Psychometric Properties of the French European Little Developmental Coordination Disorder Questionnaire (LDCDQ-FE): A Pilot Study

Abstract

Aims

The Little Developmental Coordination Disorder Questionnaire (LDCDQ) is a parental questionnaire designed to identify preschool children at risk of Developmental Coordination Disorder (DCD). This study aimed to translate and cross-culturally adapt the LDCDQ for French European informants (Little Developmental Coordination Disorder Questionnaire-French European [LDCDQ-FE]) and to undertake a pilot examination of its psychometric properties on a French sample.

Methods

A thorough process of cultural adaptation was completed. The psychometric properties were examined with a sample of 154 French children aged to 5y11m (control = 121; clinically referred = 33). A sub-group of 34 children was assessed using the MABC-2 to measure convergent validity.

Results

Principal component analysis demonstrated a four-component structure, accounting for 67.5% of the variance. Internal consistency was acceptable to good (α = 0.74–0.89). Significant correlation between the LDCDQ-FE and the MABC-2 total scores showed convergent validity. Discriminant validity was supported by significant score differences between the clinically referred and a matched control sub-group. Using ROC curves, a cutoff of 67 was proposed for a sensitivity of 81.3% and a specificity of 77.8%.

Conclusions

Results show initial evidence of the psychometric properties of the LDCDQ-FE and are encouraging of its use to identify young preschoolers at risk for DCD. In future studies, the test-retest reliability should be investigated, and study sample sizes expanded.

Keywords:

• Developmental coordination disorder
• Little Developmental Coordination Disorder Questionnaire (LDCDQ)
• preschool
• psychometric properties
• questionnaire
• screening

Acknowledgments

The authors gratefully thank Yohann Kraut for his help in collecting the data. They are also thankful to the parents and children who participated to the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The questionnaire is available through request to the authors.

Additional information

Funding

This work was supported by a grant from the Foundation for Research in Psychomotricity and Diseases of Civilization (FRPMC) to MJ. The study was also supported through funding from the HES-SO University of Applied Sciences and Arts of Western Switzerland, Health Domain [26-015] to SRK and AMB. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Notes on contributors

Marianne Jover

Marianne Jover, is professor in developmental psychology at the University of Aix Marseille in France. Her work examines motor developmental disorders in children and communicative motor activity in infants.

Sylvie Ray-Kaeser

Sylvie Ray-Kaeser, is an Associate Professor and co-Dean at the University of Applied Sciences and Arts Western Switzerland, Occupational Therapy Department (HETSL | HES-SO).

Anne Martine Bertrand

Anne Martine Bertrand, is a Professor and co-Dean at the University of Applied Sciences and Arts Western Switzerland, Occupational Therapy Department (HETSL | HES-SO).

Noémie Memoli

Noémie Memoli, holds an International master degree in pychomotricity. She is expert in supporting the psychomotor development of children with motor disabilities. She contributed to developmental motor disorders screening programs, to working groups within the Haute Autorité de la Santé (HAS), and to research projects on birth preparation and parenthood.

Jean Michel Albaret

Jean Michel Albaret, is associate professor emeritus at the university of Toulouse III. His research mainly concerns neurodevelopmental disorders and their comorbidity.

Tanya Rihtman

Tanya Rihtman, is Principal Lecturer and Occupational Therapy (OT) Programme Lead at Oxford Brookes University. Her research interests include identification of factors affecting developmental and participatory profiles of children.