Jessica Kingsley Publishers

cart (empty)

Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities

A Guide to Improving Coordination

Lisa A. Kurtz

Part of the JKP Essentials series

Paperback: £12.99 / $19.95

2007, 246mm x 173mm / 10in x 7in, 160pp
ISBN: 978-1-84310-865-8, BIC 2: YXK JNSG

add to cart

description |
reviews |
extract |
contents |

Introduction

Many childhood developmental disorders such as autism, attention deficit disorder (ADD), and other learning disabilities have characteristic symptoms that include problems with physical coordination. It's not hard to recognize a child who struggles with coordination difficulties. This is the child who may present with a normal appearance in every other way, yet constantly attracts the attention of playmates and adults by dropping everything that is handled, tripping over the smallest of obstacles, and falling frequent victim to a variety of minor "accidents" related to physical awkwardness. He or she may have trouble learning to draw or write, cannot easily button clothes or tie shoes, becomes frustrated when learning new skills, and may unfortunately be teased or victimized by other children for being "different," "careless," or "klutzy." It is common for children with these problems to have low self esteem, for they are expected to compete in a society that places high value on athletics and other physical accomplishments, especially during the early childhood years.

The ability to coordinate body movements varies considerably among individuals, not only in childhood but throughout the adult years. Like other aspects of human performance, the quality of a person's motor coordination depends upon the combined influences of several factors, including the rate of developmental maturation, the person's inherited ability or talent, and his or her motivation to practice and refine these skills. Not surprisingly, children who have well-developed motor skills are likely to demonstrate a high degree of motivation to engage in activities like competitive sports, building with construction toys, or throwing balls at targets, because their success with these activities results in a pleasurable experience. They receive praise and positive attention for their performance, which usually fuels a desire to further practice and challenge these skills. In contrast, children who have less skill may avoid physically challenging activities in favor of more sedentary games and diversions, or may demonstrate aggressiveness or clowning behavior during physical activities as a means to gain attention for their efforts. Many children with coordination difficulties possess talent in other areas of development-such as vocabulary or language use, which may be skillfully used to draw attention away from their relative weaknesses in motor skills.

This book was designed to offer practical advice and reference material for parents, teachers, therapists, and others who care for children with mild to moderate developmental delays affecting motor skills. Although specifically written to address the needs of young children with poor coordination in the presence of otherwise normal development, or that which is associated with certain developmental disorders of childhood including attention deficit hyperactivity disorder (ADHD), dyspraxia or developmental coordination disorder (DCD), specific learning disabilities, autism and pervasive developmental disorder-some of the suggestions may also be helpful for children with more significant developmental problems affecting motor development and control, such as cerebral palsy or mental retardation.

Chapter 1 presents an overview of normal motor developmental milestones as a means for estimating the degree of delay in a given child. It discusses the possible causes of delayed motor development. It should help the reader to decide if there is significant cause for worry, and if professional assessment seems indicated. Chapter 2 suggests when and where to obtain further help when there are significant concerns. It describes the roles of various professionals who might be of assistance, and the kinds of tests and procedures that may be used to evaluate the child. Chapter 3 discusses some of the general principles for helping young children to develop competence in activities that challenge motor skills. It offers general guidance for promoting the right kinds of behavior and attitude in children with poor coordination, as well as discussing the controversial nature of some specific therapy approaches. Chapter 4 presents specific teaching strategies and suggested activities to use for learning basic motor skills including motor planning, bilateral integration, balance, fine motor coordination, oral-motor control, and functional vision skills. Chapter 5 addresses strategies for promoting independence in daily living skills, and Chapter 6 addresses learning to cope with problems in the classroom involving proper seating and positioning, learning to write and to use scissors, and developing organizational skills. Finally, Chapter 7 discusses how to help the child to develop a positive self image as a basis for learning to get along well with other children, and how to cope when being teased or bullied by others. While not intended to be a "cookbook" of solutions for children with clumsiness, these activity guidelines will hopefully serve as a general guide for the home and classroom, as well as a stimulus for discussion between parents, teachers, and therapists.

Several appendices are included, containing a list of tests and assessment tools, a recommended reading list, agencies and organizations that provide advice or technical assistance to parents or professionals, and a list of suppliers of toys and other educational materials useful in working with young children.