Case 12- Developmental Coordination Disorder Flashcards
Associated Reaction
Involuntary movements that occur when a person is engaged in difficult or resisted movement; are observed typically in developing children up to the age of 8 years, after this time, these movements indicate CNS damage.
Cognitive Orientation to Daily Occupation Occupation Performance Program (CO-OP)
program designed to remediate motor skills in children with developmental coordination disorder by incorporating of motor learning concepts and a dynamic system framework
Diadokinetic movements
Rapidly alternating movements such as supination-pronation, tapping toes, or verbally repeating “ pa-ta-ka”; inability to perform these movements indicates CNS injury
Dyspraxia
impairment in the ability to perform coordinated movement
General PT plan of care/goals
Initiation of educationally based services;
maximize independent mobility and physical function, activity, and participation
minimize secondary impairments
referral to other specialists as indicated
PT intervention
Coordination and communication with parents, IPE team, and medical team; patient-related instruction ( target toward parents and other caregivers) regarding gross motor skill acquisition ( additional practice and breaking tasks into smaller steps) and safety; direct services as needed
Precautions during PT
Close positioning of PT to the child during training of difficult/ new gross motor skills
safety monitoring during all movement due to the potential impulsivity of the child
Complications interfering with PT
Parents and school staff need to learn about diagnosis and implications and how to best help this child learn, play and gain age-appropriate gross motor skills
The Movement Assessment Battery for child, 2nd edition ( MABC-2) is the most appropriate standardized assessment tool to use in evaluating the gross motor skills in children with DCD
Grade B: Inconsistent or limited quality patient-oriented evidence
Physical therapy intervention improves the motor performance of children with DCD
Grade B: inconsistent or limited quality patient-oriented evidence
Motor learning models, such as task-oriented training, demonstrate consistent beneficial effects for children with DCD
Grade C: consensus, disease-oriented evidence, usual practice, expert opinion, or case series.
Which subtype of DCD explains most of motoric difficulties demonstrated by the child in this case?
Mixed Dyspraxia
Mixed Dyspraxia
Gross motor difficulties and fine motor control deficits
Construct of structures shows a lack of
basic visual perceptual deficit and Constructional dyspraxia
Which of the following is the most appropriate tool for the PT to choose to determine the extent of this child’s functional delay
MABC-2
MABC-2
Fine and gross motor deficits; most researched tool for this population
TGMD-2
Provides information on gross motor and ball skill activities
PDMS-2 and BOT-2
Assess gross and fine motor function, but not have been used as a diagnostic tool as much as the MABC-2
what is the most effective intervention strategy given this child’s clinical presentation and personal and environmental factors?
CO-OP
what are examples of task-oriented training?
CO-OP; family motivation to be involved, this program can be incorporated into the home program and is one of the key concepts of this program
what are process-oriented types of interventions
NDT, sensory integration, and core stability
