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-People with Dyspraxia need lots of encouragement to keep pushing
-Give many opportunities to use skills at home(walking to get something, pick up something, etc)
-Allow the person to have enough time to complete the task at their own pace

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What is dyspraxia?

Dyspraxia is a difficulty with organising and directing the body to perform a motor skill (movement) needed to correctly carry out the steps in a process and to ensure that a task is performed in the most efficient way. In order to do this the brain must receive and register sensory information from the environment and one's own body (e.g. tactile (touch), kinesthetic (body position awareness), vestibular (balance awareness) and visual information). The brain must then process and interpret this information in order to generate an appropriate response: including how to interact with the environment, planning the movement necessary to proceed and finally executing the performance. Included in the organisation and planning of how to execute the task presented to the child, the child also requires the ability to effectively evaluate the success of the performance in order to refine it for next time.

What are the common features of dyspraxia?
Gross Motor (whole body) Skill Difficulties: Fine Motor (Finger) Skill Difficulties:

Difficulty with pencil-based tasks (e.g. holding and using a pencil for handwriting).

Difficulty with self-care activities such as using cutlery, tying shoe laces, brushing teeth, using scissors and doing up zips or buttons.

Perceptual Difficulties

Poor spatial awareness showing confusion between left/right, back/front, b/d, p/q.

Visual perceptual difficulties that result in difficulties with reading fluency, copying and writing.

Auditory perceptual difficulties that result in not being able to follow a set of oral instructions or being easily distracted by background sound.

Perceptual Difficulties:

Poor spatial awareness showing confusion between left/right, back/front, b/d, p/q.

Visual perceptual difficulties that result in difficulties with reading fluency, copying and writing.

Auditory perceptual difficulties that result in not being able to follow a set of oral instructions or being easily distracted by background sound.

Language Difficulties: Organisation Difficulties:

Often loses/forgets things.

Difficulty remembering sequences (e.g. months of the year) in order.

Difficulty following a set of instructions (may appear to not be listening).

Difficulty learning routines.

Difficulty putting multi-step tasks together (e.g. obstacle course).

Appears lazy and non-compliant (when in fact they may not know how to start the task).

Difficulty getting things organised at school (e.g. getting out pencils, paper, glue and the right book for a classroom activity, getting all the equipment needed for an outdoor game).

Struggles to get themselves ready on time.

Emotional/Social Difficulties: Common difficulties often (but not always) experienced by the child with dyspraxia:

May lack interest/motivation in physical activity or be hard to engage in particular activities they find difficult or in which they have experienced failure.

May avoid socialising with peers or not be included by peers in physical games (e.g. on the playground for fear of failure or experience with repeated failure).

Easily frustrated when completing tasks.

Easily distracted

Reduced self-esteem

Anxiety when asked to participate in difficult activities.

Tends to seek out younger children to play with as their skills are of a similar level and they feel more confident playing with them.

May complain that 'this is too hard' or 'I can't do it' when presented with motor activities.

May be resistant to changes in how or when tasks are done, as changes present new situations/tasks that require planning and new learning.

Management strategies that support the child with dyspraxia (at preschool, school and/or home):

Provide lots of praise and encouragement.

Use visual cues to support organisation and planning as well as attention to task.

Allow extra time to process and learn when presenting the child with a new task.

Recognise that additional practice is often required on an on-going basis to recall a previously mastered task.

Break large tasks into smaller ones wherever possible, even if it seems silly (not only does this support skill development, but it also reduces the heightened anxiety that is commonly experienced with motor planning challenges).

When teaching a skill, start with a movement that the child is likely to achieve and gradually increase the degree of difficulty.

Provide opportunities to succeed by simplifying activities.

Introduce new skills or environments on an individual basis before introducing peers.

Use simple language and instructions.

Recognise and reinforce the child's strengths.

Ensure appropriate set up of school desk.

Set realistic and achievable goals for all task performance and completion.

Make participation, not competition, the goal.

Occupational Therapy approaches and activities that can support the child with Dyspraxia and/or their carers include:

Child's abilities: Observing the child during play and formal assessment to determine the child's abilities with gross motor (whole body) tasks, what they find difficult and then making recommendations for management.

Devising goals: Setting functional goals in collaboration with the child, parents and teachers so that therapy has a common focus beneficial to everyone involved.

Educating parents, carers and teachers about dyspraxia, the age appropriate skills a child should be demonstrating and providing management strategies/ideas to assist the child in the home, at school and in the community.

Physical skills: Providing ways/ideas to promote physical activity and participation in team/group activities.

Underlying skills: Developing the underlying skills necessary to support whole body (gross motor) and hand dexterity (fine motor) skills, such as providing activities to support:Direct skill teaching through a task based approach.

balance and coordination

strength and endurance

attention and alertness

body awareness

movement planning

Confidence: Building self-confidence to enable a child to willingly participate (it is common for these children to shut down when they perceive the task to be too hard) in activities by:Simplifying tasks: Educating parents and carers on ways to simplify tasks to the smallest possible components and using simple and concise language.

Providing the child with awareness about why they may be experiencing difficulties with movement, their strengths as well as their weaknesses and providing and teaching them strategies to overcome obstacles they may face which otherwise may see an avoidance of activity.

Breaking down specific physical skills into one or two step components to teach the skill and then gradually adding in components until the skill is doable in its entirety (e.g. skipping - start with a step, then a hop).

Providing opportunities and strategies to master the same skill in different environments (home versus school versus therapy session).

Presenting the activities at the 'just right challenge' level to provide success and then gradually increasing the demands of a mastered skill.

Non-verbal cues: Using physical and visual models or instructions (wherever possible) not just verbal.

Sensory processing: Improving sensory processing to ensure appropriate attention and arousal to attempt the tasks, as well as ensuring the body is receiving and interpreting the correct messages from the muscles in terms of their position and relationship to each other.

Multi-sensory approach: Using a multi-sensory approach to learning new skills.

Modelling tasks visually and using hands-on adjustment techniques to aid body awareness for the child.

Speech Therapy approaches and activities that can support the child with dyspraxia and/or their carers include:

Speech and language assessment to help the family to understand how the child is processing, understanding, learning and using language and communication.

Communication strategies: Providing the family with strategies and techniques to increase and enhance communication with the child.

Daily activities: Helping the child to understand the environment, routines and language.

Developing language: Helping the child to understand and use richer language and to use language more spontaneously.

Articulation: Improving the child's ability to articulate sounds within words.

Conversation skills: Developing conversation skills (e.g. back and forth exchange, turn taking).

Concept skills: Developing concept skills, especially abstract concepts, such as time

(e.g. yesterday, before, after).

Visuals can be used to help with understanding and the child's ability to express their needs, wants, thoughts and ideas.

Social skills: Development of social skills (i.e. knowing when, how to use language in social situations).

Enhancing verbal and non-verbal communication including natural gestures, speech, signs, pictures and written words.

Visual strategies: Using visual information to help understand, organise and plan the routine for the day.

Liaising with educational staff regarding the nature of the difficulties and ways to help the child to access the curriculum.

Why should I seek therapy for my child with dyspraxia?

Diagnosis alone is NOT the solution. It simply opens the door to getting the help that is needed by arming all involved with the relevant information.

The 'help' still needs to be provided. The help that is provided (at least from a therapy perspective) will reflect:

First and foremost what medical intervention is needed.

What the parents/teachers/carers biggest concerns are for the child (i.e. what are the most significant functional challenges).

The specific areas that are problematic to the child (which will vary even within children with the same diagnosis).

The capacity of the child's environments to meet the child's needs.

If left untreated the child with dyspraxia may have difficulties with:

Learning to talk, speech intelligibility and clarity.

Managing a full school day due to poor strength and endurance.

Participating in sporting activities leading to an inactive lifestyle, increasing the risks of other health related issues such as obesity, diabetes, cardiovascular disease or similar conditions.

Self esteem and confidence when they realise their skills do not match their peers.

Bullying when others become more aware of the child's difficulties.

Fine motor skills (e.g. writing, drawing and cutting) due to poor core stability, meaning they do not have a strong base to support the use of their arms and hands.

Completing self-care tasks (e.g. doing up shoelaces, buttons, zips, using cutlery).

Self regulation and behaviour as the child is unable to regulate themselves appropriately to settle and attend to a task for extended periods of time.

Anxiety and stress in a variety of situations leading to difficulty reaching their academic potential.

Academic performance: Developing literacy skills such as reading and writing and coping in the academic environment.

Academic assessment: Completing tests, exams and academic tasks in higher education.

More specific implications of not seeking treatment will be influenced by the common difficulties that are most influencing your individual child.
For more information see the relevant fact sheets under areas of concern or refer to the other relevant resources section below.
What does the diagnosis of dyspraxia really mean for the child?

Diagnoses are used to label a specific set of symptoms that are being experienced by a child.

This label then helps to narrow down and specifically tailor what:

A diagnosis helps the child and their carers (parents, teachers, health professionals, carers) to:

Access information about the relevant cluster of symptoms.

Communicate the salient features of the child's challenges to all people involved in the child's care.

Possibly interpret certain behaviours differently in light of the diagnosis.

Obtain information about what can be done to help the child.

Determine specifically where and how to help the child.

Access funding or services that might not otherwise be accessible.

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Kid Sense Child Development helps get rid of Dyspraxia among children through customized activity and approach programs that support their individual needs. Contact us about occupational therapy services today!

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A study was conducted in 2019 where a majority of mothers who have been hindered by DCD said that their other children were often overlooked and received less attention

https://link.springer.com/article/10.1007/s12144-021-02550-5#:~:text=(2019)%20concluded%20that%2087%25,peers%3B%20being%20worried%20about%20their

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Experiences of adult siblings of those with developmental coordination disorder (DCD): a qualitative study

Abstract

This qualitative study explored the childhood experiences of growing up with a sibling with Developmental Coordination Disorder (DCD) to offer an 'outsider's' view of this condition. Ten individuals who had grown up with a sibling with DCD were interviewed about their experiences. Data were analysed using Thematic Analysis. Analysis described three main themes: i)'witnessing the challenges for their sibling with DCD' ii) 'experiencing the impact on the family'; iii) 'a vacuum of knowledge'. Not all experiences were negative and transcending these themes was the notion 'resolution and finding benefit' highlighting access to support, being more empathic and resilient, becoming a role model for others and finding success. Participants play witness to their sibling's experiences which can often be negative sometimes impacted by a vacuum of knowledge but they also describe how a diagnosis of DCD comes with some benefits which are discussed in the context of 'posttraumatic growth'.

Introduction

Developmental Coordination Disorder (DCD) and its Impact on the Individual

Developmental Coordination Disorder (DCD), sometimes known as Dyspraxia in lay terms, is estimated to be approximately 5% of the population (DSM-5, American Psychiatric Association, 2013). The disorder substantially reduces an individual's ability to acquire and execute motor skills to an extent that it significantly interferes with academic achievement and/or activities of daily living (American Psychiatric Association, 2013). The motor difficulties are not resolved with practice or time, and they continue into adulthood (Kirby, 2011). The disorder is also commonly associated with numerous secondary social, emotional, behavioural difficulties which arise from the culmination of limited motor skills and the frustration experienced when struggling to complete basic daily activities (Missiuna et al., 2004). For example, experiences of repeated failure can lead individuals with DCD to avoid social activities, particularly in childhood, such as sport and play (Cairney, 2008) and instead opt to engage in passive, solitary activities (Poulsen, 2008) which can negatively impact upon their self-esteem (McWilliams, 2005) and self-efficacy (Batey et al., 2014). Individuals with DCD also have an increased risk of mental health problems throughout childhood (Lingam et al., 2012) and adolescence (Harrowell et al., 2017). Despite the wide array of difficulties that can arise from DCD, this condition is still largely misunderstood and under-supported in society. Fewer than a third of physicians have an awareness of the secondary consequences of DCD (Wilson et al., 2013), just 23% of GPs have any knowledge of the condition, with only 9% ever diagnosing it in their careers (Harris et al., 2015) and even when DCD is diagnosed, 43% of individuals receive no formal support for the condition (Alonso Soriano et al., 2015).

