Talk:Developmental coordination disorder

This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Peer reviewers: Yieng, Sarah1124.

Adding more needed information

I will be adding info to this page in stages. The idea is to provide information that is well supported by the extensive and rapidly growing research literature on DCD. Please provide feedback and alternative views to keep this page as informative as possible. --Movekids 20:56, 11 December 2006 (UTC)

Also affects adults.

Right now, the article only mentions prevalance among children, which might mislead some readers into thinking it only affects children. I assume it has similar prevalance among adults, but studies would help. 108.45.79.25 (talk) 19:47, 9 June 2016 (UTC)

Uh... yes, as someone who has this (Marsteller, 2016 Oct)

Uh... yes, as someone who has this, it absolutely has similar prevalence among adults because it NEVER GOES AWAY. As adults we learn to compensate (more or less depending on the individual and/or the problem area.) So the only increases in adult prevalence would be folk who are diagnosed later in life as opposed to those who are diagnosed as children--this would make sense as some folk were diagnosed with different names (e.g. minimal brain dysfunction) or with co-occuring conditions (e.g. adhd or dyslexia or both...) but the original diagnosis(ses) may miss the entirety of the issue. There may also be parents who refuse dx and tx for various reasons, but when the subject becomes an adult they pursue appropriate diagnosis/treatment. Citation (Marsteller, D.A. 2016, personal correspondence) 109.145.47.37 (talk) 10:53, 19 October 2016 (UTC)

List of adults with Dyspraxia

• David Bailey
• Cara Delevingne
• Emma Lewell-Buck
• Daniel Radcliffe
• Florence Welch

109.145.47.37 (talk) 11:17, 19 October 2016 (UTC)

What Is Dyspraxia? (Horowitz, S.H., 2012. National Center for Learning Disabilities)

https://www.youtube.com/watch?v=h6tplQ3Kac4

Dyspraxia is a disorder that affects motor skill development, and people with dyspraxia have trouble planning and completing fine motor tasks. Learn more about this learning disability by watching the video, or by visiting: http://www.ncld.org/types-learning-disabilities/dyspraxia

109.145.47.37 (talk) 11:15, 19 October 2016 (UTC)

Understanding DCD or Developmental Coordination Disorder (Barnett, 2015 Feb. Oxford-Brookes University)

https://www.youtube.com/watch?v=9ZjQILd5esk

Sometimes referred to as ‘dyspraxia’ or ‘clumsiness’, this condition is more properly called Developmental Coordination Disorder (DCD).

Movement skills are a fundamental aspect of human behavior, enabling us to perform everyday tasks, to express ourselves and to maintain our health and well-being. However, some children lack the movement skills they need to cope with the everyday demands of home and school, despite normal intellectual, sensory and neurological development.

Anna Barnett is a Professor in Psychology at Oxford Brookes University researching perceptual-motor development, with a special interest in both DCD and handwriting. Her work focuses on the diagnosis and description of DCD, its impact on health and well-being and the development of tools to assist health and education professionals to identify and help children with movement and handwriting difficulties.

To find out more please visit - http://www.psychology.brookes.ac.uk/research/perception-and-motion-analysis/our-research

109.145.47.37 (talk) 11:17, 19 October 2016 (UTC)

Developemental Coordination Disorder, DCD, Dyspraxia, ADHD SPLD, support and information (Movement Matters, 2012).

http://www.movementmattersuk.org/

Movement Matters is the UK umbrella organisation representing the major national groups concerned with children and adults with coordination difficulties, a condition called Developmental Coordination Disorder (or DCD) and sometimes referred to as ‘dyspraxia’.

Movement Matters was formed early in 2011 to act as an umbrella group to bring together the key bodies involved in Developmental Coordination Disorder/Dyspraxia in the UK.

This includes DCD-UK, the Dyspraxia Foundation, and the National Handwriting Association.

2A02:C7D:1A2E:D400:4586:B5CB:4DAD:C99 (talk) 15:34, 9 March 2017 (UTC)

Dyspraxia and Employment (Kirby, A., 2012)

http://www.movementmattersuk.org/content/documents/DCD%20and%20employment.pdf

What is DCD?

