Developmental Coordination Disorder (DCD)

Developmental Coordination Disorder (DCD), previously known as Dyspraxia, is a neurodevelopmental disorder that primarily affects a person's motor skills and coordination. Individuals with DCD often struggle with planning and executing coordinated movements, which can significantly impact their daily life activities.

Here are some key characteristics and features of DCD:

Motor Coordination Difficulties: People with DCD may find tasks involving fine motor skills (e.g., handwriting, buttoning shirts) and gross motor skills (e.g., catching a ball, riding a bike) challenging. Their movements may appear awkward or clumsy.

Difficulty with Sequencing: Sequencing and organising movements can be particularly challenging for individuals with DCD. They may struggle with tasks that require a series of coordinated actions, such as tying shoelaces or brushing teeth.

Balance and Spatial Awareness: DCD can also affect balance and spatial awareness. Individuals with DCD might be more prone to tripping or stumbling and may have difficulty judging distances or spatial relationships.

Sensory Processing Issues: Some individuals with DCD may have sensory processing issues, making them overly sensitive or under-sensitive to sensory stimuli like touch, texture, or noise.

Impact on Daily Life: DCD can affect various aspects of daily life, including self-care, academic performance, participation in sports and physical activities, and social interactions.

Co-occurring Challenges: DCD often co-occurs with other conditions, such as attention-deficit/hyperactivity disorder (ADHD) or specific learning disorders. These co-occurring conditions can further complicate a person's challenges.

It's important to note that DCD is a developmental disorder, meaning it typically becomes noticeable during childhood when motor skills are developing.

Developmental Coordination Disorder (DCD), also known as Dyspraxia, is characterised by difficulties in motor coordination and can manifest in various signs and symptoms. These signs typically become noticeable during childhood when motor skills are developing. The severity of DCD can vary from person to person, but common signs and symptoms include:

Difficulty with Fine Motor Skills:

Poor handwriting and difficulty forming letters.

Struggles with using cutlery, buttons, zips, or tying shoelaces.

Difficulty with activities like drawing, colouring, and cutting with scissors.

Challenges with Gross Motor Skills:

Awkward or uncoordinated movements, which can make activities like running, jumping, or catching a ball challenging.

Difficulty with tasks that require balance, such as riding a bicycle or standing on one foot.

Poor Spatial Awareness and Planning:

Difficulty judging distances and spatial relationships, which may result in bumping into objects or people.

Trouble with tasks that involve planning and organising a sequence of actions, such as getting dressed or brushing teeth.

Balance and Coordination Issues:

Frequent tripping, stumbling, or falling, even during activities that typically do not pose a balance challenge.

Difficulty maintaining balance on playground equipment or during sports activities.

Sensory Processing Problems:

Sensitivity to sensory stimuli, such as being overly sensitive to touch, textures, or sounds.

Difficulty filtering out background sensory information, which can lead to distraction or discomfort.

Slower Motor Skill Development:

Delays in achieving developmental milestones related to motor skills, such as crawling, walking, or talking.

Difficulty with Self-Care Tasks:

Struggles with basic self-care activities like dressing, grooming, and feeding themselves.

Reduced Participation in Physical Activities:

Avoidance of physical activities and sports due to a fear of failure or difficulty keeping up with peers.

Social and Emotional Impact:

Low self-esteem and frustration due to repeated motor skill difficulties.

Possible social isolation or difficulty forming friendships due to challenges in participating in group activities.

It's important to note that DCD can co-occur with other conditions, such as attention-deficit/hyperactivity disorder (ADHD) or specific learning disorders, which may further complicate a person's challenges. If you suspect that someone, particularly a child, may have DCD based on these signs, it's advisable to consult with a healthcare professional or specialist for a comprehensive evaluation and appropriate interventions. Early intervention and therapy can be highly beneficial in helping individuals with DCD develop their motor skills and improve their daily functioning.

School will complete the referral form with the parent adding their information and once completed, the referral is submitted to the Wirral 0 – 19 Service via the dedicated ND email folder.

School complete an ABC Battery Assessment screening tool and must ensure this is submitted with the referral form.

If the score is in the red zone the referral is accepted.

If the score is in the amber zone and watch and wait approach is taken. A letter will be sent to home and school to advise.

If the score is in the green zone the referral will be declined. A letter will be sent to home and school to advise.

Once referral is submitted, parent and school will be informed by letter.

For more information contact Wirral 0 - 19 Service

Tel: 0151 514 0219

Occupational Therapy (OT): Occupational therapists can work with individuals with DCD to develop strategies and exercises that improve their fine motor skills, coordination, and daily living activities.

Physiotherapy: Physiotherapists can help with gross motor skills, balance, and coordination through exercises and physical therapy tailored to the individual's needs.

Sensory Integration Therapy: For those with sensory sensitivities, sensory integration therapy can be beneficial in desensitising individuals to sensory stimuli and improving their sensory processing.

Speech and Language Therapy: Some individuals with DCD may have speech and language difficulties, and speech therapists can help improve communication skills.

Educational Support: Schools can provide additional support, such as extra time for assignments and tests, modified tasks, and assistive technology to accommodate academic challenges.

Psychological Support: DCD can impact self-esteem and lead to emotional challenges. Counselling or therapy can help individuals manage these aspects of the condition.

Parent and Teacher Education: Educating parents and teachers about DCD helps them understand the condition and implement strategies to support the individual effectively.

Structured Routines: Establishing consistent routines can help individuals with DCD manage daily tasks more effectively.

Use of Visual Aids: Visual cues, charts, and checklists can assist with sequencing and planning tasks.

Adaptive Equipment: Specialised tools or equipment, such as ergonomic pens or keyboard aids, can make daily tasks more manageable.

Encourage Physical Activity: Encourage participation in activities that promote physical fitness and coordination, such as swimming or yoga.

Social Support: Encourage social interactions and support networks to help the individual build confidence and reduce social isolation.

Patience and Understanding: Offer patience and support to individuals with DCD, understanding that they may require more time and effort to complete tasks.

It's important to tailor interventions to the individual's specific needs, as DCD can vary in its severity and impact from person to person. Consulting with healthcare professionals and specialists can provide a comprehensive assessment and guide the development of a personalised plan to address the challenges associated with DCD.