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Sensory processing
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Sensory processing is a developmental process – it changes with time and experience – with a wide range of patterns seen in typically developing children. And like with any other developmental process, some children show atypical patterns. Such atypical patterns are seen mostly, though not exclusively, in association with other neurodevelopmental disorders, for example, autism spectrum disorder (ASD), attention deficit and hyperactivity disorder (ADHD), cerebral palsy and developmental coordination disorder (DCD). Poor sensory processing makes it hard for the child to coordinate actions and movements and creates functional difficulties across various activities – hand function, mobility, communication, socialising and organising.
Other conditions that can coexist with DCD/dyspraxia
Published in Jill Christmas, Rosaline Van de Weyer, Hands on Dyspraxia: Developmental Coordination Disorder, 2019
Jill Christmas, Rosaline Van de Weyer
There are a range of specific learning differences which can coexist with developmental coordination disorder: Developmental coordination disorder (DCD) also known as dyspraxiaDyslexiaDyscalculiaAttention deficit disorder (ADD)Attention deficit hyperactivity disorder (ADHD)Autistic spectrum disorders (ASD)Developmental language disorders (DLD).Neuro-diversity is a wonderful umbrella term which describes the range of differences in individual brain function and behavioural traits, regarded as part of normal variation in the human population. Human beings are naturally neuro-diverse, which is indicated through our day- to-day needs and preferences.
Developmental progression in DCD
Published in Anna L. Barnett, Elisabeth L. Hill, Understanding Motor Behaviour in Developmental Coordination Disorder, 2019
Anna L. Barnett, Cara Law, Nichola Stuart
The main feature of developmental coordination disorder (DCD) is a significant impairment in the performance of motor skills in the absence of any obvious neurological impairment (e.g., cerebral palsy, muscular dystrophy, degenerative disorder) (APA, 2013). Some of the characteristics of DCD at different ages are provided in the Diagnostic and Statistical Manual of Mental Disorders – 5th Edition, DSM-5 (see Table 2.1). While these children develop fundamental motor skills in the early years, a range of performance deficits in childhood have been recognised and extensively examined (Wilson et al., 2017).
Measuring treatment outcome in children with developmental coordination disorder; responsiveness of six outcome measures
Published in Disability and Rehabilitation, 2022
Inge Heus, Daphne Weezenberg, Sebastiaan Severijnen, Thea Vliet Vlieland, Menno van der Holst
Developmental Coordination Disorder (DCD) is a chronical condition that may have an impact on children’s abilities to perform everyday tasks [1–3]. With a prevalence of 5–6% in the school aged population, it is a common diagnosis seen in rehabilitation settings [1–3]. For children with DCD, problems in independent selfcare (e.g., difficulty with dressing and brushing hair or teeth, messy feeding), academic skills (e.g., problems with writing, task completion, homework) and leisure activities/sports (e.g., ball skills, swimming and learning to ride a bicycle) are frequently reported [1]. Besides motor coordination related problems, DCD may also have a major impact on the children’s socio-emotional well-being, health status and physical activity [4–7]. Therefore, DCD is a serious health condition that has an impact on daily life and appropriate intervention is needed.
Recruitment, use, and satisfaction with a web platform supporting families of children with suspected or diagnosed developmental coordination disorder: a randomized feasibility trial
Published in Developmental Neurorehabilitation, 2019
Chantal Camden, Mélanie Couture, Gabrielle Pratte, Mélanie Morin, Pasquale Roberge, Thomas Poder, Désirée B. Maltais, Emmanuelle Jasmin, Karen Hurtubise, Edwige Ducreux, France Léger, Jill Zwicker, Jade Berbari, Florence Fallon, Michel Tousignant
Developmental coordination disorder (DCD) affects 5–6% of school-aged children and impacts the learning and performance of motor tasks.1 Children with DCD are under-served, face long wait times, and are often ineligible for specialized rehabilitation services.2 Early intervention could prevent DCD-related secondary consequences, such as social isolation, anxiety and reduced cardiorespiratory fitness.2–8 Telerehabilitation, known to increase access to care and foster chronic care management,8-10 offers interesting opportunities to implement early DCD interventions. Best practices state that families should be empowered to manage their child’s condition through population-based response-to-intervention models, where universal design interventions (e.g., information, capacity-building) should be offered first, before moving to group- or individual-based interventions.2,11
Y-Balance Test Performance and Leg Muscle Activations of Children with Developmental Coordination Disorder
Published in Journal of Motor Behavior, 2019
Timothy Tsz Ting Yam, Shirley Siu Ming Fong
Developmental coordination disorder (DCD) is a neurodevelopmental condition where around 6% of children are diagnosed with it (American Psychiatric Association, 2013). Children with DCD are characterized by deficits in balance or postural control which affect their motor performance (Fong et al., 2015; Geuze, 2005). Dynamic postural control requires sustaining body positions throughout motion to preserve stability. For voluntary movements, maintaining balance relies partly on the ability of postural muscles to adapt to changes for anticipatory adjustments (Pollock, Durward, Rowe, & Paul, 2000). These neuromuscular and anticipatory postural adjustments are typically present in children between ages 6 and 7 years (Assaiante, Mallau, Viel, Jover, & Schmitz, 2005) but are impaired in children with DCD who demonstrate poor proximal stabilization and muscle activation inconsistencies (Geuze, 2005; Jover, Schmitz, Centelles, Chabrol, & Assaiante, 2010).