The Impact of DCD on the Family

Given the prevalence and potential impact of DCD, over recent years there has been an increased interest as to how DCD not only affects the individual, but also their parents and siblings. For example, Stephenson and Chesson ( 2008) found that DCD can have a pronounced effect on the psychological well-being of mothers, who reported feeling isolated and stressed due to the lack of support given for their child's condition. Likewise, Novak et al. ( 2012) reported that parents of children with DCD often had to become 'experts' on the condition due to a lack of good quality support and research indicates that having a child with DCD can negatively impact upon family quality of life and parental mental health, with a lack of support from medical and educational professionals cited as the primary source of stress (Cleaton et al., 2019). Some research has also explored the impact on siblings. For example, mothers have stated that the time invested in their child with DCD meant they were unable to be fully supportive of their other children (Stephenson & Chesson, 2008). Likewise, Cleaton et al. ( 2019) concluded that 87% of mothers believed that their child's DCD had a significant impact on their other children in terms of receiving less attention than their sibling, resulting in jealousy; feeling embarrassed, upset or frustrated by their sibling's DCD, particularly around peers; being worried about their sibling with DCD; being unable to do activities that they enjoyed because their sibling was unable or unwilling to do them.

The Role of the Sibling

Research has therefore explored the impact of DCD on the individual themselves, on their parents and the parent's views of the impact of the siblings. To date, no research has explored the experience of the siblings directly. Sibling relationships are unique and sometimes referred to as the 'marathon runner' of human relationships, because they are typically the longest relationship in life (Green, 2013). Additionally, as siblings typically grow up in the same household, they generally spend more time with each other during childhood than with anyone else (Whiteman et al., 2011). Consequently, through their interactions with each other, siblings can develop skills of emotional intelligence, negotiation and problem solving (McHale et al., 2012) and can acquire positive traits such as prosocial behaviour (Brody et al., 2003) and empathy (Tucker et al., 1999). Much research has explored the effects of growing up with a sibling with a disability with conditions other than DCD. For example, Milevsky ( 2014) concluded that siblings of children with disabilities may be at greater risk of developing emotional difficulties such as anxiety and depression. This maladjustment framework, however, has been criticised for neglecting the potential benefits of growing up with a sibling with a condition (Cuskelly, 1999). Some research has therefore started to focus on the positive consequences of growing up with a sibling with a disability suggesting that siblings of those with intellectual disabilities, chronic illnesses or developmental disorders such as Autism Spectrum Disorder (ASD) may exhibit elevated levels of tolerance, understanding, caring and empathy (Mulroy et al., 2008; Moss et al., 2019).

In Summary

Research has therefore explored the impact of DCD on the individual with DCD and their families. Some research has also explored the experiences of those growing up with a sibling with other conditions such as chronic illnesses and ASD. To date, however, no research has focused on individuals with siblings with DCD. The aim of the present qualitative study was therefore to explore the experiences of those who have grown up with a sibling with DCD and their views of the impact upon the participant themselves, the person with DCD and the broader family. The use of a qualitative approach facilitates an in-depth analysis of experience (Sutton, 1993) and the focus on siblings reflects the value of an 'outsider' rather than an 'insider' perspective (Olson, 1977). Olson ( 1977) argued that an 'insider' is a member of the group being researched, whereas an 'outsider' is somebody who has observed the behaviour of the 'insider'. Whilst insider perspectives are important to understand, outsiders can provide a more detached perspective, less influenced by emotion (Furman & Buhrmester, 1985). In the context of DCD this enables an exploration of the sibling's interaction with the person with DCD as they were growing up together with their perspectives on the ways in which having DCD impacted upon their sibling's own experiences. Furthermore, sibling relationships are generally strong, often more egalitarian and symmetrical than relationships with family members of a different generation and individuals with difficulties often turn to their sibling to ask questions and discuss things they are not comfortable discussing with parents (Bryant, 1992). Therefore, siblings of individuals with DCD may be able to provide a unique insight into the disorder as they have been a close witness to their sibling's experiences and offer an outsider's perspective. The key research question was therefore 'what are the experiences of those who have grown up with a sibling with DCD with a focus on their views of the impact upon the participant themselves, the person with DCD and the broader family'. There were no specific hypotheses as this was a qualitative study.

Method

Design

This study used a qualitative design with semi-structured telephone interviews to collect in-depth accounts of participants' experiences of growing up with a sibling with DCD.

Sample

Whilst DCD is the formal diagnostic term, dyspraxia is more commonly used in lay language. Participants (n = 10) were therefore recruited via opportunity and snowballing sampling from DCD and Dyspraxia support pages on social media and posters around the university campus. The advert asked 'Do you have a brother or sister with Dyspraxia (Developmental Coordination Disorder / DCD)?'. Inclusion criteria were aged at least 18 years, to have grown up in a household with at least one sibling formally diagnosed with DCD and to not have a diagnosis of DCD themselves. At the start of the interviews the participants were asked to confirm that their sibling had received a formal diagnosis of DCD from a health professional. At the outset, we aimed to recruit sufficient participants to give us an in-depth insight into the experience of growing up with a sibling with DCD. It was predicted that this would be between 10 and 15 participants. In total, 10 participants (3 males, 7 females) were recruited to take part in the study who reported they had a sibling with a formal diagnosis of DCD. At this point it was felt that saturation had been reached and that no new experiences were being described. The participants were aged between 18 and 55 years ( M = 25.3 years). Whilst one participant was much older than the others, they were included in the analysis to provide their own perspective and to provide insights into to any differences between the generations. No clear differences, however, were noted between this person's experiences and those of the younger participants. All resided in the UK and all identified their ethnic group as white. The participants' siblings with DCD ( n = 12; 7 Males, 5 Females), were aged between 13 and 56 ( M = 28.1) (two participants had both an older and younger sibling diagnosed with DCD). All participants were given a pseudonym. Participant demographics are shown in Table 1.

Table 1 Participant demographics (n = 10)

Procedure

Following consent, a mutually convenient time for the telephone interview was arranged. Telephone interviews were deemed the most appropriate method of data collection as it enabled participation from a geographically diverse sample that could not be obtained for face-to-face interviews. Additionally, research indicates that telephone interviews may allow participants to feel more relaxed and able to disclose personal or sensitive information, leading to more open and honest responses (Novick, 2008). All interviews were conducted, audio taped and transcribed verbatim by the researcher and stored securely. Interviews lasted between 15 and 35 min and during March and July 2020. Once completed, participants were given the opportunity to ask questions or make comments about the study. The study was granted a favourable ethical opinion from the University Ethics committee. Participants were not paid for their time.

Interview Schedule

The interview schedule drew upon previous research exploring the experiences of growing up with a sibling with a disability (eg. King et al., 2016) and narratives of mothers of individuals with DCD (Cleaton et al., 2019: Novak et al., 2012). The schedule included the following questions which were designed to start broad in order to set the scene and then to access both the positive and negative aspects of DCD to try to create balance. Prompts were added where deemed appropriate: i) Can you tell me about you and your family and how you all got on growing up? ii) When did you become aware of (your sibling's) diagnosis? iii) Do you think that your sibling's diagnosis has had an impact on yourself or other members of your family? If so, how? iv) Do you think (your sibling's) diagnosis effected your relationship with each other, or other members of your family? v) What were some of the best things about being a sibling to (your sibling)? vi) What were some of the difficult things of being a sibling to (your sibling)? vii) What helped you deal with the difficult things? viii) Did you ever worry about (your sibling) growing up?

The Role of the Interviewer

The interviews were conducted by BM who has DCD which may have influenced the findings of this study. Therefore, whilst this enabled BM to show empathy and engage with participant's experiences, he was also aware of his own pre-existing experiences and beliefs relating to the disorder. To minimise any bias, questions were mostly open-ended (apart from those eliciting more factual responses) and designed to be non-suggestive. Additional prompts and follow up questions were used in a limited way only when appropriate in order to keep to the interview schedule. Furthermore, the findings were discussed within the research team to ensure the final themes were reflective of the data and not just a product of his own expectations and biases. Both BM and JO are trained in qualitative methodology including conducting qualitative interviews and qualitative data analysis.

Data Analysis

Interviews were recorded, transcribed verbatim and analysed using thematic analysis to 'provide a flexible and useful research tool, which can potentially provide a rich and detailed, yet complex account of data' (Braun & Clarke, 2006, p5). An inductive, 'bottom-up' approach was adopted to allow the creation of phenomenological data which the researcher could then develop into themes. The analysis followed the five stages set out by Braun and Clarke ( 2006) to ensure robustness: 'data familiarisation', 'initial coding generation', 'searching for themes', 'reviewing and refining themes' and 'theme definition and labelling'. The researcher who carried out the interviews (BM) read through each transcript three times to familiarise themselves with the data. JO then read through 3 transcripts identified by BM to familiarise herself with the data. JO and BM then discussed the interviews and considered initial key ideas and codes. BM then coded each transcript for pertinent information relating to participants' experiences of their sibling's DCD. JO and BM then discussed these codes and together collated and organised them into several prospective themes that appeared representative of the data. This was an iterative and ongoing process involving many discussions between JO and BM as several themes were considered before the finalised configuration was selected. Themes and subthemes were then amended to include those that could be explicitly supported by quotes from the data. This eventually resulted in the final thematic map and the identification of exemplar quotes. BM took field notes during the interviews and discussions concerning the data commenced from the start of data collection to consider how the interviews were progressing, whether the questions asked were eliciting sufficiently open responses and whether the interviewer's style was open enough. This led to some minor changes in the wording of the questions and the ways in which the interviews were conducted. Formal analysis commenced once all interviews had been completed and transcribed.

Results

Participants described their experiences of growing up with a sibling with DCD drawing upon their own experiences and those of their sibling. Analysis of the interviews described three main themes relating to: i)'witnessing the challenges for their sibling with DCD' reflecting the practical, psychological and relational difficulties observed by the participant ii) 'experiencing the impact on the family' reflecting the personal and family challenges experienced by the sibling living with a person with DCD; iii) 'a vacuum of knowledge' illustrating how these challenges were exacerbated by a lack of awareness and understanding of the nature of DCD often creating a delay in getting support and a diagnosis. Not all experiences were negative, however, and transcending these themes was the theme of 'resolution and finding benefit' and an acknowledgement of the benefits of having a diagnosis of DCD, the positive traits developed due to DCD and success stories. These themes and subthemes are illustrated in the thematic map (Table 2).

Theme 1: Witnessing the Challenges for their Sibling with DCD

Participant's described witnessing various challenges faced by their sibling arising from their DCD. Some were practical challenges which were often the first indicators that their sibling may have DCD which in turn lead to psychological challenges including reduced self-esteem and self-efficacy. Some challenges related to negative experiences of others, specifically teachers and peers and some challenges reflected their sibling's fear of being different. The subthemes 'practical and psychological challenges', 'negative experiences of others' and 'fear of being different' will now be described.

Practical and Psychological Challenges

Participants described how many initial indicators of their sibling's DCD were often displayed through bumping into things or dropping objects, as well as through tasks that required motor skill proficiency such as riding a bike. As Emma said of her brother:

Similarly, Zakk said:

Challenges were also apparent at school during tasks that required fine motor skills, speed and legibility of handwriting was the most frequently reported practical difficulty by participants. As Robert said:

These practical challenges in turn often led to the sibling experiencing emotional problems such as feeling low, low self esteem and ruminating on their mistakes:

Furthermore, participants described how repeatedly comparing themselves to their peers led their siblings to feel as if they were falling behind, which at times made them both apathetic and reluctant to attempt certain tasks again in the future.

Some participants also reported how repeated failures led to their siblings expecting to fail thereby exacerbating their anxiety:

Negative Experiences of Others

Participants also described how their sibling was exposed to criticism from others throughout their childhood particularly their teachers and peers. For example, participants described how teachers would often attribute their sibling's difficulties to a lack of effort or intelligence, without considering the possibility of DCD. This led to some harsh and critical comments from some teachers which were internalised leading to low self esteem:

Sometimes, teachers would be reluctant to support their students with DCD, even after they were made aware of their diagnosis and had set up a support plan with the school.

Participants also described how their siblings had been criticised by their peers. As Michelle said:

Likewise, Jazmin described how upsetting these comments could be particularly as a teenager:

Fear of Being Different

The final component of the challenges witnessed by the participants was how their siblings tended to compare themselves unfavourably with others which could lead them to worry about being perceived as strange or different. For example, as Zakk said of his brother:

The fear of being different often meant that participants' siblings would not seek support, as they were afraid it would make them stand out or negatively influence their peer's perceptions of them.

