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LEARNING OBJECTIVES
Upon completion of this chapter, the reader will be able to:
Use the clinical practice guideline from the Academy of Pediatric Physical Therapy of the American Physical Therapy Association to inform the examination, evaluation, and treatment of individuals with a diagnosis of developmental coordination disorder (DCD).
Describe the standardized and nonstandardized tests and measures used to identify impairments in body functions and structures, functional limitations, and participation restrictions for an individual with a diagnosis of DCD.
Integrate information regarding pathophysiology, diagnostic criteria, and potential differential and associated diagnoses to develop a prognosis for individuals with a diagnosis of DCD.
Implement findings of tests and measures to generate appropriate child/adolescent and family-centered goals for an individual with a diagnosis of DCD.
Develop an evidenced-based plan of care to maximize outcomes for an individual with the diagnosis of DCD.
Construct management strategies to promote learning for individuals with the diagnosis of DCD.
Identify appropriate referrals for individuals with a diagnosis of DCD, including engagement in community activities.
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Case Study
Ryan is an 8-year-old who is in second grade at his neighborhood elementary school. His classroom teacher has asked Ryan’s school team to discuss concerns with academic progress and awareness of his body in space. The school nurse and counselor; the school-based physical, speech, and occupational therapists; and the classroom teacher are all present for this meeting. Because of concerns about the quality of Ryan’s movement, the physical education (PE) teacher also has been invited to this meeting. The classroom teacher notes that Ryan has difficulty organizing himself and that his desk frequently has items “spilling out.” He reports that Ryan requires consistent cues to initiate tasks and support to complete activities, especially tasks that require writing. His PE teacher has noticed that Ryan tends to “move to the back of the room” and “frequently moves into his peers’ space.” He frequently requires redirection and seems to want to “do his own thing.”
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The development of motor skills allows children to maximize their access to the world. Such skills are necessary to engage in self-care, play, and educational and social activities. Individuals with developmental coordination disorder (DCD) demonstrate challenges with the performance of the motor tasks required for successful self-management, academic engagement, and participation in social and recreational activities. The diagnosis of DCD may also be referred to as developmental dyspraxia,1 or specific developmental disorder of motor function.2 Symptoms of this neurodevelopmental condition emerge over the developmental period.
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Individuals with DCD experience the symptoms associated with this diagnosis to varying degrees. As the diagnostic term indicates, coordination difficulties are a hallmark of DCD. Typically, activities that require organization, prioritization, and generalization of motor output present challenges. Individuals with DCD may require a longer time to learn motor skills and require consistent practice to maintain those skills. While coping strategies may be developed to accommodate ...