Developmental Coordination Disorder Analysis

My Bachelor’s in Exercise Science has equipped knowledge of the human anatomy and physiology, and exercise testing and prescription for people of different ages and health conditions. During my attendance at the University of Texas at Arlington, I joined the Little Mavs Movement Academy directed by Dr. Priscilla Cacola. I volunteered for a year in this program; while in the program I had the opportunity to learn about developmental coordination disorder (DCD) and how it interferes with activities of daily living and learning of

School aged children with development coordination disorder will increase their visual motor skills with the aid of a six week basketball protocol intervention.

analysis of the Developmental Coordination Disorder Questionnaire ( DCDQ'07) in a population-based sample of children with and without Developmental Coordination Disorder. Child: Care, health & development, 40(1), 42-49

People who experiences SPD have difficulty completing everyday tasks commonly referred to as the activities of daily living, (ADLs.) These activities include

As children’s bodies become more streamlined and less top-heavy, their center of gravity shifts downwards toward the trunk. As a result, balance improves greatly, paving the way for new motor skills involving large muscles of the body. (Berk, 1999) During the preschool years until approximately age seven, fundamental motor skills develop including the locomotor skills needed to run, jump, hop, and skip. Also the object control skills such as throwing, catching, and kicking are developing. By the age of six or seven, children begin to integrate two or more of these skills. Though all children will not develop these skills at the same age, they will follow the same sequence.

Development coordination disorder (DCD) is a common diagnostic term used internationally to describe children who have a motor skills disorder that interferes significantly with their successful participation in everyday activities at home and school (Morgan, Long 2012). Studies show that six percent of mostly boys are affected by a developmental coordination disorder between the ages of five to twelve. Developmental coordination disorder comes with motor deficits that can be associated with social and emotional problems, and most children can outgrow the disorder. Core symptoms of this disorder can be broken down into two main criteria, criterion A, performance in daily activities that require motor coordination is substantially below that

In their research they decided to focus on the motor mirror neuron system. This part of the MNS is responsible for the imitation of actions and understanding the goals associated with actions (Hamilton, Brindley, & Frith, 2007). Their study was further broken down into four experiments. These experiments tested goal-directed attention, mirror imitation, gesture recognition, and grasp imitation and motor planning. The idea behind these experiments was to test the functions that are associated with the motor mirror neuron system. All the tasks performed in this experiment are associated with a well functioning MNS. Therefore if a deficit in the MSN is responsible for the problems faced by children with ASD, then the experimental group in this study should do worse on these tasks than the control group. Similar to Dapretto et al's (2006) design, they used two subject groups, one that included children with severe ASD, and another group used as a control group, that included children without any autism spectrum disorders. Hamilton et al (2007) did however ensure that participants from both groups were of approximately equal verbal mental age. Additionally as in the previous experiment, the children were allowed practice trials to ensure that the instruction of the tasks were understood, and that they were capable of performing them. The results of all four of the

Developmental Coordination Disorder Questionnaire (DCDQ), a 17-item parent questionnaire that is useful to identify potential motor problems in children aged 8 to 14.6 years. DCDQ is cheaper, faster and feasible to administer as well as assess parent’s perception of their child’s daily motor functional skills as children may behave differently during the assessment. According to Wilson et al. (2009), DCDQ has been proven to have high internal consistency with Cronbach’s α=0.94, sensitivity of 85%, specificity of 71% and concurrent validity with MABC. The DCDQ consist of four domains: Control during movement, Fine motor or handwriting, Gross motor or planning and general coordination. The items are scored from one to five and were grouped into

The third category is Sensory- Based Motor Disorder. According to Kranowitz, postural Disorders involve problems with movement patterns, balance, and bilateral coordination, and is often coexists with SMD- SUR and SDD (p 18). The other half is of SBMD is Dyspraxia. They struggle with components of praxis and gross and fine- motor planning. With praxis, they have difficulty thinking of new, complex actions, sequencing of steps and coordinating the body’s movements to do it; they appear awkward, careless, and clumsy (Kranowitz, p 20). They have problems with stairs, moving around obstacles, and walking often developing these skills later than others according to Kranowitz (p 20). Their fine-motor planning skills fall under movement of the hands,

Children who have low levels of energy get tired easily, are considered an “easy baby or toddler” and can seem disinterested in the outside world. Postural disorder involves having problems with balancing, coordination with both sides of the body simultaneously, and movement patterns. The child with dyspraxic problems has difficulty with “coordinated and voluntary actions.”

These positions and motion were all very well controlled and were executed smoothly. Beyond these transitions and positions the child displayed multiple combinations of controlled movements during play. This puts the child into the context specific category of development (ages 7-11). This child was only 4 years old but displayed proficient movement control that can be considered above average

A developmental disability is a condition that affects a person’s ability of learning, working, and actively involving in different activities and productivity in their society. A developmental disability is a major reason for many people not to accomplish what they are dreaming

Movement coordination difficulty – the toddler may exhibit what appears to be clumsiness, in their inability to control arm and leg movements, or coordinate these movements.

Coordinated movements are important to complete basic daily tasks, but for some children developmental milestones are not reached because of a chronic neurological disorder. Developmental coordination disorder, commonly known as DCD, occurs when there is a delay in motor skill development, which can cause difficulty in coordinating movements (Cairney, 2010, p. e67).

An observation was held in the alpert Jewish community center. A variety of children between the ages of three to five were observed in activities ranging from physical and motor to social and cognitive development “The Gross Motor Function Measure was designed specifically to evaluate change in gross motor function in children with CP (Russellet al1989). It consists of 88 items