Essay on Developmental Coordination Disorder

To start with, I will discuss Motor Skills Disorder also known as Developmental Coordination Disorder or Dyspraxia. This disorder is impairment in development of motor coordination. The diagnosis for this disorder is made if impairment interferes with academic achievement or activities of daily

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

food. Functional limitations are usually associated with health problems and may include vision loss, hearing loss and the inability to use one of the parts of the body. Activity limitations include not being able to complete simple adult daily living activities, such as hygiene and self-care. People with disabilities may be restricted from participating in events in society because of their functional disabilities. Environmental and personal factors also play a role in affecting people’s lives (CDC, 2014).

Finally, motor skill therapy can help your child control their body better. Similar to coordination therapy, motor skill therapy is split into to categories: fine and gross motor skills. Depending on the needs of your child, you might want to practice one or both of these therapies.

As more disorders are discovered and diagnosed, research continues evolving and developing new and improved treatments, approaches and technology. Current research shows that many impairments that were once believed to be autonomous can and are sometimes linked. Current research also shows that many of these disorders have early childhood onset. Research is now being aimed at early diagnosis for preventive and development of early and better treatment for children. Technology and artificial intelligence have had great contributions to the development of equipment for research and detection. Research has linked and identified some disorders that are often misdiagnosed or overlooked due to similarities of symptoms. The research has shown that although some symptoms may present to be the same the processes involved can differ. With technology to assist in a more comprehensive, effective and quicker accurate

Neurodevelopmental disorders include the following main categories: intellectual disabilities, communication disorders, autism spectrum disorders, attention-deficit/hyperactivity disorder, specific learning disorder, motor disorders, and other neurodevelopmental disorders. Neurodevelopmental disorders typically present in the early developmental period, but may continue into adulthood or may not be diagnosed at onset (American Psychiatric Association [APA], 2013). A breakdown of these disorders provides necessary details that create distinctions within groups as listed in the Diagnostic and Statistical Manual of Mental Disorders (fifth edition; DSM-5; APA, 2013).

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

The clients’ occupations are playing, bathing, dressing, feeding, and functional mobility (Yamamoto, 2007). Due to the clients’ delays in fine and gross motor skills, the occupations mentioned affected (Yamamoto, 2007). Exploratory skills affected are the inability to move about her environment to access a toy she wants to play with (Yamamoto, 2007). In addition to that, she needs assistance with maintaining a stable position in a bathtub, and getting in and out of it (Yamamoto, 2007). She requires some assistance with dressing, but primarily undressing and removing shoes and socks (Yamamoto, 2007). She requires assistance with getting in and out of chairs and moving from one place to another (Yamamoto, 2007). Lastly, she is

Dazya exhibits normal motor skill strengths. She has no problem holding her pencil correctly in order to form letters and shapes appropriately. Her handwriting is very neat and easy read by others. She is able to manipulate some simple equipment with independence such as accessing a variety of computer programs on the computer. She also participates well in most gross motor such as walking, running, skipping, jumping, throwing and climbing activities during P.E and recess. She continues to show strong athletic

A.K. receives weekly home-based occupational therapy because of her delays in gross motor, fine motor, and self-help skills. Activities of daily living (ADL) and play are the areas of occupations that affected. Independency in ADLs is not a factor for A.K. given that she is only 2 years of age. She relies heavenly on her parents for most. ADLs that are affect include bathing, dressing, feeding, and functional mobility. A. K. needs assistance with dressing skills such as undressing and removing shoes and socks. To independently feed herself, A.K. uses adaptations. As a result, of A.K. having spastic diplegia her play skills are affected. The play skills that are affect include, moving around her environment to attain toys to play with. She also

The third category is characterized by symptoms including “a number of cognitive abnormalities such as disturbance in selective attention, working memory, executive control, episodic memory, language comprehension, and social-emotional processing” (Lewis & Sweet, 2009, pg. 706).

The International Classification of Diseases, Tenth Revision (ICD-10, 2011, as cited by Schuchardt, Bockmann, Bornemann, Maehler, 2013) by the World Health Organization described learning disorders as “poor performance in reading, spelling, and calculating, respectively, that must be significantly lower than expected with regard to age, intelligence, and schooling” (Schuchardt, Bockmann, Bornemann, Maehler, p. 298, 2013). Research has shown that specific learning disabilities are associated with working memory impairments. Working memory is responsible for the processing and short-term storage of information. It is used in many academic capacities including mathematics, reading, writing and content specific subjects such as science and social studies and is essential for higher-level cognitive tasks such as comprehension and reasoning (Schuchardt, Machler, Hasselhorn; 2008). Studies have shown that children with specific learning disabilities might be at a higher rate of comorbidity of different learning disabilities, such as dyslexia or dyscalculia, which may be a factor as to why these students have working memory deficits (Schuchardt, Machler, Hasselhorn; 2008). Children with learning disabilities “have been found to exhibit a reduced memory span for acoustically presented words, numbers, and

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

Motor Skills Disorder falls under the diagnosis of Neurodevelopmental Disorders in the Diagnostic and Statistical Manual of Mental Disorders, Fifth edition (DSM-5). Motor Disorders are thought to be abnormalities of the central nervous system and brain, they occur when there is a lack of control or issues with the use of motor skills. These disorders are typically diagnosed in the early developmental period or before the age of 18. For the diagnosis of a motor disorder the deficit cannot fall under a different diagnosis such as muscular dystrophy and cerebral palsy. It is associated with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder (ADHD) and other learning disorders, prematurity and developmental