Developmental Coordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine or gross motor co-ordination in children and adults. This lifelong condition is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke and occurs across the range of intellectual abilities. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience.

An individual‟s co ordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike and play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY. There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social and emotional difficulties as well as problems with time management, planning and personal organisation and these may also affect an adult‟s education or employment experiences.

Workplace difficulties described by adults are as follows:

• May affect everyday life skills e.g. preparing a meal, ironing
• Difficulties with handwriting
• Skills requiring balance
• Slower learning a new skill requiring speed and accuracy
• Learning to drive a car
• Organisation, time management and planning skills
• Taking information down at speed.

2A02:C7D:1A2E:D400:4586:B5CB:4DAD:C99 (talk) 15:40, 9 March 2017 (UTC)

Emerging Adulthood and Developmental Co-ordination Disorder (Kirby, A., 2008)

http://etheses.whiterose.ac.uk/1193/1/uk_bl_ethos_502772.pdf University of Leeds

Abstract

The aim of this thesis was to investigate key themes of emerging adulthood in young adults with motor co-ordination difficulties from both a parental and personal perspective using a mixed method approach. A number of studies over the past twenty years have considered longer term outcomes in children with Developmental Co-ordination Disorder (DCD) (Losse, Henderson and others, 1991; Cantell, Smyth and Ahonen, 1994; Cousins and Smyth, 2003) but few have considered the social experiences of these young people and the views of their parents as they move into further and higher education. This study has focused particularly on the 16-25 year age group, a time of emerging adulthood and continuing developmental change (Arnett, 2000), which differs from the key previous study in adults by Cousins (2003), which centred around an older age group.

Emerging adults in further and higher education with motor difficulties completed questionnaires alongside a cohort of parents of these individuals. A subset from each group were also interviewed. A retrospective analysis of case notes of those seen in childhood from a clinical setting was also undertaken, in order to consider changes from childhood. Students were matched with a cohort of students without any reported difficulties. Social behaviour including driving, drinking, and leisure pursuits were compared with typically developing students. An additional comparison was made with students who considered themselves to be 'clumsy' but had a diagnosis of Dyslexia, in order to compare current support in Further and Higher Education.

This study has highlighted the persistent, pervasive and variable nature of DCD with over 50% of students reporting some level of impairment in an area of their life. These difficulties included learning to drive a car, difficulties with planning and organising themselves and their property, and continuing motor difficulties especially with handwriting and everyday tasks. Differences in social behaviour were also noted compared with control students. This study provides evidence that even in this resilient group who had reached further and higher education, DCD does not disappear for all once they reach adulthood.

62.102.148.162 (talk) 12:28, 10 March 2017 (UTC)

Being an Adult with Dyspraxia (Mecking, O., 2017 Feb 28th)

https://www.pastemagazine.com/articles/2017/02/being-an-adult-with-dyspraxia.html

I’ve always been clumsy. As a child, I had poor muscle control and was much slower than the other children. During games, I did my best to avoid the ball instead of catching or kicking it, to the annoyance of my friends. As an adult, I’m still clumsy and have trouble making my way in the world. I keep on getting lost. My mom sometimes says, “think carefully where you want to go. Then, go in the other direction.” Sound advice, but whichever way I ended up going, it would still probably be the wrong one.

All of these are symptoms of a condition called dyspraxia.

The internationally recognized name is actually Developmental Coordination Disorder, or (DCD) but it’s often used interchangeably with the term dyspraxia. Coordination problems lie at the heart of the condition, “but because coordination is required in all areas of life, it affects daily living tasks, for example brushing hair; cleaning teeth; buttoning; fine motor tasks and gross motor tasks, like kicking a ball, running, jumping and balancing,” explains Amanda Kirby, professor of developmental disorders at the University of South Wales.

Even if sufferers don’t have problems with these skills, they can still find other every day tasks challenging. We need to concentrate fully on every single thing we’re doing, or else something bad will happen: we’ll cut a finger while preparing vegetables for dinner. We’ll burn ourselves while trying to take the lasagna out of the oven. Or walk out of the house with a few buttons open.

