This physiotherapy neurological assessment form pdf has multiple issues. Impairments in skilled motor movements per a child’s chronological age which must interfere with activities of daily living. Often various coping strategies are developed, and these can be enhanced through occupational therapy, psychomotor therapy, physiotherapy, speech therapy, or psychological training.
Whilst most of the general population experience these problems to some extent, they have a much more significant impact on the lives of dyspraxic people. Many dyspraxics benefit from working in a structured environment, as repeating the same routine minimises difficulty with time-management and allows them to commit procedures to long-term memory. Moderate to extreme difficulty doing physical tasks is experienced by some dyspraxics, and fatigue is common because so much extra energy is expended while trying to execute physical movements correctly. DCD can detrimentally affect balance. Tripping over one’s own feet is also common.
Difficulty combining movements into a controlled sequence. Difficulty remembering the next movement in a sequence. Trouble picking up and holding onto simple objects such as pencils, owing to poor muscle tone or proprioception. Clumsiness to the point of knocking things over and bumping into people accidentally.
Developing a desired writing speed. However, they are unlikely to have all of these conditions. The pattern of difficulty varies widely from person to person, and it is important to understand that an area of major weakness for one dyspraxic can be an area of strength or gift for another. For example, while some dyspraxics have difficulty with reading and spelling due to an overlap with dyslexia, or numeracy due to an overlap with dyscalculia, others may have brilliant reading and spelling or mathematical abilities. Undersensitivity to stimuli may also cause problems. Dyspraxics who are undersensitive to pain may injure themselves without realising.
Some dyspraxics may be oversensitive to some stimuli and undersensitive to others. This means that for students with developmental coordination disorder their working memory abilities determine their learning difficulties. Any strength in language that they have is not able to sufficiently support their learning. Students with developmental coordination disorder struggle most in visual-spatial memory. When compared to their peers who don’t have motor difficulties, students with developmental coordination disorder are seven times more likely than typically developing students to achieve very poor scores in visual-spatial memory. As a result of this working memory impairment, students with developmental coordination disorder have learning deficits as well.