Developmental coordination disorder Flashcards

1
Q

What is another term for Developmental Coordination Disorder?

A
  • Developmental Clumsiness,
  • Minimal Cerebral Dysfunction,
  • Developmental Apraxia,
  • Dyspraxia,
  • DCD
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2
Q

What is the prevalence of Developmental Coordination Disorder in children ages 5-11 years?

A

5% to 8% cross-nationally

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3
Q

What is the male to female ratio of children affected by Developmental Coordination Disorder?

A

Between 2:1 and 7:1
males typically affected more than females

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4
Q

What percentage of children with learning disabilities have motor coordination or visual motor problems?

A

90%

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5
Q

Which common co-morbid problems are associated with Developmental Coordination Disorder?

A
  • Attention ADHD
  • Dyslexia
  • Autism Spectrum Disorder (ASD)
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6
Q

At what age is Developmental Coordination Disorder usually diagnosed?

A

6 to 12 years

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7
Q

How does the American Psychiatric assoication classify DCD and coordiantion

A
  • Motor coordination problems in children and adolescents who have no obvious physical or mental impairments
  • have been classified as having sensory integration problems
  • marked impairment in the development of motor coordination
  • this goes into adult hood
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8
Q

What are the implications of motor skills deficits in children with DCD?

A
  • Significant interference with activities of daily living
  • Impact on academic/school productivity
  • Effects on leisure and play
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9
Q

What is the onset period for symptoms of Developmental Coordination Disorder?

A

Early developmental period

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10
Q

What must be ruled out for a diagnosis of DCD according to the DSM-V?

A
  • progressive lesions of the cerebellum
  • mental retardation
  • pervasive development disorder
  • attention deficit hyperactivity disorder
  • brain injury
  • global development delay
  • autism
  • cerebral palsy
  • muscular dystrophy
  • ataxia and dysarthria
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11
Q

What are the four diagnostic criteria for Developmental Coordination Disorder?

A
  • Motor skills below expected age (considering opportunities to learn and practice motor skills)
  • Significant interference with daily activities (self-care, academics, work, leisure, play)
  • Early onset of symptoms (early development period)
  • Not better explained by another medical condition

(last two require the involvement of family practitioner or developmental pediatrician to rule out other explanations; in many states only an MD or psychologist is permitted to make dx)

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12
Q

True or False: Developmental Coordination Disorder can be diagnosed solely based on a child’s clumsiness.

A

False

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13
Q

What psychosocial difficulties are children with DCD at increased risk for?

A
  • Anxiety (may be selective mutism)
  • Depression
  • Overweight or obesity
  • Compromised physical fitness
  • ADHD
  • austim
  • specific learning disabilities
  • hypermobility
  • decreased participation of daily living
  • dont want to move = hate gym

DCD affects movement and perception; those ith co-morbities have poorer outcomes

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14
Q

What brain areas are involved in the diagnosis of DCD? And where are there smaller volumes of neuroanatomixal structures

A
  • Parietal cortex
  • Frontal cortex
  • Cerebellar cortex

AND

  • cerebellum and basal ganglia
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15
Q

What are some possible causes of Developmental Coordination Disorder?

A
  • Anoxia at birth (low O2)
  • Low birth weight
  • Prenatal, perinatal, or neonatal risk factors
  • intraventricular hemorrhage
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16
Q

What are common early signs of Developmental Coordination Disorder?

A
  • Messy when eating
  • Late walker
  • Awkward
  • late talker due to issues with immitation
  • Excessive frustration and crying (difficult to console)
  • demand adult attention
  • typically not identified until school age
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17
Q

What are some motor control deficits observed in children with DCD?

A
  • Difficulty maintaining postures
  • Atypical postural control strategies/Increased co-contraction of joints
  • difficulties with execution phase: controlling variable movements, inaccurate reaching, gait coordination
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18
Q

What type of feedback do children with DCD rely heavily on during motor tasks?

A

Visual feedback

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19
Q

intervention strategies for children with DCD?

A
  • Task-oriented functional practice
  • involve family
  • consider self organization practice with variability, feedback and declarative knowledge
  • relevant to ADLs
  • child centered
  • referrals
  • need clear goals and outcome measures for individual children
  • physical education and perceptual motor training are the best ways to treat coordination disorder
  • using a computer to take notes; may help the if they struggle with writting
  • children with developmental coordination disorder are 3x more likely to be overweight than other children their age
20
Q

What activities are recommended for children with DCD to encourage physical fitness?

A
  • Swimming
  • Cycling
  • Skating
  • Predictable sports activities
21
Q

What is the role of family involvement in the treatment of DCD?

A

Involvement is crucial for support and encouragement in practice

22
Q

What tool is most often used for evaluating Developmental Coordination Disorder?

A

DCD Questionnaire

23
Q

What are some common questions to ask parents regarding a child with suspected DCD?

