Developmental Coordination Disorder Developmental Coordination Disorder (DCD), also referred to as dyspraxia, is a motor disorder. The condition is characterized primarily by “lack of co-ordination/poor co-ordination,” “motor-difficulties/impairment,” “planning difficulties,” and “organizational difficulties” (Kirby, Davies, & Bryant, 2005, p. 124). DSM-IV-TR criteria for Developmental Coordination Disorder includes: (1) “marked impairment in the development of motor coordination,” (2) “significant interfere[nce] with academic achievement or activities of daily living,” and (3) the absence of “a general medication condition” or “Pervasive Developmental Disorder” (Lingam, Hunt, Golding, Jongmans, Emond, 2009, p. e695). Furthermore, in the presence of mental retardation, motor difficulties must be considered excessive in nature (Lingham et al., 2009, p. e695). The neurological disorder is generally diagnosed in children aged between six and twelve years, the condition affecting boys three times more often than girls (Hamilton, 2002; Gardner, 2008). Despite the fact that DCD affects roughly 6.4 percent of children, few individuals are familiar with the condition (Hamilton, 2002). In fact, a study by Kirby, Davies, & Bryant (2005) revealed that only 54.3% of teachers and 26.7% of general practitioners could accurately define DCD (p. 124). In response, the condition will be briefly outlined here. Classification Attempts have been made to been further categorize CDC into subtypes. Verification evidence appears to be somewhat questionable. Nevertheless, Appleford School in Wiltshire, England issued a fact sheet listing six commonly recognized forms of developmental dyspraxia: (1) Ideomotor: difficulty executing a motor task; (2) I... ... middle of paper ... ...L., Golding, J., Jongmans, M., & Emond, A. (2009). Prevalence of developmental coordination disorder using the DSM-IV at 7 years of age: A UK population-based study. Pediatrics, 123(4), e693-700. doi: 10.1542/peds.2008-1770 Pauc, R. (2010). The Learning Disability Myth: Understanding and overcoming your child’s diagnosis of Dyspraxia, Dyslexia, Tourette’s syndrome of childhood, ADD, ADHD, or OCD. London: Virgin Books. Trawick-Smith, J. (2010). Early childhood development: A multicultural perspective, 5th edition. Columbus, Ohio: Merrill. Vasconcelos, O., Rodrigues, P., Barreiros, J. & Jacobsohn, L. (2009). Laterality, developmental coordination disorders and posture. In L. P. Rodrigues, L. Saraiva, J. Barreiros & O. Vasconcelos (Eds.) Estudos em desenvolvimento motor da criança II (pp.19-26). Escola Superior de Educação, Instituto Politécnico de Viana do Castelo.
Many people have heard the term cerebral palsy and may have a personal perception about the appearance and effects of this
It is most often characterized by difficulty in the child's ability to respond to people, events, and objects. Responses to sensations of light, sound, and feeling may be exaggerated. Delayed speech and language may be associated. Other characteristics include: impairment in ability to make peer friendships, absence of imaginative activity, stereotyped body movements, persistent preoccupation with parts of objects, marked distress over changes in trivial aspects of the environment, unreasonable insistence on following routines in precise detail, a restricted range of interests and a preoccupation with one narrow interest, along with many others.
CDD is an uncommon condition. Since Heller's original description in 1908, there have been approximately 100 reported cases in literature (Volkmar, 2005). In case by case studies, the prevalence has shown to have about an equal sex ratio, although more recent studies have shown that CDD is slightly more common in males (Barber National Institute, 2013).
Some characteristics of DS are: deep folds at the corners of the eyes, hypotonia, short stature, flexible joints, small oral cavity and heart defects (Taylor, Richards, & Brady, 2005). Most individuals with DS have a moderate intellectual disability, although there is a range of disability, from severe to high functioning (IQ above 70). Since DS is a birth defect and not a disease, there are no treatment options. Improvement can be made through physicians, special education, physical therapy, speech therapy, occupational therapy, and psychol...
Who knew that something that looks normal for a child, it will be consider as a disorder. Knowing that they like to explore, some of them have gone over the limit with their energy and capability of being active. Now that they are diagnosed, they have to go under a treatment or medical assistance to reduce their behavior. "I was trying to daydream but my mind kept wandering."
