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Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD) / Amy, Romijn

Research in Developmental Disabilities, Volume: 70, Pages: 85 - 93

Swansea University Author: Amy, Romijn

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Abstract

Background In 2016, 29% of pedestrians killed or seriously injured on the roads in Great Britain were under 15 years of age. Children with Developmental Coordination Disorder (DCD), a chronic disorder affecting the acquisition and execution of motor skills, may be more vulnerable at the roadside tha...

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Published in: Research in Developmental Disabilities
ISSN: 08914222
Published: 2017
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URI: https://cronfa.swan.ac.uk/Record/cronfa40733
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2018-08-09T15:09:43.3006201</datestamp><bib-version>v2</bib-version><id>40733</id><entry>2018-06-18</entry><title>Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)</title><swanseaauthors><author><sid>e360b00b12b720c52e38c94a539e6555</sid><ORCID>0000-0001-5014-1539</ORCID><firstname>Amy</firstname><surname>Romijn</surname><name>Amy Romijn</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2018-06-18</date><deptcode>HPS</deptcode><abstract>Background In 2016, 29% of pedestrians killed or seriously injured on the roads in Great Britain were under 15 years of age. Children with Developmental Coordination Disorder (DCD), a chronic disorder affecting the acquisition and execution of motor skills, may be more vulnerable at the roadside than typically developing (TD) children. Current methods used to teach road safety are typically knowledge-based and do not necessarily improve behaviour in real traffic situations. Virtual reality road crossing tasks may be a viable alternative. Aims/Methods The present study aimed to test the road crossing accuracy of children with and without DCD in virtual reality tasks that varied the viewpoint to simulate the teaching methods currently used in road safety educational programmes. Twenty-one children with DCD and twenty-one age and gender matched TD peers were required to locate the safest road crossing sites in two conditions: allocentric (aerial viewpoint) and egocentric (first-person viewpoint). Procedures/Outcomes All children completed both conditions and were required to navigate either themselves or an avatar across the road using the safest crossing route. The primary outcome was accuracy defined as the number of trials, out of 10, on which the child successfully identified and used the safest crossing route. Results/Conclusions Children with DCD performed equally poorly in both conditions, while TD children were significantly more accurate in the egocentric condition. This difference cannot be explained by self-reported prior road crossing education, practice or confidence. Implications While TD children may benefit from the development of an egocentric virtual reality road crossing task, multimodal methods may be needed to effectively teach road safety to children with DCD.</abstract><type>Journal Article</type><journal>Research in Developmental Disabilities</journal><volume>70</volume><paginationStart>85</paginationStart><paginationEnd>93</paginationEnd><publisher/><issnPrint>08914222</issnPrint><keywords>Developmental co-ordination disorder; road crossing; pedagogy</keywords><publishedDay>30</publishedDay><publishedMonth>11</publishedMonth><publishedYear>2017</publishedYear><publishedDate>2017-11-30</publishedDate><doi>10.1016/j.ridd.2017.08.010</doi><url/><notes/><college>COLLEGE NANME</college><department>Psychology</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HPS</DepartmentCode><institution>Swansea University</institution><lastEdited>2018-08-09T15:09:43.3006201</lastEdited><Created>2018-06-18T12:06:08.9777847</Created><path><level id="1">College of Human and Health Sciences</level><level id="2">Psychology</level></path><authors><author><firstname>C.</firstname><surname>Purcell</surname><order>1</order></author><author><firstname>A.R.</firstname><surname>Romijn</surname><order>2</order></author><author><firstname>Amy</firstname><surname>Romijn</surname><orcid>0000-0001-5014-1539</orcid><order>3</order></author></authors><documents><document><filename>0040733-05072018131855.pdf</filename><originalFilename>40733.pdf</originalFilename><uploaded>2018-07-05T13:18:55.0970000</uploaded><type>Output</type><contentLength>405898</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><action/><embargoDate>2018-07-05T00:00:00.0000000</embargoDate><documentNotes>This is an open access article under the CC BY-NC-ND license.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents></rfc1807>