Likewise, Michelle described her sister's experiences:

In summary, this first theme illustrates the challenges witnessed by the participants including practice and psychological challenges, negative experiences of others particularly teachers and peers and a fear of being different. In turn these challenges often led to anxiety and low self esteem and could act as a barrier to seeking help.

Theme 2: Experiencing the Impact on the Family

As well as describing the challenges faced by their sibling with DCD, participants also recounted their first-hand experiences of the impact of their siblings' condition on themselves and their family.

Sibling Rivalry

At times participants described their own frustration or anger with their sibling's DCD, particularly when they were younger. This was sometimes caused by their sibling's slowness to learn certain skills which in turn had a negative impact on the sibling relationship and a sense of rivalry for parental attention. As Emma described:

This was also clearly described by Stacey who described 'tension' and having to hide being able to ride a bike and tie shoelaces from her sister who was 3 years older than her:

Family Relationships

Participants also described how their sibling's DCD had an impact on other members of the family. In particular, they described the frustration experienced by their parents. For example, Robert described:

Likewise, participants also reported observing similar emotional responses in their younger siblings without a DCD diagnosis. As Michelle said of her younger brother:

Furthermore, they also illustrated how their sibling's condition and the resulting psychological challenges they faced were a source of worry for all the family. For example, as Stacey said:

This second theme therefore illustrates the participants' own experiences of the impact of having a sibling with DCD on themselves and other members of the family in terms of sibling rivalry, frustration and worry.

Theme 3: A Vacuum of Knowledge

Participants therefore described the challenges they had witnessed experienced by their sibling together with the impact on themselves and their family. The third theme relates to the notion of a vacuum of knowledge, whereby participants illustrated how these experiences existed within: i) a lack of awareness of what a DCD diagnosis was and ii) a lack of understanding of its symptoms and how it affects the individual after diagnosis.

Lack of Awareness of DCD

Apparent across all interviews, regardless of the age of the participant and their sibling, was a lack of awareness of the existence of DCD in society, specifically among teachers, peers and families with several participants reporting that their sibling's DCD diagnosis was the first time they had heard the terms 'DCD' or 'Dyspraxia' and nearly all saying that increasing its awareness was key.

This lack of awareness could be seen as underpinning many of the challenges experienced by the siblings. It was most apparent, however, in the accounts of those with siblings who had not been diagnosed until later in life. Therefore, even though these participants reported how their siblings had shown difficulties in motor skills from an early age at both school and at home, a lack of awareness of DCD by both teachers and their family meant that these difficulties went undiagnosed. This in turn meant that the sibling was left without sufficient psychological and practical support exacerbating the impact of their condition.

This highlights the problems of not having a diagnosis which limited the parents' ability to seek help. The absence of a label, however, also limited the families sense making and understanding leaving them feeling confused, helpless and frustrated. As Robert described:

Robert also described how the diagnosis helped his parents alleviate their sense of guilt:

The benefit of a diagnosis was sometimes contrasted with better known health conditions, which have a more common diagnosis where treatment was much more accessible.

This lack of awareness of DCD, also underpinned the reactions of teachers who would sometimes attribute their pupil's difficulties to other factors, such as laziness or a lack of intelligence.

This is likely to have contributed to some of the negative experiences and criticism that participant's siblings faced during their childhood.

Lack of Understanding

Even when teachers, peers and families had an awareness of DCD, a lack of understanding of the disorder and its associated difficulties permeated the participants' experiences and those of their siblings. As Zakk described:

This was also an issue within the families themselves. Whilst all participants knew about the motor difficulties associated with DCD, many of them were unaware of the other associated difficulties such as organisation and planning difficulties.

Nevertheless, understanding had tended to increase within families over time and most participants were very knowledgeable about their siblings' condition. Lack of understanding was, however, more commonly an issue for teachers and several participants expressed their frustration at teacher's unwillingness to support their siblings, even after they were aware of their diagnosis. As Michelle said:

Further, this lack understanding was seen as a having a long-lasting negative impact, even when it was just one comment from one teacher and several participants reported how bad experiences with a teacher's prevented their sibling from seeking support for a long time through fear of judgement. As Michelle described:

In summary, this third theme illustrates how the challenges both witnessed and experienced by the participants were often underpinned by a vacuum of knowledge illustrated by a lack of awareness and understanding of DCD. In particular, this vacuum of knowledge led to delayed diagnosis, a feeling of frustration, confusion and upset and often deferred help seeking either through not knowing that such help was available or through fear of judgement which in turn exacerbated the difficulties experiences by those with DCD.

Transcending Theme: Resolution and Finding Benefit

Participants therefore described many challenges for the sibling with DCD, themselves and the family which were exacerbated by a vacuum of knowledge surrounding the condition. These negative consequences, however, tended to diminish over time and the majority also indicated that there were many benefits to having DCD suggesting a degree of adjustment after a period of struggle. This process of resolution can be described in terms of 'Diagnosis as a form of support'; 'Positive traits developed due to DCD' and 'Success stories'.

Diagnosis as a Form of Support

Participants described how the psychological and physical difficulties experienced by their sibling tended to alleviate with time. In particular, they described the beneficial impact of having a diagnosis which enabled both the sibling and the wider family to seek help where necessary and facilitated a process of adaptation and acceptance. As Annie said of her sister:

Positive Traits Developed Due to DCD

Many participants also described how the adversity faced by their sibling in early life had helped them to become more resilient. They also described how this resilience had helped them to become more empathetic and caring.

Likewise, Stacey said:

The benefits of DCD were not always for the sibling with DCD but also for the brother or sister being interviewed. For example, those with older siblings with DCD often described them as role models who had inspired them to be more resilient themselves:

And Stacey described how all the family had benefitted from her sister's condition:

Success Stories

Participants also described how their siblings with DCD had gone on to live happy and successful lives, adapting to the difficulties they faced. The participants therefore expressed respect and admiration for their sibling's achievements.

Not all participants felt that their sibling had benefitted from their diagnosis of DCD. In fact, Robert described how he felt his brother was going to be a success with or without his condition:

In summary, participants described the difficulties faced by their siblings and how these had been exacerbated by a vacuum of knowledge. Their interviews, however, also illustrated a more positive account of having a sibling with DCD and showed how over time they had begun to see the benefits both of having DCD and having a sibling with DCD having watched their sibling grow up and achieve happy and successful lives.

Discussion

The aim of the present study was to give participants the opportunity to describe their experiences of having a sibling with DCD and to offer an outsider's perspective on this condition. Analysis described three main themes. The first theme relating to the 'witnessing the challenges for their sibling with DCD' reflects much of the existing research. For example, participants in the present study described witnessing practical challenges with daily tasks such as tying shoe laces, handwriting and riding a bike and psychological challenges such as low self-esteem and anxiety in line with literature suggesting that these practice problems are core to DCD and can increase the risk of mental health difficulties (e.g. Lingam et al., 2012). Furthermore, the focus on negative experiences from teachers and peers highlights how some of these difficulties may arise with poor motor coordination leading to frustration and negative interactions with others, or bullying, which in turn can result in poor self-esteem and internalisation (Rigoli et al., 2017). This aligns with the environmental stress hypothesis (Mancini et al., 2016), and suggests that it is not the practical challenges per se which cause subsequent problems but the ways in which others react to them. Further, the 'fear of being different' parallels findings that individuals with DCD make unfavourable comparisons with their peers (Green & Payne, 2018), which alongside a tendency to avoid situations in which their difficulties might be exposed (Barnett et al., 2013) can contribute to low self-esteem, embarrassment, and social isolation (Jarus et al., 2011.

The second theme 'experiencing the impact on the family' is a more novel finding and illustrated the participant's own experiences of growing up with the sibling with DCD were sometimes embedded with feelings of frustration, tension, worry and a degree of sibling rivalry as they competed for parental attention. Previous research indicates that mothers worry that time invested in their child with DCD may detract with that spent with their other children and worry that this could cause a sense of jealousy or frustration (Stephenson & Chesson, 2008; Cleaton et al., 2019). The results from the present study provide some confirmation of these maternal worries and indicate these experiences from the sibling's own perspective.

The third theme related to a 'vacuum of knowledge' illustrated by a lack of awareness and understanding of DCD from teachers, peers and family which was apparent in the interviews regardless of the participant's age and is also well documented in the literature (e.g. Wilson et al., 2013). The results from the present study also illustrate, however, how this vacuum of knowledge exacerbated or sometimes even caused the negative experiences being faced during childhood. In particular, accounts indicated that a lack of tolerance from others, together with frustration or even critical comments (due to ignorance rather than maliciousness), not only created psychological difficulties but at times delayed diagnosis preventing access to appropriate support. Furthermore, such delays also seemed to embed problems such as lowered self-esteem and anxiety making them harder to reverse even after a formal diagnosis when help had been made available.

Not all experiences of having a sibling with DCD were negative, however, and transcending all accounts was a theme of resolution in which participants found benefits in their sibling's condition for themselves, the broader family and their sibling and illustrated a sense of resolution. In particular, they described how having a diagnosis of DCD gave their sibling access to appropriate support, how it seemed to have made them a better person with increase empathy and resilience, how the participant themselves and their family had also benefitted by becoming likewise more resilient and open to difference and how the sibling with DCD had managed to live a successful and fulfilling life achieving the respect and admiration of those around them. Therefore, in line with criticisms of a maladjustment framework (Cuskelly, 1999), and research indicating benefits for siblings of those with other developmental disorders such as ASD (Mulroy et al., 2008; Moss et al., 2019), the results from the present study indicate benefits not only to the person with DCD but also those around them.

Implications for Theory, Research and Practice

Participants therefore described several negative consequences of DCD which were exacerbated by a vacuum of knowledge. They also however, illustrated a state of resolution and an ability to find benefit in their sibling's condition. These findings have implications for theory, research and practice. In terms of theory, participants' accounts reflect the notion of benefit finding and the concept of Post Traumatic Growth which is a positive psychological change resulting from experiencing adversity (Tedeschi & Calhoun, 2004). To date, the concept of posttraumatic growth has been applied to physical illnesses such as cancer, HIV or heart disease, with research indicating that many individuals perceive benefits from being ill such as a greater appreciation of life, strengthened family relationships, a positive change in self-perception, greater resilience as well as greater optimism and positive affect (Seery et al., 2010; Pressman et al., 2019). The results from the present study suggest that such benefit finding may also be experienced by those with developmental disorders such as DCD. It may, however, have needed an outsider's insight into growing up with a sibling with DCD to enable this more positive outcome of DCD to be explored.

In terms of research, future research could focus further on the potential benefits of DCD and using a longitudinal design could explore how these benefits develop and the factors which promote a more positive experience of this condition. Furthermore, research could unpack the family dynamics which promote a better experience for both the child with DCD and their siblings in terms of factors such as birth order, age of diagnosis, gender of siblings and familial responses to the condition both pre and post diagnosis. In line with this, interventions could then be developed and evaluated to help support those with DCD and their families to mitigate against the development of psychological problems such as low self esteem and anxiety.

In terms of practice, the present study highlights the need to challenge the vacuum of knowledge and raise awareness and understanding of this condition. This could be achieved through further research, through public information campaigns, through the inclusion of those with DCD in the media in adverts and TV dramas and through school based educational interventions to promote discussion about the issues faced by those with DCD in both adults and children. This would hopefully promote help seeking and limit delays in diagnosis thereby minimising the more negative consequences of this condition. In addition, however, the findings also highlight the more positive aspects of DCD both for the individual with DCD and for their siblings and wider family and friends. Campaigns could therefore also emphasise these more positive components of DCD and in line with the more recent emphasis on neurodiversity and the celebration of difference this could enable both those with DCD and those around them to see the condition in a more positive light.

Methodological Limitations

There are, however, some limitations with the present study that need to be considered. First, the study was retrospective in its design with participants reflecting back upon their childhood memories and describing the experiences of their siblings through the lens of the present time. Accordingly, their current perspectives may well have influenced what they recalled and the emphases they placed on past events. Second, given the age of the participants and their siblings, changes in support for those with DCD may mean that more recent generations have grown up in a more aware and understanding world. Third, the qualitative nature of the design together with the sample size means that it is not appropriate to unpack individual differences in experiences relating to factors such as age, gender and birth order which require a larger sample and a more quantitative approach. Fourth, no details were taken about co diagnoses which may have influenced the findings. Further, whilst interviewing siblings provided an outsider perspective on growing up with DCD, this once removed account means that issues attributed to DCD are only attributed to DCD through the eyes of the onlooking sibling and may say more about this outsider's view that the view of the person with DCD.