Neurodevelopmental theory (NDT) informs clinical reasoning through the concepts of motor control, brain plasticity, motor learning and an understanding of functional human movement (Meadows & Williams, 2013). By identifying atypical movement patterns the therapist is able to select interventions, which will facilitate Sue in developing greater symmetry in her body and correct movement patterns. (Barthel, 2009; Feaver & Ezekiel, 2011). This influences the practice of interventions in NDT by applying moment-to-moment observations of Sue throughout treatment, in order to gage her reactions and adjusting interventions accordingly (Barthel, 2009). Barthel (2009) and Case-smith, Law, Missiuna, Pollock and Stewart (2010), defines NDT as a hand’s on approach to intervention, focusing on physically assisting Sue in the development of active and passive movement using key points of control during activities. This is used to facilitate Sue to engage in more normal movement patterns
Goldring, Stacy; Herrera, Adriana M.; Hepburn, Susan; Laura Greiss-Hess; Suzanne Macari; Sally J. Rogers; Sally Ozonoff; Joel Steele; Gregory S. Young. "Gross Motor Development, Movement Abnormalities, and Early Identification of Autism". The Journal of Autism and Developmental Disorders, 2008, 38 (4): 644-656.
Synder, R. D. & Mortimer, J. (1969). Diagnosis and Treatment: Dyslexia, Pediatrics, 44, 601-606 retrieved from http://web.a.ebscohost.com.proxy.cityu.edu/ehost/detail?sid=a4b271ab-da78-420c-b7c4-cca86502508e%40sessionmgr4001&vid=5&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pbh&AN=6734500
One of the momentous theories in ADHD has indicated that this disorder is developmental disorder which often includes the inability to perform functions with the main deficit in the control of behaviour. Consequently, these behavioural disabilities might lead to a shortfall in other aspects of the executive functions, for instance working memory, arrangement and verbal fluency (Panzer and Viljoen, 2005).
Individuals with developmental coordination disorder have many restrictions in participating in everyday living situations. Going to school, work or church, to name a few, is a very difficult and challenging experience. According to the article Developmental Coordination Disorder: Is Clumsy Motor Behaviour Caused by a Lesion of the Brain at Early Age?, “the motor problems of children with DCD are so serious that they affect daily activities at home and at school” (Hadders-Algra, 2003, p. 40). School and home performances become a daily struggle because individuals affected with developmental coordination disorder do not have the ability to complete daily tasks and therefore have to rely on help from others.
The disorders that are included in the ASDs category include autism, Rett-syndrome, Asperger disorder, and pervasive developmental disorder-not otherwise specified [PDD-NOS]. ASD is identified by impaired social interaction and communication skills, limiting repetitive behaviors, and can also include seizure disorders and developmental delays. The onset of ASD occurs in childhood and is commonly diagnosed between 18 to 24 months, and it is four to five times more likely to occur in boys than girls. The CDC has estimated an increase to 1 in 110 compared to 1 in 150 in 2007. Twin studies have shown that genetics do play a significant role in developing ASD, in addition the environment may also play role since there has been a twenty-fold increase in the last twenty years. The etiology of ASD also includes exposures to toxins, prenatal and postnatal infections, maternal infections, nutrient deficiencies, genetic abnormalities, and
3 Studies show different structures of the brain of children without and with ASD. Brain scans were done on children with and without ASD and the scans show different sizes and shapes of the brain. The structure of the nervous system, and everything connected is different (“Causes”). The center of the brain which is the Limbic system, where info is sent to be sorted
According to the Centers for Disease Control and Prevention (2015), a developmental disability is “…a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning and usually last throughout a person’s lifetime” (Facts About Disabilities Section, para. 1). One in six children in the United States has at least one developmental disability (CDC, 2015). Some developmental disabilities include Autism, Cerebral Palsy, Hearing Loss, Tourette Syndrome, Vision Impairment, and Attention-Deficit/Hyperactive Disorder (CDC, 2015).
Physical and motor development are two similar but different areas that describe child development. Physical development encompasses all of the various changes a child's body goes through. Those changes include height, weight, and brain development. Motor development is the development of control over the body. This control would involve developing reflexes such as blinking, large motor skills like walking, and fine motor skills like manipulating their fingers to pick up small objects like Cheerios. It is important to objectively study physical and motor development in children to gain knowledge on what characteristics are considered typical for each age and stage of development. This will enable me to be aware of when a child or children are developing at an irregular pace, and devise recommendations or find experiences and other resources that can aid in stimulating their development and to work towards closing achievement gaps. This particular assignment was to observe the selected child and reaffirm the importance of studying physical and motor development, and to develop ideas on how to involve it in my work as an early childhood professional.