Week 7 Parent Guide: Developmental Coordination Disorder ✓ Solved

What is DCD? Developmental Coordination Disorder, DCD, is a neurodevelopmental disorder in which a child's fine or gross motor coordination is slow, less accurate, and more variable than in peers of the same age. These children are developing well intellectually but do not develop normal motor coordination. DCD is first recognized when a child fails to reach normal developmental milestones like walking and dressing themselves.

Prevalence · The prevalence of DCD ranges from 5% to 15% in the primary school population. At a minimum, 5% to 6% of all children are affected. Most studies of children with DCD report a higher prevalence in boys than girls. The actual sex ratio is largely variable and depends on the method used to identify children. The American Psychiatric Association reports a male to female prevalence ratio of 2:1.

Pathophysiology Causes are multifactorial. Neurochemical abnormalities and parietal lobe lesions have been suggested to contribute to coordination deficits. Environmental and developmental factors: DCD is more common following prenatal exposure to alcohol, cocaine, nicotine, and preterm and low-birth-weight children, as well as children with obstetric difficulties during pregnancy (perinatal malnutrition, hypoxia) and those born prematurely (rated at 50%).

What difficulties do children with DCD experience? · Delay in achieving motor milestones like sitting, crawling, or walking. Clumsiness like dropping and bumping into objects. Slowness and difficulty with motor skills, including when catching a ball, writing, using scissors, or riding a bike. Unsteady walk, tripping over feet. Delays in sitting up, crawling, and walking. Problems with sucking and swallowing during the first year of life. Difficulty getting dressed, playing games, and eating.

Pre/Lower Primary School · Difficulty coloring or drawing in a coordinated way. Difficulty holding a pencil. Letters are poorly formed. Handwriting shows poor spacing and sizing of letters and words. Letter forms are frequently confused. Difficulty completing puzzles or building with blocks. Difficulty buttoning clothes, doing up zippers, and tying shoelaces. Difficulty using rulers and scissors accurately and efficiently. Delays in throwing and catching, hitting and/or kicking a ball. Difficulty negotiating playground equipment. Poor organizational skills. Difficulties in planning and prioritizing tasks. Reduced general activity levels. Reduced participation in sport.

Mid/Upper Primary School · Handwriting is immature and slow. Slow and inaccurate in building models. Difficulty playing ball games (especially in teams). Difficulty organizing belongings when motor sequencing and coordination are required. Trouble managing a full school day due to poor strength and endurance. Poor organizational skills. Difficulties in planning and prioritizing tasks. Reduced general activity levels. Reduced participation in sport. Awkward or abnormal gait.

High School · Legibility and/or speed of handwriting is poor. Slow and inaccurate typing. Difficulty taking notes accurately and efficiently. Poor organizational skills. Difficulties in planning and prioritizing tasks. Reduced general activity levels. Reduced participation in sport. Difficulty with grooming (combing hair, blow-drying hair). Difficulty using hand tools, playing piano, or sewing.

How is the disorder diagnosed? The diagnosis of developmental coordination disorder is made by a clinical synthesis of the history (developmental and medical), physical examination, school or workplace report, and individual assessment using psychometrically sound and culturally appropriate standardized tests. The most commonly used tests of motor impairment are: Movement Assessment Battery for Children, Bruininks-Oseretsky Test of Motor Proficiency, Frostig Movement Skills Test Battery, and Bender Visual-Motor Gestalt Test. These tests have strong psychometric properties and are usually administered by an occupational or physical therapist to provide information about the extent of a child’s motor delay relative to their peers. Clinical observations made during the administration of standardized assessments are significant when assessing children with DCD and may contribute more valuable information than the quantitative scores.

Benefits of making a definite DCD diagnosis The idea of labeling a child is controversial. However, with an under-recognized disorder, a diagnosis can be enlightening and reassuring. Doors begin to open, and adults and children in the child's environment can be educated and encouraged to understand and provide adaptations to assist them with DCD. Possibly the most essential aspect of receiving the label 'DCD' is that, in understanding the nature of this disorder, the secondary consequences may be prevented.

Does it get worse with age? The condition continues throughout adulthood, but treatment can improve motor skills and provide helpful strategies to navigate everyday tasks.

Are other developmental disorders involved? Fifty percent of children who have ADHD, learning disabilities, and specific language impairment also have DCD. It is unclear how many children with DCD have other comorbidities because there are no epidemiological studies that begin by first identifying children as having a motor impairment and then examining them for other disorders. Emotional and social problems such as low self-esteem and poor social acceptance are often reported to co-occur. Anxiety and depression have also been noted, but it is not yet known whether these conditions are secondary to social isolation and low self-worth.

Will my child ‘grow out’ of this problem? DCD and its consequences have a long-term impact. DCD does not merely disappear as children grow older. The motor difficulties of childhood are retained into adult life and can keep adults from performing essential daily living activities. These activities may include reduced participation in self-care, leisure, academic activities, and higher rates of cardiovascular disease and challenges to mental health.

How can I help my child with DCD with daily frustrations? Free educational materials providing evidence-based tips and strategies are available on the Can Child Web site. Many parents become empowered to access and distribute these materials to significant others (e.g., extended family members, teachers, coaches, sports instructors) in their child's life. Support groups are also useful.

Two approaches to treatment Deficit-oriented Approach: This includes sensory integrative therapy, process-oriented treatment, and sensorimotor-oriented treatment. Task-specific interventions include neuromotor task training and cognitive orientation to daily occupational performance.

