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Dyspraxia
Published in Charles Theisler, Adjuvant Medical Care, 2023
Dyspraxia is a form of developmental coordination disorder (DCD) affecting fine and/or gross motor coordination in children and adults. Children with dyspraxia are typically late in reaching milestones (e.g., rolling over, sitting, standing, walking, writing, riding a bike, speaking, and self-care). Dyspraxia primarily impacts an individual’s ability to plan and process motor tasks. It results in lifelong impaired motor, memory, judgment, processing, and other cognitive skills. Dyspraxia also impacts the immune and central nervous systems.1
Neurologic Diagnosis
Published in Philip B. Gorelick, Fernando D. Testai, Graeme J. Hankey, Joanna M. Wardlaw, Hankey's Clinical Neurology, 2020
Dyspraxia is an inability to carry out complex motor acts despite intact motor and sensory systems, coordination, and comprehension of the task and is due to a disturbance in the process of higher-level motor control. Praxis is tested in left hemisphere parietal lesions (mainly stroke patients), suspected early dementia, or other neurodegenerative syndromes, especially in corticobasal syndromes.
Sensory integration
Published in Jill Christmas, Rosaline Van de Weyer, Hands on Dyspraxia: Developmental Coordination Disorder, 2019
Jill Christmas, Rosaline Van de Weyer
Many children with dyspraxia can experience a lack of ‘balance’ in this vital system of touch, and the resulting sensory information they receive can adversely affect their ability to function to their best level – as, for example, in overall coordination for fine and large motor skills.
Inclusivity for children with autism spectrum disorders: Parents’ reflections of the school learning environment versus home learning during COVID-19
Published in International Journal of Developmental Disabilities, 2023
C. Hill, S. Keville, A. K. Ludlow
All parents spoke about the impact their child’s ASD and/or health difficulties had on their experience within the learning environment. For example, Allison spoke about her child’s anxieties around sickness: …If a child put their hand up to say they didn’t feel very well in primary school, he would beat Usain Bolt off the starting blocks and be out of the classroom before the teachers even realised that somebody put their hand up. So if somebody sneezed, somebody coughed, he’d be gone; he was a complete flight risk. The fear of catching an illness from another child triggered such an extreme desperation to escape classroom learning that Allison’s son became faster than the fastest runner in the world (‘Usain Bolt’). Lydia, a mother of a child with dyspraxia, also spoke of the impact of her child’s condition on his learning: He gets tired in his hands and starts writing really bad…So when he starts writing bad, then he kind of loses all confidence, especially if he sat next to someone that writes really well. Clearly handwriting, as an essential learned skill, was physically difficult for Lydia’s child, placing him at a physical disadvantage; ultimately when his writing was affected or he was reminded of his struggle compared to others, this took away his ‘confidence’ rather than built it.
Posterior cortical atrophy: clinical, neuroimaging, and neuropathological features
Published in Expert Review of Neurotherapeutics, 2023
John Best, Marianne Chapleau, Gil D. Rabinovici
The neurologic exam in individuals with PCA frequently demonstrates dyspraxia or apraxia. Upon initial observation, patients may have trouble orienting themselves properly in the exam room, sometimes bumping into objects. They may have difficulty seeing the examiner and maintaining adequate eye contact due to loss of visual fixation. The examiner should assess a patient’s ability to perform movements under visual guidance, locate objects in the room, copy hand positions, draw and copy geometric figures, and read and write. A careful exam can uncover subtle visual field deficits or extinction to simultaneous bilateral visual stimuli. Gait is hesitant in the context of poor vision. There may be evidence of Balint’s syndrome, specifically oculomotor apraxia (inability to intentionally move eyes toward an object) or optic ataxia (difficulty reaching for an object they are looking at). The motor exam is variable and can sometimes show evidence of parkinsonism, myoclonus, or tremor. Sensory exam shows normal primary sensory function but can show evidence of impaired cortical sensory function, such as inability to identify an object by touch (astereognosis) or inability to perceive written numbers or letters on their skin (agraphesthesia). The gait exam is typically normal; however, evidence of a parkinsonian gait could suggest co-morbid or primary Lewy body pathology.
Immediate reinforcement increased duration of time riding the stationary bicycle in children with autism spectrum disorder: a pilot study
Published in International Journal of Developmental Disabilities, 2022
K. Nam, S.D.R. Ringenbach, T.A. Brusseau, R.D. Burns, B.B. Braden, C.D. Lee, H.L. Henderson
The number of people diagnosed with autism spectrum disorder (ASD) is the highest of all neurological disorders and is steadily increasing (Baio et al.2018). For decades, numerous published studies (Biscaldi et al.2014; Hanaie et al.2014; Mody et al.2017) have found motor deficiencies in individuals with ASD. More than 50% of children with ASD have movement difficulties based on a standard motor-skill assessment (Green et al.2009). They also have poor motor coordination, deficits in gait and balance, and deficits in movement planning and arm motor functions that may limit their ability to be successful in certain activities (Fournier et al.2010). Moreover, several researchers have suggested that when compared to a group of typically developing children, children with ASD have dyspraxia (Downey and Rapport 2012) and universal difficulties in several aspects of motor functioning that include gross and fine motor performance and simultaneous coordination of upper and lower-limb which limits their participation in physical activity.