I always tend to spill or drop stuff. Even if I’m paying attention, I’ll still break a considerable number of plates. I notice mysterious cuts or scratches on my skin and have no idea how they happened. But don’t many disorders have the same characteristics?

“It often overlaps with other learning difficulties like dyslexia, ADHD, autism spectrum disorder, language and communication difficulties, or dyscalculia,” says Kirby. Dyspraxia is a part of the neurodiversity movement, which includes people with autism, ADHD and other learning difficulties. According to this view, neurological differences in humans are not diseases to be eradicated but rather beautiful examples of human diversity.

It is said that dyspraxia affects around 5 to 6 percent of the population in childhood but the majority of these children continue to have considerable challenges in adulthood as well. But many disorders don’t manifest in children the way they manifest in adults.

“The difference between being a child and an adult is that you can avoid some things. So you don’t have to play team games. You don’t have to write; you can use a computer. You can choose the environment you’re in to minimize your challenges.”

It’s true. I only write by hand if I really have to. I’m happy to use any technology available to help me get around, and I avoid places that are too crowded or overly stimulating.

Still, my challenges haven’t dissipated. In fact, many of them have become even more pronounced. Let’s take driving, for example. It combines skills I lack or have problems with, such as spatial orientation, quick reaction time, and the ability to process information from multiple sources. It’s not that I’m unable to learn new skills. It would just take more time and effort than it would for someone without the condition, so I make do without a car. And then I deal with anxiety and exhaustion, “because when you’re trying to juggle, you can find that you’re getting more tired than others because you’re trying to consciously do things,” Kirby tells me.

Another problem people with dyspraxia have is keeping organized. I’m terribly chaotic. I can’t plan more than a few days ahead. Agendas, spreadsheets or calendars don’t work for me because they don’t seem to follow the way my brain ticks. I do my best, but still end up occasionally missing appointments and forgetting or misplacing things.

“It’s even more difficult to live with dyspraxia for a parent; you often have to juggle lots of different things all at once and manage not only your time but others’ time as well,” Kirby points out. “That can be difficult and cause extra stress.”

The worst part of my condition is not just the time management, clumsiness or my inability to get around in the world, though. It’s the silly comments I get sometimes, like, “you should pay more attention.” “Outsiders believe that a task is easy for everyone, so if you just focused more you’d be fine,” Kirby says. Such comments are far from helpful. It’s not just a simple case of clumsiness; my struggles are real. “It’s an internationally recognized condition, not something that you made up. It’s not something rare and unusual. We know that it impacts education and employment,” Kirby adds.

There is no cure for dyspraxia, but there is a lot that can be done about it. First of all, getting help is of crucial importance. Raising awareness is too, because dyspraxia is not a readily recognized condition the way autism or ADHD are.

While having dyspraxia may be frustrating, there is a silver lining to it. “One of the things we find is that some of the people with dyspraxia are very empathic and caring and so these are really positive traits for being a parent,” says Kirby. I find this very heartening given that I often feel guilty for not being able to do the things that normal parents do with their children.

When asked whether people with dyspraxia have special talents, Kirby replied, “I think it’s no good saying people with X are talented. After all, doesn’t everybody have skills that are beneficial in a way? It’s no different from other people.”

You hear that? In our differences, we’re no different from other people.

62.102.148.162 (talk) 13:04, 10 March 2017 (UTC)

Changed the "Specialty" of this article to include Neurology along with Psychology.

I changed the specialty to include neurology. This condition is caused by neurology, it is a neurological condition. This is not purely psychological and one cannot "imagine" Dyspraxia or DCD as it is not caused by as a psychological manifestation and cannot be created from imagination. However, this subject does overlap with Psychology, therefore it is included and not removed.

Unless something substantial and reputable which refutes this subject as something neurological, the neurology subject stays as the article's specialty.

62.102.148.189 (talk) 13:35, 23 September 2017 (UTC)

Under the diagnosis section, I added a questionnaire

Under the diagnosis section I added a questionnaire.

