Current approaches to intervention in children with developmental coordination disorder

Abstract

This review analyzes approaches to intervention in children with developmental coordination disorder within the framework of how children develop and learn motor skills, drawing upon maturational, cognitive, and dynamic systems models. The approaches to intervention are divided into two categories: (1) process or deficit-oriented approaches; and (2) approaches that teach specific functional skills. These approaches are viewed alongside theoretical, empirical, and experiential standpoints, noting the differences and the fact no single approach is, as yet, fully substantiated. Principles and guidelines are drawn from the analyses that support both cognitive and dynamic models and that are set within an ecological framework.Children who show coordination difficulties have been studied from different perspectives for a variety of reasons and been given different labels. Numerous terms have been used to describe this group of children, including the early ones such as 'clumsy' that gave way to 'movement difficulties' and 'dyspraxia'. Currently, the most acceptable term, and the one used throughout this paper, is 'developmental coordination disorder' (DCD). There have been two major meetings that have proposed consensus statements for the terminology and nature of the condition, and how it is diagnosed, assessed, and managed. The first, held in London, Ontario 1 in 1995, highlighted the existence of DCD as a condition and provided a more detailed picture of the disorder than previously outlined in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition. 2 The second consensus emerged from four 2-day meetings in Leeds between 2004 and 2006, sponsored by the Economic and Social Research Council 3 at which the disorder was further defined, its characteristics outlined, comorbid conditions described, and recommendations made for assessment and intervention. Both consensus meetings agreed that the core characteristic of DCD involves a marked impairment in the performance of motor skills. This impairment has a significant negative impact on activities of daily living, such as dressing, feeding, riding a bicycle, and on academic achievement through poor handwriting skills. The condition is not due to general medical conditions, such as cerebral palsy, and a diagnosis should not be given to individuals with an IQ below 70. Although the emphasis throughout this paper is on the acquisition of motor skills, it is important to recognize that many children with DCD have co-occurring conditions involving cognitive, attention, language, and social attributes. 4 It is arguable that, as in many other developmental disorders, the first point for an analysis of intervention is the theoretical underpinnings for any particular approach, and this is carried out through an examination of how children develop and learn motor skills. If there is consensus on how development and learning occur, how to teach or re-teach is a natural subsequent step. The second and major part of this paper

Genome-wide association study of motor coordination problems in ADHD identifies genes for brain and muscle function

“…Moreover, it is this neuronal plasticity that allows reorganization of neuronal networks and learning. Given that motor learning disturbances such as difficulties in mastering new motor skills like swimming and riding a bicycle are a hallmark of motor coordination problems in children (Sugden 2007), our results are particularly interesting.…”

Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender

“…Recently, interventions for motor coordination problems were reviewed (Wilson 2005). It seems that especially the child-centred and task-oriented methods that include cognitive components are useful therapies (Schoemaker et al 2003;Polatajko and Cantin 2005;Niemeijer et al 2007;Sugden 2007). Clinicians diagnosing and treating children and adolescents with ADHD should additionally assess whether motor coordination problems are present, and offer those with ADHD and co-existing motor coordination problems evidence-based interventions.…”

Emerging Adulthood and Developmental Co-ordination Disorder

“…Individuals with DCD are noted to find skills such as learning to competently ride a bike difficult to achieve (Sugden, 2007). Riding a bike requires a number of co-ordinating skills including pedalling, controlling, planning where to go, and steering.…”