Challenges and Impacts of DCD
Developmental Coordination Disorder (DCD) is a neurodevelopmental disorder characterised by problems with motor coordination development. Children with DCD are unable to function well in everyday activities and in academic settings because of their incoordination (Soriano, Hill, & Crane, 2015). Despite the fact that DCD affects a large number of people and has serious repercussions, it is underappreciated in clinical and educational settings. Thus, the main aim of this essay is to highlight upon developmental coordination disorder and how does it impact upon children of different ages. While DCD has been extensively explored in recent years, there are still numerous gaps between research and practise in the area that need to be closed. This article will address some of these problems. For that purpose, the essay it will take into account at least ten peer reviewed journal which will give more detailed and analytical perspective on DCD and its various impacts upon children.
Children with DCD have difficulty developing motor skills and coordination throughout their lives. Learning may be affected by it, but it’s not a disease. Activities of daily living (ADL) are vital to children’s day-to-day functioning and would be adversely affected by these deficits. A wide variety of motor-based ADL (eg, mobility, personal hygiene, eating, and dressing; handwriting and completing craftwork; ball skills and riding a bicycle) are problematic for children with DCD. According to Phd & Wilson (2001), DCD could be developed in two ways. In a general sense, it is defined as an inability to do everyday tasks because of a lack of motor competence. In a more complex sense, DCD may be defined as problems or impairments in the execution of “age-appropriate” tasks, as well as issues with motor coordination despite normal IQ levels. Zwicker et al (2012) emphasised that the majority of individuals refer to DCD as “clumsiness”, or children who seem “clumsy” or “awkward” in their movements for no obvious cause. DCD, according to the American Psychiatric Association (APA), is either a notable (DSM-IV) or major (ICD10) deficit in the growth of motor coordination that significantly affects academic success, daily living abilities, or both (Vahia, 2013). According to the study of Camden et al (2015) DCD is a term used to indicate issues in movement development of children which could exist even in Adulthood. As a problem learning or performing abilities that involve motor coordination becomes obvious as early as infancy. A child’s ability to do routine activities in the home, play, and school contexts is impacted by this disorder. Despite the fact that the aetiology of DCD remains a mystery.
The impact of DCD in children ranging from motor planning problems, generation of fine motor skills, coordination etc. Various studies are being conducted to find out the problems related to DCD and its impact on children from different age group. According to a study conducted by Van der Linde et al (2015); found that children with DCD have been reported to have worse ADL performance, slower ADL learning, and less frequent participation in ADL activities than their normally developing peers. In order to do the research, children between the ages of 5 and 8 were randomly chosen to participate in a control group of 25 children. The twenty-five children selected for the study also include DCD children who were diagnosed by a doctor using the diagnostic criteria for DCD outlined in the worldwide clinical practise guideline for DCD. The group was asked to perform three types of function which includes self-care and self-maintenance, fine motor activities and gross motor play activities. The results showed that children with DCD exhibited a broad variety of performance and learning patterns (bad in 10%–80% of the tasks), with delays ranging from 0%–100%. It was shown that lower levels of ADL engagement in the DCD group were associated with both slower rates of learning and worse performance in ADL as compared to the peer group. Despite the fact that the research only had a small number of participants and a restricted scope, it was nonetheless able to provide valuable information. This research shows how DCD impacts children’s everyday life and the need of individualised treatment. Another study conducted by Cacola & Lage (2015) to find out the impact of DCD on children in Brazil using wide range of literature review. Overview of DCD, research evidence and features linked with the disorder, diagnostic criteria, related challenges and often occurring co-morbidities, and a synopsis of probable causes are included in this research paper. Their study highlights the factor that other than DCD affecting the motor skills of the children there are other associated difficulties and co-morbidities also associated with the children. For instance, Children with DCD exhibit challenges with executive functioning (cognitive abilities, inhibition, planning, and fluency), arithmetic performance planning for end-state comfort, oculomotor processes, and motor imagery, among other things. The study also finds that the relationship between physical activity levels and motor skill proficiency is another DCD-related problem. Due to the importance of motor coordination for participation in physical activity throughout life, any abnormalities in motor coordination from infancy or early adulthood may have a negative influence on physical activity, which may lead to obesity or poor cardiovascular function. Although the study focuses on