Some children have a great deal of difficulty learning to coordinate their movements and may appear awkward or clumsy. These children often struggle with participation in physical education class as well as in other subjects that involve handling objects, such as art, music or drama classes.
Developmental Coordination Disorder: Examination of a feasible screening and intervention for clumsy children (PHAST I)
This booklet is designed to help parents and educators identify and manage school-aged children who are demonstrating movement problems typical of children with Developmental Coordination Disorder (DCD).
The most important thing a teacher can do to help a child reach his/her full potential is to make sure the task and the learning environment are right for the child.
Recognizing and Referring Children with Developmental Coordination Disorder: The role of the Physiotherapist
Physiotherapists assess young children with motor difficulties and/or delays by observing movement skills and asking critical key questions about their motor abilities and development.
Recognizing and Referring Children with Developmental Coordination Disorder: The Role of the Physician
When parents bring their children into the office for healthy child visits, you have a wonderful opportunity to explore many areas of child development including cognitive, speech, language, gross motor and fine motor, social and self-care.
Even though many people have never heard of it, DCD affects about 5% of school-aged children in North America. Children with DCD have trouble learning to coordinate their movements and may appear to be awkward or clumsy.
Recognizing and Referring Children with Developmental Coordination Disorder: The role of the optometrist
Children who present with school-related difficulties that have a visual or visual-motor basis may have a number of things happening. In this flyer, we provide information about school-aged children who have had their vision tested and who do not appear to have significant visual problems.
This is a qualitative research study intended to increase the understanding of children with Developmental Coordination Disorder (DCD) by examining the observations and experiences of their parents.
Recognizing and Referring Children with Developmental Coordination Disorder: The Role of the Psychologist
Children who are experiencing learning difficulties at school are frequently referred for psychoeducational assessment.
The Partnering for Change team used evidence from the literature to design a conceptual model that was tested in school settings and refined.
Developmental Coordination Disorder (DCD) is a motor skill disorder that affects 5 to 6% of school-aged children in North America.
Encouraging Participation In Physical Activities For Children With Developmental Coordination Disorder
Parents of children with DCD are often confused and worried about their child’s lack of interest in physical activity. Parents, teachers and coaches may mistakenly label these children as lazy and unmotivated.
Recognizing and Referring Children with Developmental Coordination Disorder: The Role of the Occupational Therapist
Children who are experiencing difficulties with handwriting and other fine motor activities at school are often referred for an occupational therapy (OT) assessment.
Recognizing and Referring Children with Developmental Coordination Disorder: Role of the Speech Language Pathologist
Speech-language pathologists often receive referrals for young children who are demonstrating early delays in speech and/or language development.
The following packaged resources were developed for occupational therapists (OTs) and teachers, working with children with Developmental Coordination Disorder (DCD) and other motor coordination challenges on dressing-related issues.
Evaluation of an information KIT for parents of children with special needs: Use, utility and impact
The focus of this two-year prospective evaluation (N=500) is to determine the perceptions of impact and use of the Parent Information KIT (KIT: Keeping it Together™) in pediatric rehabilitation settings.
The following packaged resources were developed for occupational therapists (OTs) and teachers, working with children with Developmental Coordination Disorder (DCD) and other motor coordination challenges on scissor activities.
The current proposal will develop and evaluate the use of a web-based DCD educational resource for PTs that will support evidence-based changes in their practice.
Several types of medical practitioners, including developmental pediatricians, pediatric orthopaedic surgeons, neurologists and psychiatrists, may become involved in the care of a child with DCD.
The purpose of this Keeping Current is to review the concern that, rather than being integrated, these two streams ("development" and "disability") of thought have traditionally run more or less in parallel.
DCD is a medical diagnosis, not an educational diagnosis; as such, it does not easily lead to programming to meet children’s learning needs at school. Many children with DCD do not qualify for, nor do they need, special education services.
Early Identification: Are Toddlers with Speech/Language Impairments at Increased Risk for Developmental Coordination Disorder?
Some children with speech/language impairment show delays in their ability to communicate, which are not due to any sensory, intellectual or neurological disorder.
These newsletters will keep you updated on the status of the Partnering for Change project, which aims to develop new ways for occupational therapists to provide school-based services to children with DCD.
Some children show characteristics that are typical of children who have developmental coordination disorder (DCD). Parents may wish to share reports that they get from occupational or physical therapists with their physician and to ask more about DCD.
The Focus on Function Study will compare two treatment approaches ("child-focused" and "context-focused") that are currently being used for children with cerebral palsy and other developmental and motor delays.
This was a qualitative research study intended to increase the understanding of children with Developmental Coordination Disorder (DCD) by examining the observations and experiences of their parents.
This flyer will help answer some of your questions about DCD, provide you with helpful tools and resources to manage your coordination challenges and help you be successful…now and in the future!
Early identification, assessment and intervention need to happen during the preschool years to help children with DCD develop pre-academic skills, facilitate transition into school and prevent the development of secondary problems.
In the STACK Study (which stands for Screening, Tracking and Assessing Coordination in Kids), students in Grades 4 to 8 in two school boards were screened to identify children who may have coordination difficulties.
This is an annotated bibliography of selected books on Developmental Coordination Disorder (DCD) that may be suitable for different audiences and purposes.
An online evidence-based DCD module could thus support PTs to implement best DCD practice.
Establishing the cardiovascular risk trajectory of children with Developmental Coordination Disorder (PHAST II)
Timely and effective identification of children with DCD relies on a better understanding of teachers' perceptions of children with motor difficulties, especially with regard to the influence of child gender, child behaviour and the type of motor problem.
This shared care model introduced occupational therapists (OT) into primary care offices to assist with the identification, diagnosis and management of DCD.
Do you know a child who is motivated to participate in sports activities at first, but they experience significant frustration when they just can’t seem to “get the hang of it”?
Partnering for Change (P4C) is a new way for occupational therapists to provide school-based services to children with DCD.
In today’s society, keyboarding is an important skill for all children to learn, but it is particularly important for children with motor coordination difficulties. With support and appropriate instruction, even young children with coordination difficulties can learn to be very proficient typists.
Children can be bullied in several ways. For example, a child who is physically bullied may be kicked, hit, or pushed by a peer who is older or stronger while a child who is verbally bullied may be called mean names, insulted, or threatened.
One student in every high school class will struggle with coordination difficulties. We can help kids with DCD by teaching them a strategy approach that allows them to MATCH their activities and abilities to promote success.
Although the impact of the disorder in the early school years has been described in the research literature, less is known about the impact of DCD in the later years.
This study investigated the use of an educational outreach program (using a 'shared-care' model) made available to 147 primary care physicians to improve the long-term management of children with DCD.
The report reviews a considerable volume of the English language literature published since 1990, and provides a useful review of some critical concepts about the epidemiology of childhood disabilities, as well as an overview of the disabilities with which OACRS programs are concerned.