British Journal of Occupational Therapy, 84(5), 2021, pp.307-316.
Publisher:
Sage
Introduction: Children and young people with developmental coordination disorder experience multiple occupational performance and participation challenges across environments. Research to date has not fully explored occupational therapy practice with children with developmental coordination disorder and their families. This study aims to describe current occupational therapy practice with children with developmental coordination disorder. Method: This study used a cross-sectional, online qualitative vignette survey methodology. International occupational therapists who were working with or had worked with children with developmental coordination disorder within the previous 5 years were invited to participate. Following a case vignette, clinicians were asked questions prompting them to describe their practice based upon the vignette. The data were analysed thematically. The Consolidated Criteria for Reporting Qualitative Research and Checklist for Reporting Results of Internet E-Surveys reporting guidelines were adhered to. Findings: Fifty-three valid responses were analysed. Analysis identified three themes describing occupational therapy practice with children with developmental coordination disorder: (a) a collaborative approach to establish occupation-focused goals; (b) occupation-focused assessment to guide therapy and diagnose developmental coordination disorder; and (c) the use of occupation-based interventions incorporating multiple strategies to enhance occupational engagement. Conclusion: This study suggests that current occupational therapy practice with children with developmental coordination disorder is collaborative, occupation-focused, and multi-component. Findings highlight a gap between the complexity of practice and the nature of interventions evaluated in research to date.
(Edited publisher abstract)
Introduction: Children and young people with developmental coordination disorder experience multiple occupational performance and participation challenges across environments. Research to date has not fully explored occupational therapy practice with children with developmental coordination disorder and their families. This study aims to describe current occupational therapy practice with children with developmental coordination disorder. Method: This study used a cross-sectional, online qualitative vignette survey methodology. International occupational therapists who were working with or had worked with children with developmental coordination disorder within the previous 5 years were invited to participate. Following a case vignette, clinicians were asked questions prompting them to describe their practice based upon the vignette. The data were analysed thematically. The Consolidated Criteria for Reporting Qualitative Research and Checklist for Reporting Results of Internet E-Surveys reporting guidelines were adhered to. Findings: Fifty-three valid responses were analysed. Analysis identified three themes describing occupational therapy practice with children with developmental coordination disorder: (a) a collaborative approach to establish occupation-focused goals; (b) occupation-focused assessment to guide therapy and diagnose developmental coordination disorder; and (c) the use of occupation-based interventions incorporating multiple strategies to enhance occupational engagement. Conclusion: This study suggests that current occupational therapy practice with children with developmental coordination disorder is collaborative, occupation-focused, and multi-component. Findings highlight a gap between the complexity of practice and the nature of interventions evaluated in research to date.
(Edited publisher abstract)
This article reports on an assistive technology specialist who has conducted academic research to develop an online training programme to help people with learning disabilities such as dyslexia. 'e-Quality Learning’ investigated various cognitive and sensory disabilities such as dyspraxia, autism and dyslexia and the impact they have on the learner. This enabled e-Quality Learning to create
This article reports on an assistive technology specialist who has conducted academic research to develop an online training programme to help people with learning disabilities such as dyslexia. 'e-Quality Learning’ investigated various cognitive and sensory disabilities such as dyspraxia, autism and dyslexia and the impact they have on the learner. This enabled e-Quality Learning to create a specific learning model to maximise the quality and quantity of training to available people with learning disabilities. As a result, e-Quality Learning was able to create three separate areas of expertise: an online resource library for continuous learning support; a train-the-trainer school to deliver flexible, user-led training around the research findings; and an online platform for easier access to learning services. The article presents the barriers which have been broken down, and highlights the positive outcomes from the endeavour.
Subject terms:
internet, specific learning disorders, assistive technology, dyslexia, dyspraxia;
This book offers clear and balanced information on a range of alternative therapies for individuals with dyslexia, dyscalculia, dyspraxia or ADHD. The author provides an overview of each therapeutic option, method of use and case examples, covering nutritional supplements, massage, acupuncture and hypnotherapy, among others. She also includes contributions from experienced alternative therapists
This book offers clear and balanced information on a range of alternative therapies for individuals with dyslexia, dyscalculia, dyspraxia or ADHD. The author provides an overview of each therapeutic option, method of use and case examples, covering nutritional supplements, massage, acupuncture and hypnotherapy, among others. She also includes contributions from experienced alternative therapists, offering an insider's view of what works and what does not. Her objective approach will enable the reader to make an informed choice from among the many available options. A bibliography and a list of useful contacts are also provided. This book is thus a resource for anyone interested in exploring alternative therapy approaches to dyslexia and related difficulties, particularly for parents of people with dyslexia, dyslexics themselves and the professionals who work with them.
Developmental Coordination Disorder (DCD) is a term used to describe children who have difficulty with movement and specific aspects of learning, and includes dyspraxia, Asperger Syndrome and associated conditions. This booklet answers commonly asked questions about DCD and presents all the necessary information to aid parents, carers and professionals in selecting the best options
Developmental Coordination Disorder (DCD) is a term used to describe children who have difficulty with movement and specific aspects of learning, and includes dyspraxia, Asperger Syndrome and associated conditions. This booklet answers commonly asked questions about DCD and presents all the necessary information to aid parents, carers and professionals in selecting the best options for their child; sometimes correcting the little things can lead to big results. The author describes the features of Developmental Coordination Disorder and provides practical solutions ranging from maintaining posture and personal care through to the more complex tasks of learning. Practical exercises to help improve the DCD child's motor and sensory skills are included, plus an extensive list of useful addresses and resources.