A
  • Was your child born preterm?
  • At what age did your child first walk independently?
  • Does your child have difficulty with fine motor activities?
24
Q

What is the outlook for children diagnosed with Developmental Coordination Disorder?

A

The disorder does not get worse over time but may continue into adulthood

25
Q

How prevalent is Developmental Coordination Disorder among school-aged children?

A

Affects 5%-6% of school-aged children

26
Q

What are the long-term implications of Developmental Coordination Disorder?

A

Motor and psychosocial difficulties may continue into adulthood

27
Q

What is the prevalence of Developmental Coordination Disorder (DCD) in school-aged children?

A

5%–6%

DCD is a prevalent childhood disability affecting a significant portion of the population.

28
Q

How long does Developmental Coordination Disorder typically continue?

A

Usually continues into adulthood

Many of the motor and psychosocial difficulties associated with the disorder persist beyond childhood.

29
Q

What is a common issue with the diagnosis of DCD by healthcare professionals?

A

Seldom diagnosed by general practitioners and pediatricians

DCD has been long under-recognized in clinical settings.

30
Q

What type of interventions have been identified for children with DCD?

A

Evidence-based interventions

Recent systematic reviews and practice guidelines have highlighted successful treatment options.

31
Q

What do longitudinal studies indicate about motor skill deficits in individuals with DCD?

A

Deficits in motor skills persisting into adolescence and adulthood

This highlights the long-term impact of DCD on motor abilities.

32
Q

What kind of approach should interventions for DCD take according to the Leeds Consensus Statement?

A

Task-oriented, Functional, Relevant to daily living, Child-centered, Involve parents and teachers, Evidence-based

These principles ensure that interventions are effective and tailored to the needs of the child.

33
Q

True or False: The severity of DCD does not change over time.

A

True

The disorder does not worsen but can lead to ongoing challenges.

34
Q

Fill in the blank: DCD is often referred to as _______.

A

Dyspraxia

Dyspraxia is another term that is often used interchangeably with DCD.

35
Q

What are some difficulties associated with DCD?

what apects of their life are challenged?

A

Motor and psychosocial difficulties

These challenges can affect various aspects of daily life for children with DCD.

36
Q

What is a key feature of successful interventions for children with DCD?

A

Involve parents and teachers

Collaboration with caregivers and educators is crucial for effective support.

37
Q

What should the neurologic examination assess

A
  • behavior
  • cognition
  • comprehension
  • vision
  • eye movements
  • coordination
  • motor activity
  • focal and lateralized deficits
  • tone
  • strength
  • stretch reflex
38
Q

How do children with DCD typically move

A
  • have significantly longer movement times and less accurate control
  • rely on visual feedback
  • require more time to execute motor tasks to optimize accuracy
39
Q

Pathophyiology of DCD

A
  • no specific pathologic process has been identified
  • possible lesion of the periventricular white matter
  • damage to CND may occur during third trimester
  • may be related to cerebellar and basal ganglia dysfunction
  • non-progressive disorder
  • mirror neurons in fronto-parietal circuit know as the mirror neuron system
40
Q

Mirror neurons

A
  • mirror neurons are essential for imitation
  • a key process in learning
  • active from birth to learn, eat, dress, speak
  • important in planning our actions and understanding intention behind actions
  • essential for brain cells for social interactions, without them e would likely be blind to the actions, intentions and emotions of other people
41
Q

What does cerebellar damage impact

A
  • voluntary, coordinated movement
  • rate, range, force, heterogenous motor skills
  • poor cerebellar function, refleced in problems with posture balance and fast accurate control of movement
42
Q

DCD

What are some issues with body structure and function and limitations

A
  • muscle weakness
  • poor coordination
  • choreoform movements
  • joint laxity
  • poor visual perception
  • awkward gait
  • delayed and poor quality of fine and gross motor skills
  • poor spatial organization
  • inadequate information processing
  • poor sequencing
  • poor feedback
  • poor short/long term memeory
  • delayed oral-motor skills
43
Q

Children with DCD may have

What do they have difficulty doing?

A
  • trouble holding objects
  • difficulty brushing their teeth
  • difficulty turning a doorknob
  • have an unsteady walk
  • run into other children
  • trip over their own feet
44
Q

Motor learning deficits seen with DCD

A
  • difficulty learning new skills to perform instrumental daily activities such as tying shoes, dressing, handwritting, playing sports and using playground
  • difficulty with error correction and feedback:
  • difficulty breaking tasks into parts,
  • difficulty with anticipatory control
  • heavy reliance on visual feedback: difficulty with skill transfer
45
Q

Perceptural deficits with DCD

A
  • visual spatial processing: determining size of object, visual memory
  • difficulty with visual rehearsal
  • slow processing of visual feedback: but tend to rely on it longer for learning,
  • impaired use of proprioceptive feedback
  • need visual feedback for increased movement; decreased movement velocity and increase movement accuracy