Treatment options If children with DCD are not identified or offered any sort of intervention or management for their difficulties, there is an increased likelihood of secondary consequences that include behavioral problems, emotional distress, low self-worth, poor perceived competence, anxiety, depression, bullying, and obesity. Early identification, effective intervention, and vocational counseling are important for children diagnosed with DCD to avoid the negative experiences that can affect their academic and social life. Occupational therapists can help with self-care difficulties to assist kids in learning key tasks, from writing to getting dressed. The therapist can also administer sensory integration programs that consist of physical activities increasing awareness of motor and sensory function. For example, a child who bumps into things may be given a task to balance on a scooter to master a skill.

Physical therapists address more severe motor impairments, including problems with balance, strength, or endurance; delays in the development of gross motor skills; and safety issues. It can help with muscle strength, balance, and coordination. Speech/language pathologists assist with receptive and/or expressive language delays and articulation problems. Psychologists are involved for comorbid conditions such as attentional or learning problems, hyperactivity, and learning disabilities. Educators can help with functional difficulties in the classroom and for making adjustments to the child’s environment to promote learning and social integration.

Pharmacotherapy Methylphenidate has a positive effect on both behavioral ADHD symptoms and fine motor performance (i.e., handwriting) in children with combined DCD and ADHD. Fatty acids with vitamin E can improve academic skills like reading and spelling as well as behavior.

Paper For Above Instructions

Developmental Coordination Disorder (DCD) is a prevalent yet often underrecognized neurodevelopmental disorder that affects children's motor skills. It manifests as a significant delay or difficulty in achieving motor skills that are typically expected at certain developmental milestones. This paper aims to explore the characteristics, prevalence, and treatment options associated with DCD, providing insights into how parents and caregivers can better assist children affected by this condition.

Understanding DCD DCD is characterized by a child's inability to perform coordinated movements and manage fine or gross motor skills effectively. For a child with DCD, everyday activities such as writing, riding a bike, and participating in sports can be challenging, resulting in frustration and low self-esteem (American Psychiatric Association, 2013). Diagnosis typically occurs through a combination of developmental history, physical examination, and standardized assessments (Missiuna et al., 2006). The salient feature of DCD is that intellectual development is usually intact, meaning that these children may excel academically even while struggling with coordination (Du et al., 2020).

Prevalence Rates Studies estimate that DCD affects approximately 5% to 15% of school-aged children, with boys diagnosed more frequently than girls (American Psychiatric Association, 2013). The male-to-female ratio is reported to be around 2:1, with some studies indicating variability in these rates depending on the identification method utilized (Smits-Engelsman et al., 2013). Such prevalence highlights the necessity for increased awareness and early intervention strategies to aid affected children.

Identifying Challenges and Symptoms Children with DCD experience a range of difficulties with motor skills, affecting their ability to navigate environments and engage in activities with peers. Common challenges may include delayed achievement of physical milestones, persistent clumsiness, and difficulty with tasks that require coordination (Smits-Engelsman et al., 2013). In the academic setting, they might struggle with handwriting, organizing school supplies, and managing time efficiently (Missiuna et al., 2006). These challenges often lead to social isolation and emotional difficulties, further compounding the impacts of the disorder.

Treatment Approaches Addressing DCD effectively typically involves occupational and physical therapy, sensory integration programs, and cognitive orientation strategies (Allen & Casey, 2017). The goal is not only to improve motor function but also to facilitate a better understanding of how to navigate daily challenges. Task-specific interventions focus on building skills relevant to everyday activities a child may encounter (Sadock et al., 2014). Early identification and intervention are crucial, as children who receive timely assistance are less likely to experience secondary consequences such as behavioral problems and emotional distress (Du et al., 2020).

The Role of Parents and Educators Support from parents and educators is vital for children with DCD. Resource distribution, such as educational materials and strategies for managing difficulties, can empower parents (CanChild Web Site). By promoting understanding among teachers and coaches, parents can ensure that necessary adaptations are made to support their child's needs in different environments, including home and school (American Psychiatric Association, 2013). Furthermore, involvement in support groups provides both parents and children with opportunities to share experiences and strategies for coping with DCD.

Conclusion In conclusion, Developmental Coordination Disorder is a significant condition that can hinder a child's ability to perform daily tasks and engage socially. By raising awareness, fostering understanding, and implementing targeted interventions, parents, caregivers, and educators can help children navigate the challenges that DCD presents. Early diagnosis and comprehensive support systems are essential to mitigate the long-term impacts of this disorder.

References

• Allen, S., & Casey, J. (2017). Developmental coordination disorders and sensory processing and integration: Incidence, associations and co-morbidities. British Journal of Occupational Therapy, 80(9). doi:10.1177/
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Du, W., Ke, L., Wang, Y., Hua, J., Duan, W., & Barnett, A. L. (2020). The prenatal, postnatal, neonatal, and family environmental risk factors for Developmental Coordination Disorder: A study with a national representative sample. Research in Developmental Disabilities, 104, N.PAG.
• Missiuna, C., Gaines, R., Soucie, H., & McLean, J. (2006). Parental questions about developmental coordination disorder: A synopsis of current evidence. Paediatrics & Child Health, 11(8), 507–512.
• Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Wolters Kluwer.
• Smits-Engelsman, B. C., Blank, R., Van Der Kaay, A. C., Mosterd-van Der Meijs, R., Vlugt-van Den Brand, E., Polatajko, H. J., & Wilson, P. H. (2013). Efficacy of interventions to improve motor performance in children with developmental coordination disorder: a combined systematic review and meta-analysis. Developmental Medicine & Child Neurology, 55(3), 229–237.