Subject terms:
mobility impairment, activities of daily living, Aspergers syndrome, communication disorders, dyspraxia;
The author draws upon her 30 years’ experience of working with children with movement disorders to provide clear and positive answers to questions commonly asked by parents and teachers about dyspraxia. This fully-updated second edition of her book has been revised to reflect current practice and developments. The characteristics of dyspraxia and assessment procedures are explained followed...
The author draws upon her 30 years’ experience of working with children with movement disorders to provide clear and positive answers to questions commonly asked by parents and teachers about dyspraxia. This fully-updated second edition of her book has been revised to reflect current practice and developments. The characteristics of dyspraxia and assessment procedures are explained followed by discussion of what can be done to help. New material has been added on concepts such as physical literacy and whether the incidence of dyspraxia has increased. Terminology is reviewed and the therapeutic options considered. New case studies and photographs are used to illustrate successful interventions in practice. Appendices provide details of useful publications, programmes, equipment and organisations. Chapters include: What is dyspraxia?; What causes dyspraxia?; What are children with dyspraxia like?; How are children with dyspraxia identified?; How are children with dyspraxia assessed?; Interventions in school: primary or elementary school; Interventions in school: secondary, middle or high school and further education; How Can Parents Help Their Child?; Therapeutic Interventions; and Leaving school, further education, careers and adult life.
INSTITUTE OF EMARKEE Katharine (Director), HENDERSON Shelia (producer), MARKEE Ann (Producer)
Publisher:
University of London. Institute of Education
Publication year:
2005
Pagination:
DVD, CD ROM
Place of publication:
London
This resource contains a DVD and accompanying CD-ROM . The CD-ROM provides a power point presentation which introduces the topic of children with Developmental Coordination Disorder (Dyspraxia) and highlights some of the practical and theoretical problems that need to be solved in order to help children with this condition. The film on the DVD shows how one boy with severe difficulties was helped
This resource contains a DVD and accompanying CD-ROM . The CD-ROM provides a power point presentation which introduces the topic of children with Developmental Coordination Disorder (Dyspraxia) and highlights some of the practical and theoretical problems that need to be solved in order to help children with this condition. The film on the DVD shows how one boy with severe difficulties was helped to cope with his problems through changes to his environment. This resource has been developed primarily for use by professionals, though may also be of interest to parents.
Subject terms:
intervention, learning disabilities, mobility impairment, young people, case studies, children, dyspraxia;
This article argues that people with borderline learning difficulties are being failed by current contracting and funding arrangements leading to increased social exclusion. Some individuals with attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (also known as dyspraxia), Asperger’s syndrome, and dyslexia continue to have difficulties into their adult years
This article argues that people with borderline learning difficulties are being failed by current contracting and funding arrangements leading to increased social exclusion. Some individuals with attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (also known as dyspraxia), Asperger’s syndrome, and dyslexia continue to have difficulties into their adult years that impact on their ability to become fully active in society. However, they are rarely seen as a priority in terms of service provision. They are not seen as learning disabled as their IQ is too high and so cannot access social services, and there is often the view that their difficulties are minimal and require little support. The article argues that if their training and support needs are met, many of these individuals can enjoy long-term success in the labour market. Without adequate support however, they can develop additional mental health difficulties or anti-social behaviours such as depression and drug and alcohol misuse. A case study is presented to demonstrate how early responsive and individualised intervention can impact on a student with borderline learning difficulties.
Subject terms:
learning disabilities, mobility impairment, social care provision, ADHD, Aspergers syndrome, dyslexia, dyspraxia;
...anecdotes and stories of personal experiences. Many dyslexic people additionally have dyspraxia and/or ADHD and this revised edition of the book considers the further challenges presented by these overlapping conditions. New sections explore mental imagery [visualisation] and synaesthesia. Among the topics addressed are: dyslexia, dyspraxia and ADHD – what are they and what is the common ground; colours
The effects of dyslexia reach far beyond the traditionally considered areas of literacy and study, influencing entire lives and shaping personalities. This book has been written to help readers understand how dyslexics feel, how they develop coping strategies and to provide an insight into the emotions of young people with dyslexia. It is written in a non-academic style and contains many anecdotes and stories of personal experiences. Many dyslexic people additionally have dyspraxia and/or ADHD and this revised edition of the book considers the further challenges presented by these overlapping conditions. New sections explore mental imagery [visualisation] and synaesthesia. Among the topics addressed are: dyslexia, dyspraxia and ADHD – what are they and what is the common ground; colours and reading; becoming creative; sports, genes and evolution; ‘invisible’ girls and women; sleep; and neurodiversity. The book is expected to be of interest to a wide audience including, dyslexic people themselves, their parents/carers and their teachers or tutors.
There are two main objectives of this handbook: to provide a simple clear understanding of some of the underlying challenges that children with a dyspraxia profile experience, and to provide easily accessible advice and strategies for support for parents, teachers and allied professionals working with these children. The conditions of dyspraxia and developmental co-ordination disorder...
There are two main objectives of this handbook: to provide a simple clear understanding of some of the underlying challenges that children with a dyspraxia profile experience, and to provide easily accessible advice and strategies for support for parents, teachers and allied professionals working with these children. The conditions of dyspraxia and developmental co-ordination disorder are differentiated here as in some children they can be observed as separate conditions; dyspraxia being more sensory-based. The author explains the terminology used in dyspraxia: proprioception, bilateral integration, vestibular, postural, cross lateral and tactile defensiveness. She includes an outline of the impact these issues can have in the classroom and the home. Chapters include; an overview of dyspraxia; sensory integration; eye and hand skills; visual perception; working both sides of the body together; primary or baby reflexes; daily living (self-care) skills; exercises, activity and therapy. Each section of the book is laid out under three main headings: What? definitions and meaning; So What? issues and challenges for the child; Now What?; practical strategies and support.