Conclusion

To conclude, the present study explored the experiences of participants growing up with a sibling with DCD to offer an outsider's insight into this condition. Participants described witnessing their siblings practical and psychological challenges, including the negative reactions of others and a fear of being different. Further, participants described the impact on themselves and their family in terms of sibling rivalry, frustration and worry and illustrated how these more negative consequences of DCD were exacerbated by a vacuum of knowledge. Participants, however, also described many positive consequences of having DCD with their sibling considered more empathic and viewed with respect and admiration and all parties were deemed to have become more resilient. Much research indicates that DCD can have a detrimental impact upon the individual and their family. The present study supports these findings but also offers novel insights into how these detrimental processes may occur. In addition, the results also suggest several benefits of DCD for both the individual with DCD and their family and indicates that whilst finding benefit has been considered as a result of physical illness it may also be characteristic of those with DCD but may need an outsider's view to identify it.

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Acknowledgements

The authors are grateful to a number of Dyspraxia Support groups for help with recruitment for this study.

Availability of Data and Material

Interview data is not available due to the potential for identifying participants and due to the personal nature of the accounts provided.

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School of Psychology, University of Surrey, Guildford, Surrey, GU2 7XH, UK

Brendan Morris, Jane Ogden & Judith Gentle

Contributions

JO, BM and JG conceived of the research idea. BM carried out the interviews. JO and BM analysed the data. BM and JO wrote the paper and incorporated comments from JG.

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Correspondence to Jane Ogden.

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Approval was obtained from the ethics committee of University of Surrey. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

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Morris, B., Ogden, J. & Gentle, J. Experiences of adult siblings of those with developmental coordination disorder (DCD): a qualitative study. Curr Psychol 42, 11995-12006 (2023). https://doi.org/10.1007/s12144-021-02550-5
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Keywords

Developmental coordination disorder (DCD)

Qualitative

Siblings

Benefit finding

Post traumatic growth

# data[].attributes.attachment_link.title
Experiences of adult siblings of those with developmental coordination disorder (DCD): a qualitative study - Current Psychology

# data[].attributes.attachment_link.description
This qualitative study explored the childhood experiences of growing up with a sibling with Developmental Coordination Disorder (DCD) to offer an 'outsider's' view of this condition. Ten individuals who had grown up with a sibling with DCD were interviewed about their experiences. Data were analysed using Thematic Analysis.

# data[].attributes.body
- A person might become overwhelmed in more social situations both in small and large groups
~becomes nervous when talking to others
-Lack of proficient skills can affect overall self-esteem

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Motor Skills affected by Dyspraxia

Communication: Children with dyspraxia may struggle with different aspects of speech. They can have trouble pronouncing words or expressing their ideas. They may also have trouble adjusting the pitch and volume of their voice. As a result, making friends and being social can be much harder.

Emotional/behavioral skills: Children with dyspraxia may behave immaturely. They may easily become overwhelmed in group settings. This can create problems with making friends, and kids can become anxious about socializing with others, especially as they get older. Their difficulties with sports may also affect their self-esteem and social abilities.

Academics: Children with dyspraxia often have difficulty writing quickly. This can create a number of challenges in the classroom, such as trouble taking notes and finishing tests on time. Children who have speech difficulties may also have difficulty with reading and spelling.

Overall life skills: Dyspraxia can make it hard to master everyday tasks needed for independence. In elementary school, children may still need help in buttoning their shirt or brushing their teeth. As teens, they could have trouble learning to drive a car or fry an egg.

Source: UNESCO MGIEP, www.understood.org
Myth #1: Dyspraxia is extremely rare.
Myth #2: Kids with dyspraxia are just being clumsy.
Fact: Dyspraxia often goes undiagnosed and unrecognized, but itis believed to be relatively common. An estimated 6 to 10 percent of children have some features of dyspraxia. It can go by many names, including developmental coordination disorder and motor learning difficulty.

Fact: Children with dyspraxia typically have trouble with motor skills. This might make them appear to just be clumsy or "out of sync" with their environment-but there is more to it than that. Because of their dyspraxia, kids can have trouble controlling their muscles. This includes small muscles, like the ones in their hands. This can make everyday tasks like writing and brushing their teeth a struggle. It can also make them seem uncoordinated, immature and socially awkward.

Myth #3: Dyspraxia is the same as dysgraphia.

Fact: Dyspraxia and dysgraphia can cause similar or overlapping struggles with writing. But they are different conditions. Dyspraxia causes problems with fine motor skills, including the physical task of printing and writing.

Most children with dysgraphia struggle with printing and handwriting, too. But children with dysgraphia can also experience difficulties with spelling and organizing thoughts when writing or typing. For example, kids with dysgraphia might struggle to share their thoughts in writing, even when they know what they want to say. The end result could be full of errors and barely legible.

Myth #4: Children with dyspraxia tend to have low intelligence.

Fact: There is no connection between dyspraxia and low IQ. Having dyspraxia does not mean a child isn't intelligent. However, the way children with dyspraxia behave might make them appear less capable than they are. For example, they may not do well with fine motor tasks like drawing, writing and everyday activities like tying shoes. Essentially, children with dyspraxia can have a hard time getting their bodies to keep up with their brains.

Myth #5: There aren't any treatments for dyspraxia.

Fact: There is no cure for dyspraxia, and children do not outgrow it. However, children do get better at doing certain tasks over time with lots of practice and feedback. Occupational therapy and speech therapy, along with other tools and strategies, may help improve symptoms. For older children, learning to use a keyboard may help with writing. Technology tools like dictation software can also be a great help.

# data[].attributes.attachment_link.description
Dyspraxia often goes undiagnosed and unrecognized, but itis believed to be relatively common. An estimated 6 to 10 percent of children have some features of dyspraxia. It can go by many names, including developmental coordination disorder and motor learning difficulty.

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- A strategy for at home would be using a calendar or something visual to help with visual organization.
- Keeping fit is also important while at home, because this approves co-ordination while also keeping the other health benefits as maintaining weight.
-Being positive is another good at home strategy, because it boosts mental health and looking at the good can create a better headspace.

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With adult that has to deal with the difficulties of fine motor skills, stated that they were more tired. Also made them more anxious about possibly stumbling or looking “clumsy”.

Having adjusted hours or changing availability to reduce stress and time to relax as to calm down their system.

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Actor Tosin Cole, who plays dyspraxic character Ryan in BBC series Doctor Who. BBC / BBC Studios

People with developmental coordination disorder (DCD) - also known as dyspraxia - have a " hidden disability". This neurodevelopmental condition has recently been portrayed by Tosin Cole as Ryan, a time-travelling companion on Doctor Who. It's a condition that affects coordination and movement. But, because it is often mistaken as "clumsiness", its significant impact on everyday tasks often goes unrecognised by others.

People with DCD have difficulty learning and executing motor skills without considerable practice. This affects their ability to carry out a range of daily activities effectively and efficiently - taking down notes quickly and coherently, for example, or riding a bike. These problems exist in the absence of neurological damage, intellectual delay or visual impairment that might otherwise explain the motor difficulties.

Even though it is a lifelong condition much of the research has focused on how it presents in childhood. What hasn't been clear until now is how having unsafe mobility changes the lives of adults with DCD day to day. So, for our recent qualitative study we decided to capture the experiences of six adults diagnosed with DCD.

Navigating dyspraxia

We conducted in-depth interviews with each of the adults, and encouraged them to reflect on a typical day. We specifically asked them to talk about the various activities, roles and routines they regularly undertake, and identify any mobility challenges they encountered doing them.

They were all aware of their difficulties with mobility and balance. They described how they were often anxious about falling and needed to exert conscious effort to stay on their feet. Most said that their difficulties were down to poor depth perception, which made it difficult to judge steps, or poor spatial judgements, meaning they often bumped into furniture.

The adults also said that tiredness was a consequence of having motor difficulties. In their effort to navigate safely around their environment, they felt their energy levels became quickly depleted. This often left them feeling fatigued, which in turn was seen to increase their chances of tripping and falling. One noted:

I get so tired and as a consequence this increases my chances of stumbling - it is a vicious circle.

In addition, they said that they avoided or adapted the way they approached some tasks that other adults may take for granted. For example, some avoided climbing in and out of the bath and only showered. Others had to sit down to dress to avoid falling over.

The group also said that they had to delegate certain household chores to a family member to avoid the risk of falling. Some noted that hanging washing on a line increased their risk of falling, as it involved reaching above their head, putting them off balance.

Most of the adults we spoke to were frustrated that their inability to do tasks that others did with ease, may be perceived as incompetence. Particularly if they were expected to work at speed, or do two tasks at once, such as texting while walking.

Work balance

Having motor difficulties also impacts on family and work, and some of the group explained that they were often not able to join family members in leisure pursuits, such as sporting activities or even walking the dog, because of their fear of falling. One adult explained how she always arrived early to work to ensure she could park nearby, and avoid a steep walk downhill from the car park. Another explained he had reduced his working hours to manage his tiredness.

More positively, what also emerged from the interviews was that all of adults with DCD were able to manage their disorder by making simple changes. They didn't necessarily have to avoid doing certain things altogether. Leaving a landing light, for example, was cited as one thing that helped them manage their balance issues if they woke in the middle of the night.

Our study provides further evidence that, for some people living with DCD, the effect of having continued significant motor difficulties impacts their daily lives and influences the decisions they make with respect to how or if they take part in some activities. All of the adults we spoke to made conscious decisions about how they approached their roles as employees, parents and partners, which they thought had been generally successful and talked about on the whole positively. Although this was never without a certain amount of frustration and considerable effort, and it was often to the detriment of their energy levels and emotional well-being.

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How adults with dyspraxia navigate daily life

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Most dyspraxia research focuses on children, but it's a lifelong condition that can shape how people work and live.

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- They will need encouragement when doing activities on their own since its hard for them to master skills. However, a person with Dyspraxia still needs some physical assistance on different levels of actions like brushing hair and driving a car.

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Dyspraxia often goes undiagnosed and unrecognized, but itis believed to be relatively common. An estimated 6 to 10 percent of children have some features of dyspraxia. It can go by many names, including developmental coordination disorder and motor learning difficulty.

# data[].attributes.attachment_link.readable_text
Dyspraxia, also known as developmental co-ordination disorder (DCD), is a common disorder that affects movement and co-ordination.
Dyspraxia does not affect your intelligence. It can affect your co-ordination skills - such as tasks requiring balance, playing sports or learning to drive a car. Dyspraxia can also affect your fine motor skills, such as writing or using small objects.

This page focuses on dyspraxia in adults. You can also read about childhood dyspraxia.

Symptoms of dyspraxia

Symptoms of dyspraxia can vary between individuals and may change over time. You may find routine tasks difficult.

If you have dyspraxia it may affect:

your co-ordination, balance and movement

how you learn new skills, think, and remember information at work and home

your daily living skills, such as dressing or preparing meals

your ability to write, type, draw and grasp small objects

how you function in social situations

how you deal with your emotions

time management, planning and personal organisation skills

Dyspraxia should not be confused with other disorders affecting movement, such as cerebral palsy and stroke. It can affect people of all intellectual abilities.

When to see a GP

See a GP if you think you may have undiagnosed dyspraxia or problems with your co-ordination. It's a good idea to keep a diary of your symptoms.

The GP may refer you to a physiotherapist or an occupational therapist for tests. They'll assess your movements and how your symptoms are affecting you before making a diagnosis.

If you have dyspraxia, you may also have other conditions, such as:

Causes of dyspraxia

It's not known what causes dyspraxia. You may be at a higher risk of developing it if you were born prematurely.

Dyspraxia is more common in men and often runs in families.

Treatment for dyspraxia

There is no cure for dyspraxia but there are therapies that can help with daily living, such as:

It may also help if you:

keep fit - you may find regular exercise helps with co-ordination, reduces feelings of fatigue and prevents you gaining weight

learn how to use a computer or laptop if writing by hand is difficult

use a calendar, diary or app to improve your organisation

learn how to talk positively about your challenges and how you've overcome them

get support from programmes such as Access to Work from Jobcentre Plus

Support for people living with dyspraxia

Dyspraxia can have a big effect on your life, but support is available to help you manage your condition.

It might help to talk to others with dyspraxia or to connect with a charity.