Waterhouset (talk) 13:31, 29 September 2017 (UTC)

What?

What for?

62.102.148.185 (talk) 17:07, 17 October 2017 (UTC)

Added Children’s Self-Perceptions Diagnosis

Added Children’s Self-Perceptions of Adequacy in, and Predilection for Physical Activity (CSAPPA) scale under diagnosis and included reference. Midurap (talk) 13:32, 29 September 2017 (UTC)

Update and Edit Suggestions/Ideas

Article Improvement Ideas - Edit definition of DCD and make it more concise and clear, edit classification of DCD, edit section regarding motor control to add detail and better understanding for the reader, clarify explanations to allow for better understanding for the reader, cite sources that are needed, add screening tools with sources, more information regarding diagnosis (such as symptoms, signs, more diagnostic information).

Waterhouset (talk) 13:50, 29 September 2017 (UTC)

References

European Academy for Childhood Disability (EACD): Recommendations on the Definition, Diagnosis and Intervention of Developmental Coordination Disorder.

Brain Imaging Increases Our Understanding of Developmental Coordination Disorder: a Review of Literature and Future Directions

Understanding Performance Deficits In Developmental Coordination Disorder: A Meta-Analysis of Recent Research

Quality of life domains affected in children with developmental coordination disorder: a systematic review

Efficacy of Interventions to Improve Motor Performance in Children With Developmental Coordination Disorder: A Combined Systematic Review and Meta-Analysis

Peer Review Notes

Peer Review 1

The structure of the article is clear and easy to follow, however, there are couple of sections which could by improved.

1) Psychological and social consequences section There is not much detail about the psychological and social consequences section in this article. The article should further explain or describe the psychological effects has on patients personal and social life.

2) Management This is the section to provide important information about how to manage the DCD. Readers will hope to find useful and reliable information from this article to manage the condition. Moreover, it is also crucial to explain the rationale behind the management provided in this article.

Yieng (talk) 17:39, 12 October 2017 (UTC)Yieng

Peer Review 2

Overall, the article is clear and concise. The lead section is easy to understand, given the definition of DCD and its presentation throughout the lifespan. There is no mention of treatment for this condition in the lead section, however, there isn’t any information in the “management” section either. I think the order of the sections is logical and easy for the reader to understand. I agree that the management section needs vamping up. For instance, including information about process-oriented treatment approaches and task-oriented treatment approaches and their relevance in physical and occupational therapy. . The article’s tone sounds encyclopedic and neutral, and the sources appear reliable. Cdoyon1 (talk) 19:50, 12 October 2017 (UTC)Cdoyon1

Autism and developmental coordination disorder have similarities but also sharp differences (Oguntoyinbo, L., 2017 Jun)

by Lekan Oguntoyinbo

https://medicalxpress.com/news/2017-06-autism-developmental-disorder-similarities-sharp.html

UTA researchers are recommending in a new study that children diagnosed with autism spectrum disorder should be checked for developmental coordination disorder since the two maladies are linked.

In an article published this month in the journal Research in Autism Spectrum Disorders, Priscila Caçola, an assistant professor of kinesiology; UTA librarian Peace Ossom Williamson and Haylie Miller, an assistant professor in the Department of Physical Therapy at the University of North Texas Health Science Center, recommend that individuals with autism be evaluated thoroughly for the possibility of DCD.

DCD, a neurodevelopmental condition, affects between 2 and 7 percent of school-age children. It is considered one of the major problems afflicting school-age children around the world. Symptoms include poor balance and coordination and underdeveloped handwriting skills. They struggle with basic childhood activities such as riding bicycles. Children with DCD tend to have limited or no athletic ability, are more sedentary and therefore more prone to obesity. They also are more likely to suffer from low self-esteem.

Many children with autism spectrum disorder have traits commonly found in those with DCD. But the researchers sought to highlight some of the differences, including working memory ability and their ability to grasp things like pencils properly with their hands. They found that there are more differences than similarities.

