week 6: developmental coordination disorder/dyspraxia

Developmental coordination disorder (dyspraxia)

delay in development of motor skills or difficulty coordinating movements, resulting in challenges performing common, everyday task

5-6% school children, do not have identifiable medical/neurological conditions

DSM - V criteria

• low coordinated motor skill given age and opportunity

• interferes with ADLS, and impacts academics, productivity, (pre)vocational activities, leisure and play

• cannot be explain by mental retardation or any other medical condition

ICF 10 Classification

• - standardized test of tine/gross motor coordination is at least 2 standard deviations below level expected for the children chronological age 

• interferes with academic achievement or activities of daily living 

• no diagnosable neurological disorder

Consequences of DCD

reduced participation on teams, and physical activity (increase obesity) 

poor self esteem, physical fitness, academic achievement 

emotional behavior problems 

Co occurance

speech and language disorder, specific learning disorder, ADHD (in1/2 of children), ASD, behavior problems, joint hyper mobility syndrome

Planning disorders

subtype, problems in knowing what to do and how to move

coordination/execution disorders 

subtype; poorly coordinated performance in children who know what to do 

Praxis components

ideation → motor planning → motor coordination → feedback (body movements, adaptive responses, observable environmental effects)

Dyspraxia and SI FOR

sensory modulation/discrimination skills, ability to sequence, rhythmicity

Somatodyspraxia

sensory integrative based motor planning challenges

bilateral and sequencing dysfunction

affects timing, motor coordination, execution, completing action sequences 

What type of approach would be beneficial when examining praxis (top down vs bottom up) ?

Top down b/c the focus should be on occupational performance as opposed to underlying skills components when examining praxis

Theories that support occupational performance in children with dyspraxia

dynamic systems theory, learning theory, motor learning, cognitive theories (Cognitive Orientation to daily Occupational Performance)

A child learned movement more effectively if…

• movement taught as a whole, practice in variety of context 

• motivated

• actively solve problem

• meaningful activities 

Operant conditioning

response associated w consequence

person would have to learn the behavior for it to be exhbited thhrough os reinforcment

Teach a new skill or behavior through….

modeling, shaping, prompting, chaining

Williams motor learning principles 

transfers of learning, feedback, verbal instruction, knowledge of results and knowledge of performance, distribution/variability of skill practice, whole vs partial practice, mental practice 

Key variable to consider when choosing and intervention

Stage of the learner → tyep of task (& grading)→ type of feedback → practice

Stage of learner

cognitive stage → Associative stage → autonomous

intrinsic feedback

originating from sensory and perceptual systems

sensed s a result of performing a skill

childern may not perceive it unless its brought to their awareness

extrinsic feedback