You may find these charity and forum links useful:

Page last reviewed: 01 October 2020
Next review due: 01 October 2023

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Find out more about dyspraxia, which is a common disorder that affects movement and co-ordination. Read about the symptoms, causes and treatments for dyspraxia, and find out when to get medical help.

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They tend to struggle more with the aspects of speech. There can be trouble with pronunciation of words, as well expression of ideas/emotions. They can have trouble with the pitch or volume of their voice.

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People with Dyspraxia tend to act more immaturely and can easily become overwhelmed from group social events. There is an increased risk of anxiety, as well as low self-esteem.

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Dyspraxia often goes undiagnosed and unrecognized, but itis believed to be relatively common. An estimated 6 to 10 percent of children have some features of dyspraxia. It can go by many names, including developmental coordination disorder and motor learning difficulty.

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Accommodations for students with Dyspraxia

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Accommodations for students with Dyspraxia

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- Paper that has raised lines so their pencil doesn't go over them
- Writing tools that cause less pencil pressure( gel pens, thin markers)
-Spring or loop scissors to help them cut

~Class: Adjust seating so the student is near the front so they are attentive. You should also use step-by-step instruction so the students can know what part of the class they are in and focus more on what they are being taught.

~Work: Coordinate the person's schedule so that they are at work during times that cause the least amount of distraction (early morning or late at night)

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For kids with developmental coordination disorder (DCD), trouble with motor skills can make it hard to learn in class. DCD, sometimes referred to as dyspraxia, impacts a wide range of tasks, skills, and activities. That includes everything from taking notes to doing things in the right order.

Students may struggle to get from classroom to classroom on time or change into gym clothes. They may have trouble applying the right amount of pressure when they use a pen or pencil to write. Or their handwriting may be so messy that it's unreadable.

What classroom accommodations can help with DCD? Here are some strategies teachers can use.

Classroom seating, materials, and routines

Seat the student closer to the board, teacher, and/or another student who could help.

Adjust chair and/or desk height to ensure the student is in the proper position for desk work. (Feet flat on the floor, shoulders relaxed, and forearms supported on the desk.)

Allow the student to work in different positions, like standing.

Provide a slant board (or large three-ring binder) for a sloped writing surface.

Have spring-loaded or loop scissors available.

Provide special paper as needed, like raised-line paper or graph paper.

Provide different writing tools (thin markers, gel pens, etc.) to reduce pencil pressure.

Give the student an end locker or cubby and teach locker-opening skills.

Give breaks so the student can move around a few times a day.

Give extra time to get from class to class.

Build in extra time to get changed for gym and ready for recess.

Giving instructions and assignments

Give teaching notes ahead of time or have a note-taking buddy.

Use worksheets that reduce the need to copy, like fill-in-the-blanks or matching.

Use larger print for worksheets, notes, and textbooks.

Have the student dictate to a scribe or use speech-to-text software.

Give outlines of diagrams or maps so the student only needs to mark what's being taught.

Allow the student to use a computer for written assignments.

Provide extra time for tests and writing assignments.

Allow oral answers on tests.

Provide checklists, rubrics, step-by-step, and visual directions for assignments.

Introducing new concepts/lessons

Provide extra time to complete work.

Give directions slowly and in short sentences.

Pre-teach physical skills in small parts.

Teach specific handwriting strategies that show how to print letters consistently.

What's next?

See a one-page fact sheet to learn more about DCD. And find out how school or private occupational therapists work with kids with DCD.

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What types of accommodations can help students with developmental coordinaton disorder, or DCD? Here are ways teachers can help.

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Finding writing utensils that may give more surface area for a child to hold.

Also finding other alternatives then writing because that much focus might cause more distress.

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Teaching a child with dyspraxia can be a frustrating experience due to the wide range of symptoms they may present. However, while dyspraxia is a neurological condition that commonly causes movement and coordination issues, it does not affect intelligence. Children with dyspraxia are perfectly capable of learning alongside their peers, they may just need some extra attention and support from time to time.

Awareness is the first step and can make all of the difference in helping a child to reach his or her full potential at school.

While not as well known as other learning difficulties, dyspraxia in children is relatively common, with 6-10% of the population affected, to some degree. A child with dyspraxia may experience a number of different problems at school, including finding difficulty in handwriting written work, experiencing problems with moving a mouse, navigating a keyboard or manipulating a touch-screen, and struggling to perform some of the movements required for physical education, music, and art classes. Beyond performing tasks that require fine and gross motor skills, there may also be challenges with the planning and organizational aspects of schoolwork.

Nonetheless, parents and teachers can help students with learning difficulties by recognizing the root cause of a child's performance issues and providing appropriate support, to make it easier for the dyspraxic child to be and feel successful in the classroom. Sometimes a solution as simple as touch-typing vs. handwriting or making an audio recording instead of written notes can make all the difference in encouraging a child who is struggling. There's no reason why a child with dyspraxia should not develop strong literacy skills from an early age if he or she has the right accommodations.

What is dyspraxia?

Also known as developmental coordination disorder, dyspraxia results when a child's brain is unable to effectively coordinate physical movements with the body's muscles. Although the cause of dyspraxia is still unknown, it is thought to be genetic and is more commonly observed in boys than girls. Some researchers also cite a tendency for dyslexia and dyspraxia to present together.

There are four common types of dyspraxia. Oromotor can cause a child to have difficulty annunciating words, constructional dyspraxia is more to do with spatial relationships, ideational impacts the ability to perform coordinated movements in a sequence and ideomotor dyspraxia poses a problem for single-step tasks.

The result is a host of symptoms that range from balance and posture issues to problems with using writing tools, and even slurred speech. Dyspraxia not only affects physical abilities but can also cause poor planning and organization skills and generally make it seem like an individual is clumsy, which can lead to feelings of embarrassment and affect self-confidence.

Although early symptoms may be observed in toddlers, a diagnosis is not usually made until children reach the age of 5 and their coordination difficulties are shown to be unrelated to muscle strength and not the result of other neurological conditions.

Dyspraxia at home

Dyspraxia is not something a child will grow out of, but occupational, motor and speech therapy can make a difference. In addition, simply listening to your child and helping him or her process emotions experienced over the course of the day can be helpful.

As dyspraxic individuals often struggle with sequence organization, you can help young children to improve narrative skills by talking about their day and breaking actions down into individual steps. Rehearse the order in which everyday routines, such as getting dressed and having breakfast, occur.

You might also model planning skills by keeping a family calendar, making lists on blackboards and providing other tools to support your child, such as clearly labeled folders and containers for storing toys and school assignments.

Problems at school

A child can be highly intelligent and creative but still present with classroom learning issues that hinder his or her ability to keep up with peers. Identifying learning difficulties is often the first hurdle because when it goes undiagnosed, dyspraxia can wreak havoc on a child's self-esteem and emotional well-being.

In the past, teachers were more likely to mistake symptoms of dyspraxia for acting out and label children as lazy and disruptive. Worse still, they might not have challenged the child academically. Yet as no two individuals with dyspraxia have the same set of symptoms or are affected to the same degree, it can still be hard for some students with dyspraxia to get the right diagnosis. This is particularly the case for those who are excessively fidgety, have trouble sitting up straight at their desks and/or tend to lose their homework and confuse deadlines and task specifications.

How teachers can help

Because dyspraxia often affects writing, reading and spelling abilities, a child with dyspraxia may require more time to process new tasks. They might also experience more success when they over-learn material through repetition and a graded step-by-step approach.

Just being aware of a student's individuals learning needs can make a difference. Teachers who are sensitive to dyspraxia are less apt to criticize and reprimand classic dyspraxic behavior and more able to support a child by adapting classroom activities and teaching study strategies.

Help students with organization and planning by giving structured assignments with clear directions and remember to provide plenty of feedback and praise when it's due, to keep motivation high.

Here are a few more tips to try:

1. Pay attention to writing utensils and paper. Students with dyspraxia may find it easier to write using wide-stemmed pencils and pens, or by applying rubber grips to their writing utensils. Be aware that ballpoint pens can sometimes release an excessive amount of ink depending on how they are manipulated, so stick with felt-tip pens and keep plenty of erasers handy. You can also help a child with writing by providing graph paper to guide them in letter placement and spacing. Colorful, lined paper for students who tend to write using larger letters is also a plus.

2. Consider alternatives to activities requiring handwriting. Writing things out by hand can be very frustrating for the dyspraxic (and dyslexic) child and can cause them to struggle to keep up and follow your lesson. Set children up with note-taking buddies, allow them to use computers or provide electronic copies of material in advance to reduce note-taking strain. You may also want to provide fill in the blank or matching exercises that test comprehension without requiring lengthy written responses.

3. Teach dyspraxic children touch-typing. While handwriting is often a struggle, touch-typing is much easier for dyspraxic children and can help facilitate writing and composition skills by removing the physical tax associated with producing text. The earlier students learn, the sooner they can begin to type homework assignments and even use a computer in class to take electronic notes.

4. Adjust seating plans. It's often beneficial to place students with dyspraxia at the front of the room so they have an easier view of the board. They may also find it easier to concentrate when distanced from doors, windows, bulletins and other classroom distractions. This is an important consideration for teaching students with visual impairments as well.

5. Provide breaks in the schedule. It can make a huge difference in concentration abilities if a child with dyspraxia is given an opportunity to pause, get up from their desk, stretch and move around before continuing on with a lesson. This is also a useful technique for other students who are displaying inappropriate classroom behavior or showing signs of emotional distress and frustration with an assignment or task.

6. Give plenty of extra time. Processing time is not the same for every student and dyspraxic children can greatly benefit from having more time to understand task requirements and complete assigned work. Time in lessons is key but so is giving extended and flexible deadlines for homework and even providing high school-level students with extra time to travel from class to class.

7. Emphasize directions in step-by-step form. Going over task directions and requirements several times is crucial. Try to write your task instructions in short sentences and use check-lists for assignments with multiple parts. You may also want to demonstrate a task and read directions out loud, in addition to providing a printed version. This is helpful for all students as it clarifies the task and ensures everyone is on the same page.

8. Provide written, visual and recorded support. Bullet points and other formatting call attention to important aspects of an assignment that may otherwise go unnoticed. It's also beneficial to use images and break long chunks of text up. When reading is a challenge, it can be helpful for a child with dyspraxia to have recorded materials and books to listen to. This reduces the amount of written text required for processing and can save mental resources for responding and reacting to source material instead.

9. Keep a list of classroom rules and role-play expected behavior. Formulate a list of class rules and have all of your students contribute to it. Try using role-play to act out situations that encourage the social skills a student needs to be part of the classroom community.

10. Help with tasks that require fine motor skills. If your lesson includes using scissors, folding paper, or any other task that might cause a dyspraxic child to struggle, provide plenty of assistance and try to introduce the student to the activity beforehand, so he or she has a chance to practice and get familiar with the physical manipulations required.

Give technology a try

Children who are as young as 7 can learn to type without looking at a keyboard. This reduces the need for the coordinated fine motor skills involved in writing by hand and eliminates the distraction of forming letters.

Technology can help make success at school more attainable by providing an alternate means for producing the written text needed for assignments. It's also great for students who want to complete classroom activities without relying on pen and paper.

An online typing course like TTRS is particularly helpful for the dyspraxic child as it is broken down into measured steps, allowing every student to work through the course at his or her own pace and providing ample positive feedback and praise along the way.

Repetition is crucial and a computer course both requires and rewards the kind of over-learning that children with dyspraxia benefit from. Additionally, the multi-sensory approach combines touch with audio and visual cues to reinforce learning.
Do you have any tips for teaching students with dyspraxia? We'd love to hear about them!

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how to help a child with dyspraxia in the classroom

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Dyspraxia is a learning difficulty that impacts 6-10% of the population. It's important for educators and parents alike to know how to help a child with dyspraxia in the classroom.

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Special Needs Resource and Training Blog

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October is Dyspraxia Month. Developmental Dyspraxia also known as Developmental Coordination Disorder (DCD) , is a neurological disorder that affects fine and gross motor skills and organization. A child may have difficulty in sing scissors, riding a bike or learning and recalling information.

Medical Sites- The following sites include information on causes, treatment, test and diagnoses of Dyspraxia:

Organizations

YouTube Videos

This entry was posted in 6-22, Chidren/Teens, Children with Special Needs, Dyspraxia, Early Intervention, Preschool and tagged causes, definition, fine motor skills, gross motor skills, treatment. Bookmark the permalink.

