Developmental Coordination disorder.
Did you Know?
Developmental Coordination Disorder (DCD) occurs when a delay in the development of motor skills, or difficulty coordinating movements, results in a child being unable to perform everyday tasks.
It occurs in approximately 5-6% of school aged children and most commonly affects boys.
The child may have trouble analysing sensory information, motor planning, or executing a task, and often appears clumsy or uncoordinated. Some children will have difficulties across multiple areas, whilst others may have difficulty with only a specific task.
As well as notable physical characteristics, there are a number of commonly seen social/emotional behaviours associated with DCD. The individual may lack self-esteem, appear uninterested, becomes easily frustrated, and avoids socialization.
DCD is commonly associated with other developmental conditions, including attention deficit/hyperactivity disorder (ADHD), learning disabilities, speech-language delays and emotional and behavioural problems.
How is it diagnosed?
The following criteria are necessary for a diagnosis of DCD to be given:
Learning and execution of coordinated motor skills is below expected level for age, given opportunity for skill learning.
Motor skill difficulties significantly interfere with activities of daily living and impact academic/school productivity, prevocational and vocational activities, leisure and play.
Onset is in the early developmental period.
Motor skill difficulties are not better explained by intellectual delay, visual impairment or other neurological conditions that affect movement.
What can be done?
There is no cure for DCD but targeted therapy can be helpful in managing the symptoms. This will often involve specific skill-based activities and breaking a task down into more simple and manageable components.
Other considerations and strategies that may be helpful in the home or school environment include:
Focus on sports and activities the child enjoys
Introduce new activities on an individual basis
Consider individual sports and those with repeated movements, as this may be a preference
Encourage a focus on participation
Recognise and reinforce the child’s strengths
Set realistic short term goals
Provide extra time for completion of tasks
