We assessed the non-academic and academic functioning of young adults with DCD, and investigated the emotional influences and the role of strategy use within this population. A random sample of 2379 adolescents and young adults aged 19-25 (1081 males [45.4%]; mean age=20.68, SD=3.42) was used to develop the instruments. From this sample, three study groups were identified (n=429) based on the Adolescents & Adults Coordination Questionnaire: probable DCD (n=135; 67.2% males), suspected borderline DCD (n=149; 51.4% males) and control (145; 70.5% males). Participants completed the Daily Life Functions Questionnaire (assessing non-academic and academic functioning), the Recent Emotional State Test (assessing feelings resulting from task performance), the Internal Factors Attributed to Success Questionnaire and the Problem Solving Questionnaire to assess strategy and executive strategy use. A MANOVA revealed statistically significant differences between-groups (F[7,422]=16.19; p<.001; η=.197); post hoc analyses revealed differences for all measures (except the Problem Solving Questionnaire), with the probable DCD and suspected borderline DCD groups performing worse than controls. Severity of motor deficits was correlated with all outcomes except strategy use. Logistic regression revealed that non-academic functioning was the most significant predictor of group placement (B=-1.32; p<.001); academic functioning/handwriting was the second most significant predictor (B=0.44; p=.047). Deficits in motor coordination continue into adulthood and have an effect on academic and non-academic function, as well as on the emotional state of the individual.
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