Caçola is an expert on DCD. She is the director of UTA's Little Mavs Movement Academy, a free group intervention program designed to improve the motor skills of children age four to 16.

Caçola and her colleagues analyzed 11 articles that highlighted differences between individuals with ASD and DCD. While there are many similarities and some overlap between the two conditions, they are not identical. The researchers say that for this reason, medical professionals should be more aggressive about finding signs of DCD in children with autism.

"Motor skills are the root of DCD but they are also really important in autism," Caçola said. "When autism is diagnosed, motor skills are not the primary concern. But we also found that that there is a lot of co-occurrence of DCD in autism. A lot of individuals may have autism but they are not assessed for DCD. We really need to assess for DCD in children with autism and the earlier the better."

Caçola said the notion that DCD can be present in autism is new and gaining more attention because more people now recognize the importance of having strong motor skills. Poor motor skills, if left unchecked, can have lifelong consequences for children in nearly every sphere of their lives, she said.

"Poor motor skills could be impairing social skills even more," she added.

Anne Bavier, dean of UTA's College of Nursing and Health Innovation, called Caçola's study an important contribution to the still evolving body of knowledge on DCD.

"Priscila's scholarly work coupled with her expertise and passion for tackling DCD has the potential to touch the lives of exponentially more children, not only here in the DFW area but around the country and around the world," Bavier said.

Explore further: Autistic children with better motor skills more adept at socializing

More information: Priscila Caçola and others. Behavioral comparisons in Autism Spectrum Disorder and Developmental Coordination Disorder: A systematic literature review, Research in Autism Spectrum Disorders (2017). DOI: 10.1016/j.rasd.2017.03.004

Journal reference: Research in Autism Spectrum Disorders search and more info website

Provided by: University of Texas at Arlington

62.102.148.160 (talk) 12:33, 20 October 2017 (UTC)

Behavioral comparisons in Autism Spectrum Disorder and Developmental Coordination Disorder (Caçola, Miller and Williamson, 2017 Jun)

by Priscila Caçola, Haylie L. Miller and Peace Ossom Williamson.

https://uta.influuent.utsystem.edu/en/publications/behavioral-comparisons-in-autism-spectrum-disorder-and-developmen

Abstract

Background Autism Spectrum Disorder (ASD) and Developmental Coordination Disorder (DCD) are developmental disorders that, since the DSM-5, can be diagnosed as co-occurring conditions. While some recent studies suggest that ASD and DCD have similar traits, others show clear behavioral distinctions between the two conditions. By gathering all studies that included: (1) an ASD group and a DCD group, (2) an ASD + DCD group and a DCD group, or (3) ASD, ASD + DCD, and DCD groups, we aimed to identify similarities and differences in behaviors between the two disorders.

Method

We used a systematic search of PubMed (1946 –), Scopus (1970 –), PsycINFO (via EBSCO, 1600 –), CINAHL (via EBSCO, 1937 –), SportDiscus (via EBSCO, 1985 –), and WorldCat (via FirstSearch) in addition to reference list and author name searching PubMed, Scopus, PsycINFO, CINAHL, SportDiscus, and WorldCat to identify original studies that met the following criteria: (1) an ASD group and a DCD group, (2) an ASD + DCD group and a DCD group, or (3) ASD, ASD + DCD, and DCD groups.

Results

From the 1598 articles screened, 11 were included in the qualitative analysis. The articles included reported more differences than similarities in individuals with ASD and DCD, with clear distinctions for working memory ability, gestural performance, grip selection, and cortical thickness. Only two studies reported similarities in face processing abilities and perceived competence, and the interventional studies showed group similarities in behavior improvement, such as intelligence and attention.

Conclusions

Based on the articles reviewed, we conclude that while DCD and ASD share some behavioral symptoms, the symptom profiles of each disorder are unique and separable. We recommend that the evaluation of potential DCD in individuals with ASD be performed systematically and thoroughly, so as to distinguish this co-occurring condition from sensorimotor symptoms associated with ASD.

62.102.148.185 (talk) 18:27, 20 October 2017 (UTC)