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Dyspraxia Resources - Special Needs Resource and Training Blog

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October is Dyspraxia Month. Developmental Dyspraxia also known as Developmental Coordination Disorder (DCD) , is a neurological disorder that affects fine and gross motor skills and organization. A child may have difficulty in sing scissors, riding a bike or learning and recalling information. Medical Sites- The following sites include information on causes, treatment, [...]

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This video talks about a child with dyspraxia and how often times other problems can overlap. This includes speech, reading, and language delays. She goes into how the diagnoses can effect other aspects even if they don't develop an other disability.

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There is no single cause for Dyspraxia. It can be from premature babies, a genetic component, if there is a problem with the neurons on the brain, or if the has been brain damage from a stroke or brain injury.

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Some deficits in the classroom include difficulty in areas of learning, motor sequences that are controlled by fine motor skills. It also affects retaining information (memory) and their planning skills.

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This video talks about the "co-occurrence" of DCD and CAS. It goes into detail about how it can affect the daily lives of children. It even says that half of people diagnosted with dyspraxia could be diagnost with CDC.

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Co-occurrence of (DCD)/Dyspraxia and (CAS) - Apraxia Kids

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© 2023 - Apraxia Kids - the Internet's largest, most comprehensive and trusted website for information on childhood apraxia of speech and children's speech and language topics - including evaluation, speech therapy, research and other childhood communication topics. Invaluable for parents, speech language pathologists, teachers and all those who care about a child with apraxia.

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Some children may outgrow this condition. There are different types such as physical or verbal dyspraxia. Its the idea that motor skills that should be typically used are in somewhat delayed or no apparent.

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What is dyspraxia?

Dyspraxia is a neurodevelopmental disorder of movement and coordination in which messages sent from the brain to the muscles are interrupted. It is often identified in early childhood, but can also come on later in life after an illness or acquired brain injury.

It causes problems with tasks such as handwriting or tying shoelaces, or with motor skills like catching or riding a bike.

In childhood, dyspraxia (also known as developmental coordination disorder or DCD) usually refers to a disorder in which children do not develop the motor skills that are expected for their age. While some children outgrow the condition, the majority continue to experience movement difficulty as adolescents and adults. Treatment can help them function better as they grow.

In adults, dyspraxia can come on after a brain injury or stroke, or as a symptom of dementia.

You may hear dyspraxia referred to in different ways. It may be called Childhood Apraxia of Speech (CAS), developmental verbal dyspraxia (DVD), or speech apraxia.

What are the types of dyspraxia?

There are a few different types of dyspraxia:

Motor dyspraxia - causing problems with skills like writing, dressing or skipping

Verbal dyspraxia - causing problems with speech

Oral dyspraxia - causing problems with movements of the mouth and tongue

What are the symptoms of dyspraxia?

Children with dyspraxia usually have motor learning difficulties. Some children with dyspraxia also have other physical or behavioural problems.

Motor dyspraxia involves trouble with coordinating physical movements, for example, walking up or down stairs, kicking balls, or hopping. Children with motor dyspraxia may be able to perform a task at one time, then unable at a later time.

Some signs a child may have dyspraxia include:

they are awkward or clumsy

they have difficulty with writing, doing up their buttons or shoelaces, or running and jumping

they have difficulty learning new skills

they bump into other people or objects

they become tired easily

they avoid tasks they find difficult, such as handwriting

they have difficulty changing their clothes

they make a mess when eating

Children with verbal dyspraxia have problems with coordinating their muscle to produce speech sounds and words. They have difficulties in producing clear, fluent speech or saying certain words or sentences. Children with verbal dyspraxia might speak slowly with frequent pauses.

Children with speech dyspraxia may:

find it hard to make or repeat sounds

make different mistakes when they say the same word

have difficulty with intonation - they may speak in a monotone or stress each syllable the same

have a limited vocabulary and not use many words

speak more slowly than other children their age

pause often when speaking

make searching movements with their lips and tongue when trying to say a sound

Children with oral dyspraxia may have trouble with eating and swallowing.

What causes dyspraxia?

It is unknown why some children have dyspraxia. There is no single cause. It is thought to be a problem with the way connections develop between some of the nerve pathways in the brain. There may be a genetic component and premature babies seem to be at greater risk.

It can also occur after damage to the brain due to illness, a stroke or an accident.

How is dyspraxia diagnosed?

If you are concerned that your child has dyspraxia, see your doctor for advice and referral to other specialists.

Your child may be referred to, for example:

speech pathologists for oral and verbal dyspraxia

occupational therapists for oral and motor dyspraxia

physiotherapists for motor dyspraxia

Each specialist will use a variety of assessment tools. Your doctor is likely to coordinate the process of assessment and diagnosis.

How is dyspraxia treated?

There is no cure for dyspraxia, but it can be treated and managed with a combination of regular, intensive therapies including:

Last reviewed: August 2021

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Dyspraxia is a disorder of movement and coordination that can be picked up in childhood. Through the right treatment, you can help manage its symptoms. Read more about dyspraxia symptoms and treatment.

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Academic:
~ Problems with class movement
~ Using scissors
~ Coloring/ Drawing
~ Playing jigsaw games
~ Difficulties' concentrating
Behavioral:
~ Playing on the playground like jumping, playing hopscotch, catching or kicking a ball, hopping, and skipping.
Struggles:
~Coordination skills like tasks requiring balance, playing sports, or learning how to drive a car
~Motor Skills such as writing or using small objects

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A person with dyspraxia has problems with movement, coordination, judgment, processing, memory, and some other cognitive skills. Dyspraxia also affects the body's immune and nervous systems.

Dyspraxia is also known as motor learning difficulties, perceptuo-motor dysfunction, and developmental coordination disorder (DCD). The terms "minimal brain damage" and "clumsy child syndrome" are no longer used.

According to the National Center for Learning Disabilities, individuals with dyspraxia have difficulties in planning and completing fine and gross motor tasks. This can range from simple motor movements, such as waving goodbye, to more complex ones like sequencing steps to brush one's teeth.

Dyspraxia is a neurological disorder that impacts an individual's ability to plan and process motor tasks.

Individuals with dyspraxia often have language problems, and sometimes a degree of difficulty with thought and perception. Dyspraxia, however, does not affect the person's intelligence, although it can cause learning problems in children.

Developmental dyspraxia is an immaturity of the organization of movement. The brain does not process information in a way that allows for a full transmission of neural messages.

A person with dyspraxia finds it difficult to plan what to do, and how to do it.

The National Institute of Neurological Disorders and Stroke (NINDS) describes people with dyspraxia as being "out of sync" with their environment.

Experts say that about 10 percent of people have some degree of dyspraxia, while approximately 2 percent have it severely. Four out of every 5 children with evident dyspraxia are boys, although there is some debate as to whether dyspraxia might be under-diagnosed in girls.

According to the National Health Service, United Kingdom, many children with dyspraxia also have attention deficit hyperactivity disorder ( ADHD).

Symptoms tend to vary depending on the age of the individual. Later, we will look at each age group in more detail. Some of the general symptoms of dyspraxia include:

poor balance

poor posture

clumsiness

differences in speech

perception problems

poor hand-eye coordination

A diagnosis of dyspraxia can be made by a clinical psychologist, an educational psychologist, a pediatrician, or an occupational therapist. Any parent who suspects their child may have dyspraxia should see their doctor.

When carrying out an assessment, details will be required regarding the child's developmental history, intellectual ability, and gross and fine motor skills:

Gross motor skills - how well the child uses large muscles that coordinate body movement, including jumping, throwing, walking, running, and maintaining balance.

Fine motor skills - how well the child can use smaller muscles, including tying shoelaces, doing up buttons, cutting out shapes with a pair of scissors, and writing.

The evaluator will need to know when and how developmental milestones, such as walking, crawling, and speaking were reached. The child will be evaluated for balance, touch sensitivity, and variations on walking activities.

Dyspraxia symptoms may vary depending on age. With that in mind, we will look at each age individually. Not every individual will have all of the symptoms outlined below:

Very early childhood

The child may take longer than other children to:

Sit.

Crawl - the Dyspraxia Foundation says that many never go through the crawling stage.

Walk.

Speak - according to the Children's Hospital at Westmead, Australia, the child may be slower in answering questions, find it hard to make sounds, or repeat sequences of sounds or words; they may also have difficulty in sustaining normal intonation patterns, have a very limited automatic vocabulary, speak more slowly than other children, and use fewer words with more pauses.

Stand.

Become potty trained (get out of diapers).

Build up vocabulary.

Early childhood

Tying shoelaces can be a difficult task for children suffering with dyspraxia.

Later on, the following difficulties may become apparent:

Problems performing subtle movements, such as tying shoelaces, doing up buttons and zips, using cutlery, and handwriting.

Many will have difficulties getting dressed.

Problems carrying out playground movements, such as jumping, playing hopscotch, catching a ball, kicking a ball, hopping, and skipping.

Problems with classroom movements, such as using scissors, coloring, drawing, playing jigsaw games.

Problems processing thoughts.

Difficulties with concentration. Children with dyspraxia commonly find it hard to focus on one thing for long.

The child finds it harder than other kids to join in playground games.

The child will fidget more than other children.

Some find it hard to go up and down stairs.

A higher tendency to bump into things, to fall over, and to drop things.

Difficulty in learning new skills - while other children may do this automatically, a child with dyspraxia takes longer. Encouragement and practice help enormously.

Writing stories can be much more challenging for a child with dyspraxia, as can copying from a blackboard.

The following are also common at pre-school age:

Finds it hard to keep friends.

Behavior when in the company of others may seem unusual.

Hesitates in most actions, seems slow.

Does not hold a pencil with a good grip.

Such concepts as 'in', 'out', 'in front of' are hard to handle automatically.

Later on in childhood

Many of the challenges listed above do not improve or only improve slightly.

Tries to avoid sports.

Learns well on a one-on-one basis, but nowhere near as well in class with other children around.

Reacts to all stimuli equally (not filtering out irrelevant stimuli automatically)

Mathematics and writing are difficult.

Spends a long time getting writing done.

Does not follow instructions.

Does not remember instructions.

Is badly organized.

In adults, symptoms include:

Poor posture and fatigue.

Trouble completing normal chores.

Less close control - writing and drawing are difficult.

Difficulty coordinating both sides of the body.

Unclear speech, often word order can be jumbled.

Clumsy movement and tendency to trip over.

Grooming and dressing more challenging - shaving, applying makeup, fastening clothes, tying shoelaces.

Poor hand-eye coordination.

Difficulty planning and organizing thoughts and tasks.

Less sensitive to non-verbal signals.

Easily frustrated.

Low self-esteem.

Difficulty sleeping.

Difficulty distinguishing sounds from background noise.

Notable lack of rhythm when dancing or exercising.

Social and sensory - individuals with dyspraxia may be extremely sensitive to taste, light, touch, and/or noise. There may also be a lack of awareness of potential dangers. Many experience moods swings and display erratic behavior.

Researchers at the University of Bolton in England say that there is often a tendency to take things literally "(the child) may listen but not understand."

Scientists do not know what causes dyspraxia. Experts believe the person's nerve cells that control muscles (motor neurons) are not developing correctly. If motor neurons cannot form proper connections, for whatever reason, the brain will take much longer to process data.

Experts at the Disability and Dyslexia Service at the Queen Mary University of London, U.K., say that studies suggest dyspraxia may be caused by an immaturity of neuron development in the brain, rather than any specific brain damage.

A report from the University of Hull in England says that dyspraxia is " probably hereditary: several genes have been implicated. Often, there are many members within a family who are similarly affected."

Although dyspraxia is not curable, with treatment, the individual can improve. However, the earlier a child is diagnosed, the better their prognosis will be. The following specialists most commonly treat people with dyspraxia:

Occupational therapy

An occupational therapist will evaluate how the child manages with everyday functions both at home and at school. They will then help the child develop skills specific to daily activities which they find difficult.

Speech and language therapy

The speech-language pathologist will conduct an assessment of the child's speech, and then implement a treatment plan to help them to communicate more effectively.

Perceptual motor training

This involves improving the child's language, visual, movement, and auditory skills. The individual is set a series of tasks that gradually become more advanced - the aim is to challenge the child so that they improve, but not so much that it becomes frustrating or stressful.

Equine therapy for dyspraxia

In a study published in the Journal of Alternative and Complementary Medicine, a team of Irish, British, and Swedish researchers evaluated the effects of equine therapy (therapeutic horse-riding) on a group of 40 children aged 6-15 years with dyspraxia.

