Managing a child with any underlying disorder takes a toll on parents, especially by a little-known disease. Developmental Coordination Disorder (DCD) is one such disorder that affects many school-going children. According to Harris, Mickelson, & Zwicker (2015), the DMS-V classifies the illness as a motor disorder that occurs when the affected children experience delays in developing motor skills or coordinated movements, impacting their ability to perform daily duties. For instance, children with DCD can fail to carry out specific activities appropriate for their age, including tying their shoelaces, going down the stairs, or other academic-related abilities. As such, the disorder impacts their social and emotional development.
The signs and symptoms of DCD appear as early after birth, with the child having difficulties in sucking, crawling, walking, and sit. As the child enrolls in school, more noticeable signs become visible. The child frequently trips, is unable to hold objects, has an unsteady walk, among others. Moreover, the child withdraws from social activities. With a limited understanding of the pathophysiology of the disorder, a research study by Harris, Mickelson, & Zwicker (2015) indicates complications during birth and early brain development as risk factors o the DCD. Further, no underlying medical conditions can explain the occurrence of DCD. However, in other cases, other complications, including Attention-Deficit/Hyperactivity Disorder (ADHD), can occur alongside the disease (Vaivre-Douret, Lalanne, & Golse, 2016). When brain development is premature, the child does not fully acquire motor skills from that early age.
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Diagnosis of the DCD is difficult due to the child showing similar symptoms shared by other disorders. Nevertheless, the DMS-V offers strict guidelines and criteria for diagnosing patients. In essence, the condition exhibited must interfere with the child's daily activities; the symptoms are noted earlier during childhood, among other factors. Treatment of the disorder involves a series of long-term physical and occupational therapies (Blank et al., 2019). The health professional can also opt to use additional medication to help the patients regain motor skills. Clonidine and Guanfacine are FDA approved drugs, while Haloperidol is an “off label” drug that can be used during the treatment process. These options help the affected children gain stability in their daily activities and treat ADHD if present.
References
Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., ... & Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology , 61 (3), 242-285. https://doi.org/10.1111/dmcn.14132
Harris, S. R., Mickelson, E. C., & Zwicker, J. G. (2015). Diagnosis and management of developmental coordination disorder. Canadian Medical Association Journal , 187 (9), 659-665. https://doi.org/10.1503/cmaj.140994
Vaivre-Douret, L., Lalanne, C., & Golse, B. (2016). Developmental coordination disorder, an umbrella term for motor impairments in children: Nature and Co-morbid disorders. Frontiers in Psychology , 7 . https://doi.org/10.3389/fpsyg.2016.00502