secondary evidences and has limited approach in case of finding various intervention programmes but the research acknowledges various studies related to the subject. According to the study’s findings, developmental coordination disorder (DCD) is a serious condition with well-defined diagnostic criteria that calls for treatment aimed at enhancing the patient’s motor and functional abilities in order to alleviate any associated difficulties or negative effects on the body or mind. A similar study was conducted by Asonitou et al (2012) using information processing theories like the PASS model to evaluate the possible variations in particular motor and cognitive skills between children with and without developmental coordination issue (DCD). Using random sampling the study takes 5 – and 6-year-old pre-schoolers (54 children having DCD and 54 children without DCD). Various assessment models were used like the movement assessment battery to test the motor functions of children. It was discovered that children with DCD performed considerably worse on all physical and cognitive activities than their non-DCD counterparts once the evaluation was completed. The results of a correlation study show that cognitive processes and physical abilities are strongly linked. Both groups showed substantial correlations between their ability to multitask and their physical dexterity. Furthermore, the non-DCD group showed a substantial correlation between planned cognitive processes and balance. To detect particular cognitive-motor issues, an early examination may be necessary. Due to the fact that children with DCD still lack a variety of fundamental cognitive and motor skills, this research proved particularly beneficial for examining the condition’s early symptoms and manifestations. Furthermore, a study was conducted by Barnett and Prunty (2021) to find out how DCD effect the academic result of children affected by it. They take handwriting as a variable to find out the difficulty associated with DCD. Research data and current recommendations are used to give an overview of the nature of handwriting issues in DCD, to show the variety of techniques available for a full assessment, and to provide ideas for intervention planning and implementation. According to the findings, DCD children have three primary issues with handwriting: spelling errors, slow pace, and size control, as well as employing adequate muscle adjustment for each letter stroke. The research is especially relevant because future research should analyse handwriting in many circumstances and establish the best learning conditions to help children with DCD reach their full potential.
Research and Practice Gap in DCD
Other than the performance issues with children having DCD, as study was conducted by Karrias et al (2019) to investigate about the health-related quality of life of children (HRQOL) suffering from DCD. Children with DCD and their parents completed the KidScreen-52 and Strength and Difficulties Questionnaire, which were then compared to normative data. The study found that when compared to published norms, the HRQOL of children and parents with DCD is considerably worse. Caregivers’ HRQOL perceptions differ considerably from their child’s self-reported HRQOL in several dimensions. Parental reports indicate that the emotional and behavioural difficulties experienced by children with DCD are much higher than those experienced by the general population. People with poor motor and attentional abilities have a worse quality of life. Although the study’s sample size was small, the data was gathered from a single clinic. A referral bias was also presented in the study’s sample, which was mostly male. Despite this the study found that DCD still seems to lead to a poorer HRQOL perception. Therapy for children with DCD should go beyond motor skill training, according to the findings. Same study about HRQOL was conducted among students diagnosed with DCD was conducted by Yeger (2020) with a large sample size of 200 students (182 with normal motor performance in accordance with the adult development co-ordination disorder, Checklist score and ADC and 18 students with suspected DCD. The study’s goal was to see how people with probable DCD deal with DCD’s effects as children and adults, and how these experiences affect their HRQOL. The result was quite similar to that of the study of Karrias et al (2019), the HRQOL of those with DCD was considerably poorer in the suspect group (except for the physical domain). Adults with suspected DCD have motor coordination issues that began as youngsters and persist throughout adulthood, according to this research, which employed the ADC as a tool. Due to DCD’s influence on motor performance, the persons’ perceptions and experiences of themselves and of how others perceive their performance are also affected. According to the research adults with suspected DCD had worse HRQOL in a variety of dimensions. A substantial difference in social, psychological and environmental contexts, but not significant in the physical realm, was found in this study. In spite of the fact that DCD involves physical and motor manifestations, it may be argued that its detrimental effects are more prominent on emotional, social, and environmental domains. The two study is significant in finding out that people with DCD may have a worse quality of life in maturity. Having poor motor coordination in adulthood may have a significant influence on one’s quality of life, not only physically but also psychologically, socially, and environmentally.
