Developmental Coordination Disorder Paper

Introduction:

Developmental coordination disorder (DCD) is a relatively common lifelong condition affecting around five to six percent of school-aged children; two percent to a severe degree (Payne, 2013, p. 362). It is described as an “impairment of the organization of the movement” (Elbasan, 2012, p.1). Developmental coordination disorder is diagnosed in children whose motor coordination is below that expected of their age. The etiology of DCD is unknown; however, it is thought that the disorder affects more boys than girls (Payne, 2013, p. 362). The coordination difficulties of children with DCD adversely impact their participation in recreation and academic pursuits, as well as significantly restrict performance of daily activities and
This disorder has been around for numerous years and has been called formally and informally many different things. Historically, DCD has been associated with the diagnosis of ADHD, “clumsiness”, Dyspraxia and other learning disorders. These symptoms can occur independently or along with other disorders. However, in 1994 it was officially named Developmental Coordination Disorder by the International Consensus Conference on Children and Clumsiness (Barnhart, Davenport, Epps, & Nordquist, 2003). Regardless of the name, it has always carried a steady definition meant to describe children with motor coordination difficulties (Kirby & Sudgen,
The purpose of this systematic review is to accumulate enough evidence that researchers can compare and contrast SI and NDT in children with DCD. The researchers narrowed down the intervention approaches due to the numerous results to represent those specifically representing SI and NDT interventions. Thus, this study will be analyzing interventions within SI and NDT in an effort to determine the efficacy of treatment to use with school aged children between the ages of six and twelve diagnosed with