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Handbook of DSM-5 Disorders in Children and Adolescents pp 431–450Cite as

Developmental Coordination Disorder

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Abstract

“There is something wrong with my child”. What physician hasn’t heard these words at some point from a parent whose preschool or school-aged child seems to be developing well, may have achieved major motor and cognitive milestones on time … but where something is just not right? The concerns begin when parents notice their toddler sitting back and watching, while other children climb on play equipment or manipulate toys. Instead of supervising from a nearby bench, parents find themselves standing at the bottom of the ladder of the slide, ready to catch their child when he falls off. These same parents are still helping to put coats and boots on when the child is six, tying shoelaces at eight, cutting meat at ten and still encouraging pants with an elastic waist at age twelve instead of jeans. It is puzzling. These children are often of average or above-average intellectual ability, are well supported and stimulated in their home environment, walked on schedule, give good eye contact, interact well and look quite normal physically. Parents usually raise concerns with their primary health-care provider before their child enters school, but the issues are often vague (Missiuna, Moll, Law, King, & King, 2006). “He’s tired a lot”, “She gets frustrated easily”, “He doesn’t want to go out and play”, “Should she still be having toileting accidents in Grade 2?”, “She whines, and wants me to do everything for her”, “He falls all the time, and has lots of cuts and bruises”. These children usually achieve basic motor milestones like sitting or standing on time but are slow to learn new motor skills such as holding and using a spoon, fork, crayon, pencil, pair of scissors; doing up buttons, zippers, shoelaces; learning to go downstairs with alternating feet, to ride a bicycle, to turn a doorknob ... everyday motor skills that require coordination (Missiuna, Moll, King, King, & Law, 2006). Children with these motor challenges have developmental coordination disorder (DCD).

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Notes

  1. 1.

    In the United Kingdom, learning disability is the term used to refer to intellectual delay. In North America, it usually refers to a discrepancy between the child’s intellectual ability and their performance in subjects such as reading, spelling or mathematics.

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  1. McMaster University, Hamilton, ON, Canada

    Cheryl Missiuna, Lisa Rivard & Wenonah Campbell

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    Melissa DeVries

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Missiuna, C., Rivard, L., Campbell, W. (2017). Developmental Coordination Disorder. In: Goldstein, S., DeVries, M. (eds) Handbook of DSM-5 Disorders in Children and Adolescents. Springer, Cham. https://doi.org/10.1007/978-3-319-57196-6_22

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