Intervention Programmes are necessary for children having DCD to cope up with the issue and found remedial solutions to get the best outcome for the disorder. For that purpose, a study was conducted by Hiller (2007) which aims to suggests various intervention programmes using 31 studiers based on DCD to help children who are affected by the disability. According to this systematic study, children with DCD are better served by intervention than by not intervening at all. In the research, there are compelling arguments supporting a variety of techniques. It has been shown in eight of the nine research on PMT (Parental Management training) and seven studies on SIT (Student Interaction Teams) that they have a favourable influence on children’s well-being. In addition to this, the research found that children with deficits in their fine and gross motor abilities face a challenge from school, health, and social organisations. However, the study is limited in its approach as it complied existing literature to find out the best probable intervention strategy without any practical research. A similar study was conducted by Ashkenazi et al (2013) with special emphasis on low-cost intervention program for DCD children. For the purpose of the research Nine children, aged 4 to 6, who had been sent to physical therapy for suspected DCD took part in ten game-based intervention sessions. The study found that there are a number of therapeutic alternatives that may assist parents and their children overcome motor difficulties. DCD is best treated with physical and occupational therapy (PT and OT). Several methods and tactics are used by therapists to aid in the development of motor skills and coordination. OT and PT may be provided by a school-based programme or by a private therapist in a home setting. Balance performance improved as a result of the specificity of practise principle, which states that the optimum learning occurs when practise features are identical to those of the task at hand. A number of limitations to the study was also observed a very small number of children were enrolled, and neither no intervention nor an alternate intervention was used to provide a control group. Second, this pilot research did not contain repeated pretexts. Despite this the study was essential to analyse the affectability and efficiency in these low-cost intervention programmes.
At the conclusion it needs to be stressed that, children with DCD make up a considerable fraction of the school-age population since the disorder is so common and often occurs in conjunction with other conditions. Children with DCD were shown to have difficulties with everyday activities (ADL). They also showed delays in learning ADL and a decreased frequency of participation. These children’s struggles in everyday life plainly demonstrate the effect of the disease on their lives. Moreover, having poor motor coordination as an adult may have a substantial impact on a person’s overall well-being, including their mental health, relationships with others, and the environment. Several intervention programmes are being suggested and researched by the scholars and experts in thew field. But still there is a need of greater research to find out effective intervention strategy.
References
Ashkenazi, T., Weiss, P. L., Orian, D., & Laufer, Y. (2013). Low-cost virtual reality intervention program for children with developmental coordination disorder: a pilot feasibility study. Pediatric Physical Therapy, 25(4), 467-473.
Asonitou, K., Koutsouki, D., Kourtessis, T., & Charitou, S. (2012). Motor and cognitive performance differences between children with and without developmental coordination disorder (DCD). Research in developmental disabilities, 33(4), 996-1005.
Barnett, A. L., & Prunty, M. (2021). Handwriting difficulties in developmental coordination disorder (DCD). Current Developmental Disorders Reports, 8(1), 6-14.
Caçola, P., & Lage, G. (2019). Developmental Coordination Disorder (DCD): An overview of the condition and research evidence. Motriz: Revista de Educação Física, 25.
Camden, C., Wilson, B., Kirby, A., Sugden, D., & Missiuna, C. (2015). Best practice principles for management of children with developmental coordination disorder (DCD): results of a scoping review. Child: care, health and development, 41(1), 147-159.
Engel-Yeger, B. (2020). The role of poor motor coordination in predicting adults’ health related quality of life. Research in Developmental Disabilities, 103, 103686.
Hillier, S. (2007). Intervention for children with developmental coordination disorder: a systematic review. Internet Journal of Allied Health Sciences and Practice, 5(3), 7.
Karras, H. C., Morin, D. N., Gill, K., Izadi-Najafabadi, S., & Zwicker, J. G. (2019). Health-related quality of life of children with Developmental Coordination Disorder. Research in developmental disabilities, 84, 85-95.
Phd, D. D., & Wilson, B. N. (2001). Developmental coordination disorder: What is it?. Physical & occupational therapy in pediatrics, 20(2-3), 5-27.
Soriano, C. A., Hill, E. L., & Crane, L. (2015). Surveying parental experiences of receiving a diagnosis of developmental coordination disorder (DCD). Research in Developmental Disabilities, 43, 11-20.
Vahia, V. N. (2013). Diagnostic and statistical manual of mental disorders 5: A quick glance. Indian journal of psychiatry, 55(3), 220.
Van der Linde, B. W., van Netten, J. J., Otten, B., Postema, K., Geuze, R. H., & Schoemaker, M. M. (2015). Activities of daily living in children with developmental coordination disorder: performance, learning, and participation. Physical Therapy, 95(11), 1496-1506.
Zwicker, J. G., Missiuna, C., Harris, S. R., & Boyd, L. A. (2012). Developmental coordination disorder: a review and update. European Journal of Paediatric Neurology, 16(6), 573-581.
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