The children participated in six horse-riding sessions lasting 30 minutes each, as well as two 30-minute audiovisual screening sessions.

They found that riding therapy stimulated and improved the participants' cognition, mood, and gait parameters. The authors added that "the data also pointed to the potential value of an audiovisual approach to equine therapy."

Active Play

Experts say that active play - any play that involves physical activity - which can be outdoors or inside the home, helps improve motor activity. Play is a way children learn about the environment and about themselves, and particularly for children aged 3-5; it is a crucial part of their learning.

Active play is where a very young child's physical and emotional learning, their development of language, their special awareness, the development of what their senses are, all come together.

The more children are involved in active play, the better they will become at interacting with other children successfully.

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Dyspraxia: Causes, symptoms, and treatments

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A person with dyspraxia has problems with movement, coordination, judgment, processing, memory, and some other cognitive skills. Dyspraxia also affects the body's immune and nervous systems. Dyspraxia is also known as motor learning difficulties, perceptuo-motor dysfunction, and developmental coordination disorder (DCD). The terms "minimal brain damage" and "clumsy child syndrome" are no longer used.

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You may have other disabilities, and typically, they have similar symptoms. For example, ADHD, dyslexia, etc. However, depression and anxiety can also be seen frequently with dyspraxia.

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Dyspraxia, also known as developmental co-ordination disorder (DCD), is a common disorder that affects movement and co-ordination.
Dyspraxia does not affect your intelligence. It can affect your co-ordination skills - such as tasks requiring balance, playing sports or learning to drive a car. Dyspraxia can also affect your fine motor skills, such as writing or using small objects.

This page focuses on dyspraxia in adults. You can also read about childhood dyspraxia.

Symptoms of dyspraxia

Symptoms of dyspraxia can vary between individuals and may change over time. You may find routine tasks difficult.

If you have dyspraxia it may affect:

your co-ordination, balance and movement

how you learn new skills, think, and remember information at work and home

your daily living skills, such as dressing or preparing meals

your ability to write, type, draw and grasp small objects

how you function in social situations

how you deal with your emotions

time management, planning and personal organisation skills

Dyspraxia should not be confused with other disorders affecting movement, such as cerebral palsy and stroke. It can affect people of all intellectual abilities.

When to see a GP

See a GP if you think you may have undiagnosed dyspraxia or problems with your co-ordination. It's a good idea to keep a diary of your symptoms.

The GP may refer you to a physiotherapist or an occupational therapist for tests. They'll assess your movements and how your symptoms are affecting you before making a diagnosis.

If you have dyspraxia, you may also have other conditions, such as:

Causes of dyspraxia

It's not known what causes dyspraxia. You may be at a higher risk of developing it if you were born prematurely.

Dyspraxia is more common in men and often runs in families.

Treatment for dyspraxia

There is no cure for dyspraxia but there are therapies that can help with daily living, such as:

It may also help if you:

keep fit - you may find regular exercise helps with co-ordination, reduces feelings of fatigue and prevents you gaining weight

learn how to use a computer or laptop if writing by hand is difficult

use a calendar, diary or app to improve your organisation

learn how to talk positively about your challenges and how you've overcome them

get support from programmes such as Access to Work from Jobcentre Plus

Support for people living with dyspraxia

Dyspraxia can have a big effect on your life, but support is available to help you manage your condition.

It might help to talk to others with dyspraxia or to connect with a charity.

You may find these charity and forum links useful:

Page last reviewed: 01 October 2020
Next review due: 01 October 2023

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Find out more about dyspraxia, which is a common disorder that affects movement and co-ordination. Read about the symptoms, causes and treatments for dyspraxia, and find out when to get medical help.

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Difficulties in:
- stress levels fluctuating
- overall mental health decrease
- general adaptations that need to occur(day-to-day life events)

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Mounting insecurity, unpredictable outcomes, unspoken rules and the stress of making a good first impression. There's no doubt about it: dating is a puzzle. But imagine for a second that your brain is predisposed to communicate, interpret and present yourself differently to everyone around you. When you throw that into the mix, cracking the search for love enters Da Vinci Code levels of complexity.

Dyspraxia is a developmental disorder that creates these very barriers. Stemming from childhood, it causes difficulty in activities requiring coordination and movement. It's a condition that directly impacts physical movements like walking, speech or grip, and causes internal difficulties with memory, perception and thought processing.

For me, dyspraxia has always had a significant impact on my love life, from not being able to hold cutlery on a date, to completely missing my partner's face when I go in for a kiss. The idea of explaining these shortcomings to a new romantic partner fills me with crippling anxiety. But it's nothing on the reality that they'll find out sooner or later, likely in the humiliating situation, like me dropping a drink on them, stumbling over words, or falling flat on my face. I've long since accepted that trying to present myself as a poised and elegant potential partner might as well be the thirteenth Labour of Heracles, yet there is still a dread that hangs around opening up to someone intimately, burdened with the worry that your communication and their understanding might not sync up.

Interacting with a world that doesn't understand you is a rarely discussed symptom of neurological disorders and it's perhaps the most isolating. My own dating debacles lead me to wonder: am I alone in this? Have other people with my condition found the road to romance easy, or are we united in our ungainly isolation?

23-year-old Anna Hughes McIver found out she had dyspraxia when she was 15. While the diagnosis came as a relief that helped shape her understanding of herself, it had an unexpected impact on her love life. "I was happy to be told I had dyspraxia as I felt it made me understand myself better," she says, "but when I told my boyfriend - my first ever boyfriend - he laughed at me and said that the condition sounded made up."

Despite an early unsupportive response, McIver explains that the experience has shaped a full disclosure policy with future dates. "I tell people quite quickly," she says. "I'm not ashamed to have dyspraxia - it's a part of me. I'd rather explain how it affects me, so my partner can have a better idea of who I am. If I go for drinks and spill something, the first reaction from my date is to ask if I'm already tipsy, and I'll reply that it's dyspraxia and try to define it. Sure, it would be nice to not have to always explain myself, but it makes me who I am and I'm pretty happy with that."

"My life would be exponentially easier if I didn't have dyspraxia," explains 29-year-old Sarah-Louise Kelly. "I think it can make me a very awkward person to date." Kelly was diagnosed with the developmental disorder when she was five. She notes that her dyspraxia directly affected her ability to communicate with a partner - both in speaking and listening.

"I find dates somewhat stressful because they're often in noisy pubs or restaurants and the different sounds make it hard for me to comprehend isolated speech," she says, "I have difficulty speaking out loud; I get confused mid-sentence and forget how to pronounce certain words, which is overwhelming."

Kelly also highlights that dyspraxia has had a multifaceted impact on her love life. From not wearing heels on a date and avoiding dinner dates like the plague, to the more isolating ingrained feeling that she was asking a lot from potential partners, requesting changes in their behaviours and habits simply to understand and fit her. "But my type is always extremely empathetic, and I guess having this condition makes it easier to filter out people that aren't."

26-year-old Dylan James was diagnosed with dyspraxia last year and details how the condition affected the physical side of his love life. "I don't think I've ever hugged someone without treading on their feet or bumping into them," he says. "I always bump heads or noses going in for a kiss, so I end up waiting for the other person to initiate so I can stand as still as possible and brace myself. It definitely affects my confidence because poor motor skills mean I have no rhythm so can't dance, and I can't really hold a knife and fork properly. I drop things all the time and it can get really embarrassing."

Similar to Kelly, James highlights that dyspraxia impacted on his ability to communicate with potential partners. "I'm really bad at putting the thoughts in my head into words, so I'm bad at explaining my emotions or actions. I also get sensory overload with noise and touch if I'm stressed, which leads to me snapping at people - that probably isn't good in a relationship."

"Dyspraxia is fairly unheard of in my experience so the thought of explaining what it is puts me off," Dylan continues. "I mean, I can barely get thoughts into words so it's a big effort trying to explain something I don't really know much about yet. I'm trying to learn more about dyspraxia so I can recognise traits in myself and be able to adapt better."

For everyone, dating is like a jigsaw with no reference picture, littered with countless pieces that don't make sense. Having a brain that doesn't work like most in the dating pool around you only throws in a thousand more parts. But full disclosure, self-understanding, and the confidence to ask for empathy are excellent corner pieces to start with.

Every puzzle holds the potential to be a final picture, more satisfying a triumph when it's a hard one. For all its frustration, those pieces might just come together to make a better understanding of your own heart and mind - and that can't be a bad thing.

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What it’s like dating with dyspraxia - The Skinny

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A look at the impact dyspraxia can have when entering the dating world, from communication issues to the difficulty of the ubiquitous dinner date.

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This picture explains how Dyspraxia can play a role with other disabilities.

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This is an article that explains the prevalence of dyspraxia in children. It explains some more characteristics and what you might see running into dyspraxia as a parent of a child.

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Dyspraxia is a neurological disorder that affects the planning and coordination of fine and gross motor skills; it may also affect memory, judgment, perception, information processing, and other cognitive abilities. The most common form of dyspraxia is developmental coordination disorder, and the terms are often used interchangeably. Because it can affect so many different areas of the brain and body, dyspraxia takes different forms in different people.

Dyspraxia is often recognized in early childhood when a child experiences a delay in achieving normal motor milestones (such as sitting up, crawling, walking). The symptoms can last into adolescence and adulthood. Although dyspraxia can appear on its own, it often coexists with other disorders, such as ADHD, dyslexia, and autism. While dyspraxia is not a learning disorder, it can affect a person's ability to learn and to participate fully in routine academic, social, and professional activities.

Symptoms of dyspraxia usually start appearing early in life. Early on, babies with dyspraxia can be overly irritable and have problems with feeding. In toddlerhood, the child may continue to have problems with normal feeding and display other developmental delays, such as having difficulty with toilet training, refusing to play with puzzles or toys that require construction, and seeming unable to throw and catch a ball.

Children with dyspraxia may frequently drop things and have trouble with activities that involve hand-eye coordination. For instance, they often have trouble managing buttons, zippers, and snaps. It's not unusual for children with dyspraxia to avoid physical activity out of shame or embarrassment, resulting in a lack of muscle development. Weak muscle tone can result in difficulty in sports and gym classes and even standing for any length of time. Children with dyspraxia frequently have speech and writing delays, can be forgetful and often lose things, and have trouble picking up on nonverbal social cues.

Problems with motor coordination, memory, perception, speech and language skills, following directions, and emotional control usually persist into adulthood, causing difficulties with planning, organization, concentration, and accuracy. The result is often erratic or impulsive behavior, or a tendency to avoid new or unpredictable situations or those that require teamwork. These ongoing problems can result in a variety of emotional and behavioral problems, including depression, anxiety, stress disorders, low self-esteem, fears and phobias, and addictions.

Dyspraxia is thought to affect anywhere from 6 to 10 percent of children to some degree, with 2 percent being severely affected, according to the Dyspraxia Foundation. Males are more likely to develop the condition than females are.

The exact cause of dyspraxia is unknown. Risk factors for the condition include premature birth, low birth weight, a family history of the condition, attention-deficit/hyperactivity disorder (ADHD), can have a significant impact on how the condition presents.

While no genetic cause of dyspraxia has been proven, many parents of children with dyspraxia will be able to identify other family members who also struggled with the condition.

Do dyspraxia and autism go together?

Despite common confusion, dyspraxia is not a form of autism. Both conditions can share similar symptoms, including language delay, an inability to express feelings verbally, trouble making eye contact, and sensory processing difficulties. A dyspraxic child incorrectly diagnosed as having autism will make little progress in managing their symptoms. Careful evaluation and diagnosis by experts is critical, as dyspraxia can appear alongside autism or on its own.

Dyspraxia cannot be cured, but people with this condition can still lead a full and satisfying life. Treatment can help them manage their symptoms and improve muscle tone and coordination. In addition, a diagnosis of dyspraxia can allow a child to qualify for occupational therapy, speech therapy, and other special services and accommodations through the school system.

At home, children can be encouraged to participate in physical activities and active play to strengthen muscle tone and improve physical coordination. Individual sports, like swimming and biking, are often helpful to keep a child physically active and reduce the risk of obesity. Children can work on puzzle skills and activities such as tossing a beanbag to improve eye-hand coordination. Simple interventions, like the use of pencil grips or learning to type, can help with communication skills.

