TY - CHAP M1 - Book, Section TI - Case Study: Developmental Coordination Disorder A1 - Anderson, Deborah A2 - Effgen, Susan K. PY - 2013 T2 - Meeting the Physical Therapy Needs of Children AB - Children who have developmental coordination disorder (DCD) have previously been given a wide variety of diagnoses, including but not limited to developmental apraxia, motor impaired, clumsy child syndrome, perceptual motor difficulties, and sensory integrative dysfunction (Baxter, 2012; Blank, Smits-Engelsman, Polatajko, & Wilson, 2012; Sugden & Chambers, 2005; Barnhart, Davenport, Epps, & Nordquist, 2003;). Over the past several years, physicians, therapists, and school personnel have identified common characteristics that apply to most of these children. Common characteristics include but are not limited to low muscle tone, balance deficits, awkward running pattern, difficulty following two- to three-step motor commands, learning difficulties, poor interactive play skills, perceptual deficits, slower response time, and decreased fitness levels (Blank et al., 2012; Cairney Hay, Veldhuizen, & Faught, 2011; Sugden & Chambers, 2005). In 1994, the American Psychiatric Association (APA) identified a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnostic category for DCD for children who meet the following three qualifying conditions: (1) marked impairment in development of motor coordination, (2) impairment that interferes with academic achievement or activities of daily living (ADL), and (3) coordination difficulties that are not due to a general medical condition or pervasive developmental disorder (APA, 1994). In 2000, the DSM- IV was updated to include “If mental retardation is present, the motor difficulties are in excess of those usually associated with it,” (APA, 2000). SN - PB - F. A. Davis Company CY - New York, NY Y2 - 2024/04/19 UR - fadavispt.mhmedical.com/content.aspx?aid=1134004248 ER -