, session length, weekly frequency, and program duration, and explain how those differences limit any direct comparison between them.
3. State what the combined findings of the two trials do and do not support about choosing an in-person or telerehabilitation-delivered task-oriented approach for an individual child.

1. Start Here: How This Course Works
2. Part One: Telerehabilitation Added to Sensory-Based Therapy for Young Children With DCD
3. Who Took Part and What Prompted the Trial
4. How the Two Programs Were Delivered
5. What Changed in Function, Participation, and Sensory Scores
6. Baseline Imbalance, Small Numbers, and What the Authors Concluded
7. Part Two: Trampoline Training Combined With CO-OP for Motor Performance in DCD
8. The Kindergarten Cohort and How Children Were Identified
9. Twelve Weeks of Trampoline Work Plus Home CO-OP
10. Motor Scores, Parent-Reported Domains, and Activity Intensity
11. Pilot Scale, Missing Comparison Groups, and the Authors' Reading
12. Bringing It Together
13. Where the Two Trials Point the Same Way
14. Where They Diverge: Dose, Setting, and What Counted as Outcome
15. Choosing an Approach for a Child: What the Evidence Can Support
16. Unanswered Questions and What Would Settle Them
17. Key Takeaways
18. Post-Test and Course Evaluation

Quinn Millington, PT, DPT, ECS is the instructor of record: the licensed clinician who reviewed this course and signed off on it. The name and credentials print on the certificate.

Disclosures. This course was developed by The ConEd Solution, which has a financial interest in its sale. No outside funding or sponsorship was received. The instructor of record has no affiliation with the authors of the source publication or their institutions.

This course awards 1.0 contact hour (60 min). How you earn them:

1. Complete the course. Every lesson, in order.
2. Pass the post-test. Score 80% or higher. Retakes are allowed.
3. Complete the evaluation. A short form rating each learning objective and the course.
4. Download your certificate. It is issued on completion and stays available in My Account.

The episode time is its measured length. Reading, post-test and evaluation times are estimates.

This course is designed to satisfy the quality requirements state boards set for continuing education. Requirements vary by state, and confirming that a course fits your renewal is up to you. Each state’s own acceptance statement is in the credit panel on this page.

1. Uruc M, Menek B. The effect of telerehabilitation on activity performance and participation in daily life in children with developmental coordination disorder: A randomized controlled trial. PLoS One. 2025;20(8):e0330846. doi:10.1371/journal.pone.0330846
2. Zhang H, Zhu X, Wang H, Liu Y. The effect of trampoline training combined with CO-OP intervention on motor performance in children with developmental coordination disorder. Sci Rep. 2025;16(1):1136. doi:10.1038/s41598-025-30801-z