Barbara Hunter Wednesday November 2nd Barbara Hunter Thursday October 17th
DCD/DYSPRAXIA Barbara Hunter
What is dyspraxia? • “It is an impairment or immaturity of the organisation of movement. Associated with this there may be problems of language, perception and thought” • It can also be known as Developmental Dyspraxia, Clumsy Child Syndrome, Motor Learning Difficulty…………… • THERE IS NO CURE
“Left to his own devices he will always get his tee shirt on the wrong way; back to front,inside out,anyway but the correct way!”
Background Information • The condition is thought to affect up to 10% of the population in varying degrees • More boys than girls • No one single description,possible contributory factors • No brain damage
Characteristics of DCD • There is always • poor motor planning and co-ordination • poor organisation • There may be problems with • perception • speech and language • behaviour • self esteem • attention/arousal levels • under/over sensitivity
Specific Learning Difficulties Disorder of Attention Movement Perception Aspergers Syndrome Semantic Pragmatic Disorder DCD Dyspraxia ADHD Dyslexia Difficulties with SENSORY INTEGRATION BENDIES FLOPPIES PRAXIS • Lax ligaments • Family tendencies • Can’t do it because their bodies let them down • Don’t move around much • Flat features – drools • Feet collapse over • What to do • How to do it • Processing • information • Balance • Visual & tactile perception
Co- occurrence of disorders • 60% probability that an individual with one condition will have at least one other.(autism,aspergers,semantic pragmatic,attention deficit hyperactivity disorder,dyslexia,dyscalculia) • DAMP(Deficit in Attention,Motor Control and Perception) Combination of DCD and ADHD
How many senses? • 5 x • 7 Other 2 have the most impact on the dyspraxic child • Proprioception • vestibular
Continuum • Walking on ice cold hands-writing • Butterfingers • 2 Left feet • All fingers and thumbs • Bull in a china shop
Physical characteristicsIdentified by Michele Lee • Poor muscle tone • Weak shoulder girdle • Weak pelvic girdle • Poor eye hand and eye foot co-ordination • difficulty crossing midline • Difficulty using both sides of body together
Physical characteristics (cont)Identified by Michele Lee • Poor spatial awareness • Poor proprioception and body awareness • Difficulties with motor planning and motor sequencing
Diagnosis and assessment • Look at the whole child • Standardised tests • Functional assessment • Labels • Health/Education
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood Walking on toes arms move outwards and hands bend at the wrist away from the body
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Walking on heels. • Arms held upwards from the elbow, • hands bend upwards towards the body.
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Walking on insides of feet. • Arms extended behind, hands bend turning away from body.
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Walking on outsides of feet. • Arms bend outwards and wrists turn in.
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Obscure the fingers of one hand and examiner touches 2 simultaneously. • Ask child to point out which fingers are touched. • Child unable to identify fingers.
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Child to sequence each finger against the thumb. Test each hand separately and then try hands together. • Look for associated movement of relaxed hand.
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Demonstrate and ask the child to rotate both wrists simultaneously with the thumbs moving towards and then away from each other. • Can he do it without the elbows moving out?
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Ask the child to balance on each foot. • The child should be able to achieve 10 secs + on each foot.
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Get the child to touch their nose using the index finger, with their eyes shut, using a wide arm movement. (L then R hand) (demo first) • child may find this hard, and use whole hand
Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Ask the child to jump repeatedly with feet together. • Problems will be observed in jumping routine. Elbows held tightly into waist, arms upwards and fists clenched.
Who can help? • Parents/school • G.P.,Paediatricians • Neurologist,educational psychologist counsellor,clinical psychologist • Physiotherapist,occupational therapist • Speech therapist • Outreach teams • Dyspraxia Foundation • Others
What can we do to help? Environment ,teaching and learning differentiation ,support ,resources
Dyspraxia Foundation Physiotherapist SENCo Speech Therapist Doctor Advisory Teacher Occupational Therapist
Severe difficulties Affecting all areas/everyday living Co-morbidity of conditions: Autistic spectrum, ADHD, Dyslexia, General learning difficulties Concerns with: Gross Motor, fine motor, handwriting/recording, organisation, movement around school and home, relationships, self-esteem, self help. Idiosyncrasies /concerns/talents GOOD FOR ALL
Legislation Statemented pupils may have individual programmes Involvement of specialist therapists. Pupils with similar needs get extra support from a range of funding sources: Outside agencies, learning mentors, Excellence in cities, EAZ ‘In house’ organisation- circle time peer tutoring,brain gym,buddy systems Differentiation in the classroom Built into teachers planning SCHOOL DEVELOPMENT PLANNING PERSONAL TARGETS –professional development
Tools of the trade • Environment • The workplace • The Kitbox (the right tool at the right time) • Colour coding • Symbols • Photos • Equipment
Lighting sensory overload noise levels temperature equipment floor covering furniture Audit of working environment groupings