Efeitos de uma intervenção pedagógica na habilidade de escrita manual e autoeficácia de crianças com Transtorno do Desenvolvimento da Coordenação

Abstract

Disorder Coordination Development affects motor coordination and fine motor skills in children, with negative interference in handwriting skills and feelings of self-efficacy. The main objective of this study was to investigate whether pedagogical intervention interferes with handwriting and aspects of self-efficacy in children with DCD. The study was conducted in a municipal school in the city of Manaus, Amazonas, and involved children aged between 8 years and 11 years and 11 months. It was an association study with interference between variables, which studied the relationship between cause and effect. Pedagogical intervention was the independent variable and handwriting and self-efficacy were the dependent variables. The data was analyzed statistically in a descriptive and inferential way, calculating the effect size. The results of the pedagogical intervention protocol were statistically promising in both aspects (handwriting proficiency and self-efficacy), conforming to the hypothesis of this study with a large effect size, showing a statistically large effect size and revealing the effectiveness of this intervention protocol and its practical benefits for promoting a more inclusive school education, minimizing the negative effects of DCD on the EVAs of the students participating in this study.