***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: 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 r and om 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 Question naire : 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 Question naire ( assessing non-academic and academic functioning ) , the Recent Emotional State Test ( assessing feelings result ing from task performance ) , the Internal Factors Attributed to Success Question naire and the Problem Solving Question naire 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 Question naire ) , 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/h and writing 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 Timing ability is essential for common everyday performance . The aim of the study was to compare timing abilities and temporal aspects of h and writing performance and relationships between these two components among children with Developmental Coordination Disorders ( DCD ) and a control group . Forty two children , 21 diagnosed as DCD and 21 with typical development , aged 7 - 12 , were matched for age , gender and school performed 14 tasks of the interactive metronome ( IM ) and three functional h and writing tasks on an electronic tablet that was part of a computerized system ( ComPET -- computerized penmanship evaluation tool ) . The IM supplies  response time  , while on-paper and in-air time per written stroke is received from the ComPET . Results indicated significant differences between the groups for both IM and h and writing tasks ( ComPET ) . Linear regression indicated that the mean IM response time explained 37 % of variance of the in-air time per stroke during a paragraph-copying task . Furthermore , based on one discriminate function including two measures reflected timing ability , 81 % of all participants were correctly classified into groups . Study results strongly recommend consideration of the IM as an evaluation and intervention tool for children with DCD who are faced with timing deficits in their everyday functioning The current research aim ed at examining the executive function ( EF ) of young adults with Developmental Coordination Disorder ( DCD ) in comparison to young adults without DCD . The study used a r and omized cohort ( N=429 ) of young adults with DCD ( n=135 ) , borderline DCD ( n=149 ) and control ( n=145 ) , from a previous study . This initial cohort was asked to participate in the current study three to four years later . Twenty-five individuals with DCD ( mean age=24 years , 1 month [ SD=0.88 ] ; 18 males ) , 30 with borderline DCD ( mean age=24 years , 2 month [ SD=0.98 ] ; 18 males ) and 41 without DCD ( mean age=25 years , 2 months [ SD=1.91 ] ; 20 males ) participated in this study . Participants completed the  BRIEF-A question naire , assessing EF abilities and the WURS question naire , assessing attention abilities . The DCD and borderline DCD groups had significantly lower EF profiles in comparison with the control group but no significant differences were found between the DCD and borderline DCD groups . While a high percentage of attention problems were found in both DCD groups , the executive functioning profiles remained consistent even when using the attention component as a covariate . The study results suggest that young adults with DCD have EF problems which remain consistent with or without attention difficulties UNLABELLED Children with developmental coordination disorder ( DCD ) struggle to learn new motor skills . It is unknown whether children with DCD learn motor skills more effectively with an external focus of attention ( focusing on impact of movement on the environment ) or an internal focus of attention ( focusing on one 's body movements ) during implicit ( unconscious ) and explicit ( conscious ) motor learning . PURPOSE This paper aims to determine the trends of implicit motor learning in children with DCD , and how focus of attention influences motor learning in children with DCD in comparison with typically developing children . METHODS 25 children , aged 8 - 12 , with ( n=12 ) and without ( n=13 ) DCD were r and omly assigned to receive instructions that focused attention externally or internally while completing a computer tracking task during acquisition , retention , and transfer phases . The motor task involved tracking both repeated and r and om patterns , with the repeated pattern indicative of implicit learning . RESULTS Children with DCD scored lower on the motor task in all three phases of the study , demonstrating poorer implicit learning . Furthermore , graphical data showed that for the children with DCD , there was no apparent difference between internal and external focus of attention during retention and transfer , while there was an advantage to the external focus of attention group for typically developing children . CONCLUSION Children with DCD demonstrate less accuracy than typically developing children in learning a motor task . Also , the effect of focus of attention on motor performance is different in children with DCD versus their typically developing counterparts during the three phases of motor learning . IMPLICATION S Results may inform clinicians how to facilitate motor learning in children with DCD by incorporating explicit learning with either internal or external focus of attention within interventions OBJECTIVE To assess executive function in children with developmental dyspraxia . PATIENTS AND METHOD INCLUSION CRITERIA children aged 8 years to 12 years 5 months at the time of the study , diagnosed with developmental dyspraxia between January , 2008 and August , 2009 by a multidisciplinary team in one single center . ASSESSMENT TOOLS ( 1 ) Paper- and -pencil neuropsychological and ecological tests  to assess flexibility , planning , inhibition and prospect i ve memory ; ( 2 ) two question naires answered by parents ; ( 3 ) the ' Children 's Cooking Task ' ( CCT ) , an ecological task performed in a real environment ( Chevignard et al. , 2009 [ 15 ] ) . In this last test , children were compared to matched controls . Non-parametric statistical tests were used . RESULTS Thirteen patients participated in the study ( 11 boys-2 girls ; mean age 10.3 years [ SD=1.3 ] ) . Neuropsychological tests highlighted planning and inhibition disorders , but no impaired flexibility . For more than half of the children , the question naires indicated impaired executive functions in daily life tasks . Finally , patients showed a significantly increased rate of errors during the CCT , compared with the control group ( P<0.001 ) . CONCLUSION Overall results suggest that some children diagnosed with developmental dyspraxia also exhibit executive function disorders . Ecological tests seem more sensitive for identifying executive function disorders than conventional tests Background Children with Developmental Coordination Disorder ( DCD ) have multiple impairments in movement , in learning , and in the activities of daily living . Studies from other countries have associated these impairments with cognitive function , particularly executive functioning , but these findings have not been confirmed in China . Aim Compare the executive functioning of children with DCD with that of normal children . Methods The  Wisconsin Card Sorting Test ( WCST )  was administered to 39 children who met DSM-IV criteria of DCD identified at the Seventh People 's Hospital of Hangzhou from March 2008 through March 2010 . The  WCST  was also administered to a control group of 39 r and omly selected children from one elementary school in Hangzhou . Results The total responses on the WCST and the number of non-perseverative errors for cases and controls were similar , but cases had significantly more errors , more perseverative responses and more perseverative errors ; moreover , they completed fewer categories than controls and required more trials to complete the first category . Conclusion Our study confirms previous studies which show significantly impaired executive functioning in patients with DCD . Collectively , these studies suggest that the deficits in executive functioning of children with DCD significantly impair their intellectual and social development 
    Output:
    
RESULTS Behavioural data from 91 studies showed a broad cluster of deficits in the anticipatory control of movement , basic processes of motor learning , and cognitive control .
Importantly , however , performance issues in DCD were often shown to be moderated by task type and difficulty .
As well , we saw new evidence of compensatory processes and strategies in several studies .
Data from diffusion-weighted magnetic resonance imaging suggested reduced white matter organization involving sensorimotor structures and altered structural connectivity across the whole brain network .
INTERPRETATION Taken together , results support the hypothesis that children with DCD show differences in brain structure and function compared with typically developing children .
Behaviourally , these differences may affect anticipatory planning and reduce automatization of movement skill , prompting greater reliance on slower feedback-based control and compensatory strategies .