spelling 2018-08-09T15:09:43.3006201 v2 40733 2018-06-18 Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD) e360b00b12b720c52e38c94a539e6555 0000-0001-5014-1539 Amy Romijn Amy Romijn true false 2018-06-18 HPS Background In 2016, 29% of pedestrians killed or seriously injured on the roads in Great Britain were under 15 years of age. Children with Developmental Coordination Disorder (DCD), a chronic disorder affecting the acquisition and execution of motor skills, may be more vulnerable at the roadside than typically developing (TD) children. Current methods used to teach road safety are typically knowledge-based and do not necessarily improve behaviour in real traffic situations. Virtual reality road crossing tasks may be a viable alternative. Aims/Methods The present study aimed to test the road crossing accuracy of children with and without DCD in virtual reality tasks that varied the viewpoint to simulate the teaching methods currently used in road safety educational programmes. Twenty-one children with DCD and twenty-one age and gender matched TD peers were required to locate the safest road crossing sites in two conditions: allocentric (aerial viewpoint) and egocentric (first-person viewpoint). Procedures/Outcomes All children completed both conditions and were required to navigate either themselves or an avatar across the road using the safest crossing route. The primary outcome was accuracy defined as the number of trials, out of 10, on which the child successfully identified and used the safest crossing route. Results/Conclusions Children with DCD performed equally poorly in both conditions, while TD children were significantly more accurate in the egocentric condition. This difference cannot be explained by self-reported prior road crossing education, practice or confidence. Implications While TD children may benefit from the development of an egocentric virtual reality road crossing task, multimodal methods may be needed to effectively teach road safety to children with DCD. Journal Article Research in Developmental Disabilities 70 85 93 08914222 Developmental co-ordination disorder; road crossing; pedagogy 30 11 2017 2017-11-30 10.1016/j.ridd.2017.08.010 COLLEGE NANME Psychology COLLEGE CODE HPS Swansea University 2018-08-09T15:09:43.3006201 2018-06-18T12:06:08.9777847 College of Human and Health Sciences Psychology C. Purcell 1 A.R. Romijn 2 Amy Romijn 0000-0001-5014-1539 3 0040733-05072018131855.pdf 40733.pdf 2018-07-05T13:18:55.0970000 Output 405898 application/pdf Version of Record true 2018-07-05T00:00:00.0000000 This is an open access article under the CC BY-NC-ND license. true eng
title Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
spellingShingle Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
Amy, Romijn
title_short Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
title_full Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
title_fullStr Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
title_full_unstemmed Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
title_sort Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD)
author_id_str_mv e360b00b12b720c52e38c94a539e6555
author_id_fullname_str_mv e360b00b12b720c52e38c94a539e6555_***_Amy, Romijn
author Amy, Romijn
format Journal article
container_title Research in Developmental Disabilities
container_volume 70
container_start_page 85
publishDate 2017
institution Swansea University
issn 08914222
doi_str_mv 10.1016/j.ridd.2017.08.010
college_str College of Human and Health Sciences
hierarchytype
hierarchy_top_id collegeofhumanandhealthsciences
hierarchy_top_title College of Human and Health Sciences
hierarchy_parent_id collegeofhumanandhealthsciences
hierarchy_parent_title College of Human and Health Sciences
department_str Psychology{{{_:::_}}}College of Human and Health Sciences{{{_:::_}}}Psychology
document_store_str 1
active_str 0
description Background In 2016, 29% of pedestrians killed or seriously injured on the roads in Great Britain were under 15 years of age. Children with Developmental Coordination Disorder (DCD), a chronic disorder affecting the acquisition and execution of motor skills, may be more vulnerable at the roadside than typically developing (TD) children. Current methods used to teach road safety are typically knowledge-based and do not necessarily improve behaviour in real traffic situations. Virtual reality road crossing tasks may be a viable alternative. Aims/Methods The present study aimed to test the road crossing accuracy of children with and without DCD in virtual reality tasks that varied the viewpoint to simulate the teaching methods currently used in road safety educational programmes. Twenty-one children with DCD and twenty-one age and gender matched TD peers were required to locate the safest road crossing sites in two conditions: allocentric (aerial viewpoint) and egocentric (first-person viewpoint). Procedures/Outcomes All children completed both conditions and were required to navigate either themselves or an avatar across the road using the safest crossing route. The primary outcome was accuracy defined as the number of trials, out of 10, on which the child successfully identified and used the safest crossing route. Results/Conclusions Children with DCD performed equally poorly in both conditions, while TD children were significantly more accurate in the egocentric condition. This difference cannot be explained by self-reported prior road crossing education, practice or confidence. Implications While TD children may benefit from the development of an egocentric virtual reality road crossing task, multimodal methods may be needed to effectively teach road safety to children with DCD.
published_date 2017-11-30T04:02:12Z
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