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Introduction
The aim of this booklet is to provide practical tips for parents and families of children who have been diagnosed or are suspected of having Developmental Coordination Disorder (DCD) or Dyspraxia. The information contained in this booklet was compiled by members of a multidisciplinary team. This team included an Occupational Therapist, Clinical Psychologist, Physiotherapist, Speech and Language Therapist and Medical Doctor. This booklet is not intended as a diagnostic manual nor does it cover the complete range of possible difficulties. Any parent concerned about their child should seek professional advice.
Dyspraxia or DCD? Over the years these terms have been used interchangeably along
with other names such as clumsy child syndrome. Currently, the term DCD is the most acceptable term to describe these difficulties whilst dyspraxia is a specific difficulty in motor planning and is a subtype of DCD.
Characteristics of DCD
Areas of Dysfunction:
Dyspraxia - Poor Motor Planning
This is the way the brain figures out what you are going to do and how you are going to do it. A difficulty in motor planning will make new movements and actions harder to do.
Here are general pointers to help your child learn particular tasks:
Consistency When teaching a task, try to practice it in the same place with the same materials each time. Repetition You may need to repeat the task for several days or even weeks. With each repetition, remain consistent. Clear short instructions Use one command at a time. Do not overload the child with lots of verbal instructions, as they will become confused. Demonstrate visually where possible. Go at the childs pace If a child is not ready or willing to learn a skill it will be much harder to teach. Teach one step at a time making sure the child has some success no matter how small. Praise all efforts Often a child with DCD will put in a huge amount of effort and still not complete a task. It is important to praise the effort instead of the result. Try to balance assistance and independence Encourage your child to do as much as they can without expecting too much. Actively involve them in each task, even if you are doing it for them.
Physical fitness
Children with DCD are at greater risk of low levels of fitness. Most children develop fitness through everyday activities such as climbing, running, jumping, hopping etc. Some skills are important to developing fitness as they contribute to the development of strength, power and endurance. Because children with DCD find movement hard they are less likely to be physically active and consequently less fit.
Handwriting
Why is it difficult?
Poor posture e.g. difficulty holding body upright while writing. Poor motor planning e.g. to make all the letters the same size. Fine motor skills e.g. to move the pen in a controlled way. Weak shoulder stability e.g. to hold the arm and hand in a steady position. Motor memory e.g. to remember what movements make a letter. Complex Handwriting draws on all these skills at once. Ideation It may take so much of a childs effort to cope with the physical requirements of writing that they lose their train of thought.
Here are some of the common problems and solutions you may wish to try Weak grasp Use large pencils Grasp too tight, thumb tucked under or Use Stetro or other pencil grips to over index finger position fingers and open up grasp. Presses too hard Practice with a towel under the page Presses too light Use carbon paper Holds pencil straight up Wrap an elastic band around wrist and the end of the pencil. Moves whole arm when writing Practice while lying on stomach Seating - Correct position. Sitting back in the chair with hips, knees and ankles at 90 degrees. - Use cushions and footrests to get the right height. - Try a slope desk to aid in positioning and make copying from the board easier. Other considerations - Focus on the content rather than appearance of the writing. - Allow extra time. - Allow your child to stop when they are tired. - Encourage older children to do rough drafts to organise their work. - Encourage your child to develop typing skills so that this can be alternative later on if required.
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Behavioural difficulties
What are behavioural difficulties?
A childs behaviour is considered to be difficult to manage when any of the following behaviours are displayed frequently and consistently: screaming, shouting, swearing, whining, tantrums, refusing to comply with instructions, and verbal and/or physical aggressiveness.
Set clear rules / boundaries - Give instructions using simple terms and state rules clearly. - Tell a child what you want them to do, not what you dont want them to do. - Expect your child to comply do not give them mixed messages. Use praise and positive attention Children need to be reinforced for following rules and keeping within the limits that parents have set for them. Praising a child is a very effective way of doing this. 11
Tips to remember when using praise: - Make praise contingent on good behaviour. - Praise immediately. - Give labelled and specific praise e.g. Well done, you are sharing your toys very well with your sister. - Give positive praise. - Praise with smiles, eye contact, and enthusiasm as well as with words. - Give pats, hugs and kisses along with verbal praise. - Catch the child when they are being good dont save praise for perfect behaviour only. - Praise in front of other people. - Show the child how to praise themselves for appropriate behaviour. Reward Systems Sometimes parents can use a tangible reward to provide added incentive for a child to reach a particular goal. A tangible reward is something concrete, such as a special treat, additional privileges or a favourite activity. Rewards can be used to encourage positive behaviour in children such as learning how to get dressed, completing homework, playing co-operatively with others and going to bed when requested. Providing a reward will be much more effective if combined with praise and positive attention. Tips to remember when using a reward system: - Clearly define what it is you want your child to do. - Choose rewards that the child will find very appealing. - Make sure your child knows what is expected of them in order to receive the reward. - Do not give your child the reward if they do not display the desired behaviour. - Make the behaviour program simple and fun. - Gradually replace rewards with praise and attention i.e. reduce the reward once the desired behaviour is routinely displayed. - Revise the programme as the behaviours and rewards change.
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The Dyspraxia /DCD Association, Cork is a Voluntary Organisation representing children with Dyspraxia /DCD (Developmental Coordination Disorder). It also represents Parents of children with Dyspraxia /DCD. Those who interact with or have an interest in children suffering from Dyspraxia /DCD are welcome to become members.
To the Committee members of the Dyspraxia / DCD Association, Cork. To Daniel OSullivan for his artistic sketches. To John Coleman for technical support. To Michal Martin, Minister for Health and Children for his support and encouragement in the production of this Booklet. To Colorman Ireland Limited for their flexibility and support in the printing of this Booklet.
COPYRIGHT C September 2003. DO NOT COPY OR PHOTOCOPY THIS BOOKLET IN PART OR WHOLE WITHOUT THE WRITTEN PERMISSION OF THE DYSPRAXIA /DCD ASSOCIATION, CORK.
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