Clumsiness or Dyspraxia?

Developmental Coordination Disorder (DCD), also known as Dyspraxia

DCD results in a disorder, of varying severity, in the planning and coordination of the movements necessary for the execution of a voluntary action (1). It is a specific disorder affecting the development of gestural skills that has an impact on ADLs, learning and sometimes on social development (2). In recent years, the terminology used to identify this disorder has undergone change. Previously called Dyspraxia, then Coordination Acquisition Disorder (CAD), it is currently accepted to use the term Developmental Coordination Disorder (DCD) (3). According to some authors, there would be three profiles of Dyspraxia, namely, Ideomotor Dyspraxia, Visuospatial / Visuo Constructive Dyspraxia and a mixed type with presenting difficulties associated with the two previous disorders with comorbid disorders (4). Ideomotor Dyspraxia refers to a significant difficulty in performing gestures to manipulate an object. Visuo Constructive Dyspraxia is linked to difficulties in assembly and construction. There are other types of dysfunction such as Ideomotor, Visuospatial, Bucco-linguo-facial Dyspraxias. There are more boys with this disorder and the prevalence is around 6% of the population (2) (4).

Common symptoms

• Physical clumsiness
• Delayed development of lateralization (right / left)
• Delay in motor development (walking, catching a ball, etc.)
• Easy loss of  balance
• Does not like to participate in sports activities
• Difficulty holding a pencil or scissors
• Strenuous, disorganized and unclear writing
• Difficulty making geometric designs
• Difficulty assembling Lego blocks, making puzzles

Assessment and intervention

The first step in evaluating DCD is to consider developmental history. Fine motor skills tests followed by visual spatial information processing will also be done. Interventions for Dyspraxia (or DCD) may include school accommodations as part of an individualized intervention Plan (IEP), occupational therapy follow-up or special education support in order to determine the best strategies to facilitate the child's learning. Children can then develop compensatory tools and use technical aids such as computers to facilitate writing, but also adaptations during physical education classes.

References 

1. INSTITUTTA. [Online] https://www.institutta.com/.

2. Mazeau, M. and Pouhet, A. Neuropsychology and learning disorders in children: From typical development to “dys-”. s.l.: Elsevier Masson, 2014.

3. Habib, Michel. The constellation of dys: Neurological bases of learning and its disorders. s.l.: De Boeck Supérieur, 2015.

4. Vaivre-Doucet, L., et al. Identification of diagnostic criteria for subtypes of Acquisition of Coordination (DCD) or developmental dyspraxia. B.J.N. 2011, Vol. 59, 8, pp. 443-453.