For some children, very mild dyspraxia symptoms may disappear over time. However, in most cases, dyspraxia will continue to affect a person into their teen and adult years. Coordination problems tend to become less of an issue as someone ages and has more autonomy and control over their life, and ongoing dyspraxia symptoms become more manageable with an effective treatment plan in place.

Teens and adults with dyspraxia may find occupational therapy useful for learning practical everyday skills, such as driving or DIY projects. In cognitive behavioral therapy, they can learn how to break free of the harmful thinking patterns that often arise as a result of dealing with a chronic condition.

References

Patino, E. Understanding Dyspraxia. Understood.org. Reviewed by R. Goldberg MD.

Leonard HC, Hill EL. Executive difficulties in development coordination disorder: Methodological issues and future directions. Current Developmental Disorders Reports. June 2015;2(2):141-149.

National Health Service (U.K.)

Find a therapist who works with children and adolescents.

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Dyspraxia is a neurological disorder that affects the planning and coordination of fine and gross motor skills; it may also affect memory, judgment, perception, information processing, and other cognitive abilities. The most common form of dyspraxia is developmental coordination disorder, and the terms are often used interchangeably.

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Difficulties with:
- physical work (lifting, holding, etc)
- handwriting
- organization/time management conflicts
- memory/concentration difficulties in all categories

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Dyspraxia, or Developmental Co-ordination Disorder, is a recognised medical disorder, which impairs the organisation of movement. It is also associated with problems of language, perception and thought. It affects about 10 per cent of the population - 2 to 4 per cent seriously.

Many adults who have dyspraxia experience few problems in the workplace and have developed their own strategies for working effectively. They are often determined, persistent, hard-working and highly motivated. In many ways, adults with dyspraxia are similar to those with dyslexia. They are often creative and original thinkers as well as strategic problem solvers. However, some people with dyspraxia find it hard to achieve their true potential and may need extra support at work.

People with dyspraxia may have difficulties when looking for work, or at work. These may include:

Choosing what job to do

Having the confidence and organisation to apply for posts

Operating computers

Keyboard skills

Using office equipment such as photocopiers and staplers

Organising their workload

Communication - such as following oral instructions and taking part in discussions

Handwriting and general writing skills

Memory and concentration

However, there are steps that both people with dyspraxia and their employers can take - to help them in seeking work or to make their working life better. This leaflet outlines some of those steps.

Job seekers - Planning for the world of work

Choosing a career is a difficult process for everybody. You need to be patient and flexible, and keep your options open.

You can get extra support from your Special Needs Careers Advisors at your Local Careers Service, or your Disability Service Team at main Job Centres, where there will be a Disability Employment Advisor and sometimes an Employment Service Occupational Psychologist

Make a list of all available sources of information, such as the Internet, local and national newspapers, Job Centres and job agencies specialising in disabled people (see list at end)

Make a list of your strengths and weaknesses

Choose a field and/or type of job that fits with those strengths and weaknesses - and that you would enjoy. Consider your hobbies and the skills you have gained from them as potential leads into jobs

Be prepared if necessary to take small steps at first towards achieving your goal. You may need to complete a course of study or training first

Be realistic - if you are too ambitious you may be unsuccessful

You may get the opportunity to do a job on a voluntary basis first. This can be very helpful

Think about what adaptations you may need because of your co-ordination problems

Only apply for posts that you really want. There is no point in wasting time and money on applying for a job that is not suited to you

Jobs that can be suited to those with dyspraxia include caring for the young and elderly, for people with learning difficulties and for animals

It may be possible to turn hobbies into jobs - for example, photography or writing

Of course, some people who have dyspraxia are very good at jobs that can cause problems to others with dyspraxia, e.g. working with computers. We are all different!

Applying for a job

When you have planned, prepared and made your choice, the next step is to apply for a job.

Prepare your typed CV. Get as much help as you can, for example, by getting someone to assist you in drafting your covering letter. In some cases, you will be able to get somebody to hand-write the letter for you.

Consider seeking help from your local Careers Service or Job Centre

If possible, download the application form to your computer and type your answers. Otherwise, photocopy the application form and write it out in rough first, to ensure you send in a neat and well-presented form.

Interviews

When you have planned, prepared and made your choice, the next step is to apply for a job.

Ask somebody to give you a mock interview.

Make a list of likely questions that you will be asked

Think of an interesting question you can ask about the company/work at the interview

Plan your route to the interview in advance and perhaps even have a trial run to make sure that you arrive on time

Choose the clothes you are going to wear for the interview well in advance. Do not wear anything brand-new. You need to be comfortable and smart.

Disclosing dyspraxia

Should you tell your potential employer about your dyspraxia?

Each person's circumstances are unique: only you will have an idea of how your dyspraxia is likely to affect your ability to do the job. If your dyspraxia is only mild, for example, it may not affect your ability to do that particular job. If you do disclose, however, do so in a positive way and point out your strengths.

Strategies at work

Time management: Before you start work, plan what you have to do that day and prioritise your tasks. Use visual aids such as mind maps, flow charts, and spider diagrams. Ask your employer to help you with planning and prioritising and at the same time make clear (tactfully!) that you would prefer them not to 'hover over' you and that you find being put under pressure difficult. Ask your employer to give you plenty of advance warning of deadlines.

Organisation: Organise your workload into urgent and non-urgent piles. Break down tasks and projects into manageable chunks. Think of large projects as a series of small tasks with a beginning and an end. Reward yourself when you have finished a task. Make sure that you take regular breaks to maximise your productivity and concentration.

Instructions: Write down instructions clearly and keep them for safe reference. Ask your employer to take time to clarify instructions if necessary. At meetings, use a tape recorder to help you to remember what you have to do.

Operating office machines: When you use a computer, make sure that you sit in a comfortable position. It may be possible to use an ergonomic keyboard and mouse. Slowing down the mouse can help, as can using keyboard shortcuts if you find the mouse particularly difficult to manipulate. Keep clear instructions on how to operate photocopiers, fax machines, printers etc. Pin the instructions up next to these machines - then they can serve as a memory jogger for other people too.

Written work: Use your word processor's grammar- and spell-checks and consider asking someone to proofread your work. If appropriate, ask for speech recognition software and proofreading programs such as textHELP! Make use of templates. Your employer may be willing to send you on a course to improve your writing skills.

Coping with distraction: You could look into the possibility of flexi-time - coming in early or leaving late. A partition around your desk or wearing headphones can also help to reduce distractions.

Attitude: Try to be as calm and positive as possible. You might want to think about using basic mind and body relaxation exercises to help you to reduce your stress levels and thus improve your overall performance. Assertiveness training may help you to communicate more effectively at work. It is important to show your employer that you have many strengths; and that you want to do a good job and can achieve this, with the right support.

Additional information

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Dyspraxia, or Developmental Co-ordination Disorder, is a recognised medical disorder, which impairs the organisation of movement. It is also associated with problems of language, perception and thought. It affects about 10 per cent of the population - 2 to 4 per cent seriously.

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In this video, it talks about how Dyspraxia can affect someone. It talks about what Dyspraxia is and what to look out for.

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This video explains the characteristics of dyspraxia that you can find in adults and in children. It explains coordination and movement and why and how that is affected.

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What is Dyspraxia in Kids and Adults? Uncoordinated... understand why!

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This gives examples and explains what Dyspraxia is. It goes into depth the effect that children can go through can become a latter and effect other parts of their life. It talks about treatment and school support. It also brings up assistive technology.

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What is Developmental Coordination Disorder (DCD)?

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Difficulties with:
- overall balance when standing and/or walking
- Driving a car(no control over strength of foot or turns)
- physical activities (spots, walks, extracurriculars)
- Writing/Signing letters
- Using smaller objects (fine motor skills)

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Dyspraxia, also known as developmental co-ordination disorder (DCD), is a common disorder that affects movement and co-ordination.
Dyspraxia does not affect your intelligence. It can affect your co-ordination skills - such as tasks requiring balance, playing sports or learning to drive a car. Dyspraxia can also affect your fine motor skills, such as writing or using small objects.

This page focuses on dyspraxia in adults. You can also read about childhood dyspraxia.

Symptoms of dyspraxia

Symptoms of dyspraxia can vary between individuals and may change over time. You may find routine tasks difficult.

If you have dyspraxia it may affect:

your co-ordination, balance and movement

how you learn new skills, think, and remember information at work and home

your daily living skills, such as dressing or preparing meals

your ability to write, type, draw and grasp small objects

how you function in social situations

how you deal with your emotions

time management, planning and personal organisation skills

Dyspraxia should not be confused with other disorders affecting movement, such as cerebral palsy and stroke. It can affect people of all intellectual abilities.

When to see a GP

See a GP if you think you may have undiagnosed dyspraxia or problems with your co-ordination. It's a good idea to keep a diary of your symptoms.

The GP may refer you to a physiotherapist or an occupational therapist for tests. They'll assess your movements and how your symptoms are affecting you before making a diagnosis.

If you have dyspraxia, you may also have other conditions, such as:

Causes of dyspraxia

It's not known what causes dyspraxia. You may be at a higher risk of developing it if you were born prematurely.

Dyspraxia is more common in men and often runs in families.

Treatment for dyspraxia

There is no cure for dyspraxia but there are therapies that can help with daily living, such as:

It may also help if you:

keep fit - you may find regular exercise helps with co-ordination, reduces feelings of fatigue and prevents you gaining weight

learn how to use a computer or laptop if writing by hand is difficult

use a calendar, diary or app to improve your organisation

learn how to talk positively about your challenges and how you've overcome them

get support from programmes such as Access to Work from Jobcentre Plus

Support for people living with dyspraxia

Dyspraxia can have a big effect on your life, but support is available to help you manage your condition.

It might help to talk to others with dyspraxia or to connect with a charity.

You may find these charity and forum links useful:

Page last reviewed: 01 October 2020
Next review due: 01 October 2023

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Find out more about dyspraxia, which is a common disorder that affects movement and co-ordination. Read about the symptoms, causes and treatments for dyspraxia, and find out when to get medical help.

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This video describes the journey a typical family with a child of dyspraxia typically goes through. It talks about school and home-life and how challenges you wouldn't realize typically arise.

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What Is Applied Behavior Analysis? How ABA Therapy Works

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Students might experience issues in:
- difficulty in handwriting
- navigating computers( mouse, keyboard)
- general movement conflicts
- organizational/planning aspect

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Dyspraxia is a learning difficulty that impacts 6-10% of the population. It’s important for educators and parents alike to know how to help a child with dyspraxia in the classroom.

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Dyspraxia affects up to 6% of the population. 2% of these are severely affected by dyspraxia. Males are also 4 times more likely to be affected than females

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The exact cause of Dyspraxia is unknown, and it isn't known if it is only a single cause. Research suggests it could be the variations in the development of the brain neurons. It can occur in adults or after brain

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Dyspraxia affects about six percent of the population. It tends to affect males and is typically diagnosed at around the age of five and sometimes older.

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Learn more about dyspraxia. Find out how it affects people, how many people have dyspraxia and how to get help for it.

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- difficulty with writing
-difficulty running or jumping or tying shoes
-get tired more easily
-difficulty changing their clothes
-learning to eat with spoon or fork
-difficulty with balance
-may swing arms or legs

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Dyspraxia means that you partially lose abilities such as cooridination and movement, and is also known as the developmental coordination disorder. It begins in childhood and makes fine motor skills more difficult

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Do/Can any other disabilities exist in addition to this primary diagnosis?

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What are the academic, behavioral, or functional areas of struggle based on this disability?

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Identify challenges in the following areas:
- School
- Home
- Community
- Employment (for adults)
- Relationships
- Social and Emotional

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This week, you will be working in groups based upon your chosen disability. During each class, you will be given a set of criterion to follow to construct your own research and find resources to create a disability padlet. On Friday of this week, you will be teaching another group about your disability using the padlet you have created, which will lead into our second edition of the Who Am I? Demystification poster regarding Specific Learning Disabilities.

Tasks: Conduct your own research (I have given you a head start with the resource hub) on each of the subtopics for each day. As always, based on course policy, do not copy and paste. Quote, summarize, and paraphrase. For each subtopic, you will also be required to find two resources (videos, links, websites, pdfs, etc.) to assist and teach others. Provide a brief description for each of your resources as well.

Subtopics: In each subtopic, you will need the following:
- Defining, summarizing, quoting, or paraphrasing to give an understanding of each one.
- Two resources + an explanation of each one.