Presented by: Maria Patricia Cruz

MOTOR
DISORDER
MOTOR
DISORDERS
Developmental Coordination
Disorder (DCD)
Stereotypic Movement
Disorder (SMD)
Today's Epidemiology & Etiology

Discussion Clinical Descriptions &

Characteristics
Problem of the Case
Presented

Interventions

Bibliography
Developmental Coordination
Disorder (DCD)

EPIDEMIOLOGY ETIOLOGY PREVALENCE

Approximately 5%-6% of Variable but stable at least to The exact proportion of people
children are affected by DCD 1-year follow-up with the disorder is unknown

More common in males than in Continue through

females (4:1) adolescence in an estimated
50%-70% of children
 DCD Etiology

Environmental Genetic and physiological Course modifiers

Developmental coordination
disorder is more common
following pre-natal exposure
to alcohol and in preterm and
low-birth-weight children.
Cerebellar dysfunction has Individuals with ADHD and with
been proposed, but the neural DCD demonstrate more
basis of DCD remains unclear. impairment than individuals with
ADHD without DCD.
 Other terms

CHILDHOOD SPECIFIC CLUMSY CHILD

DYSPRAXIA DEVELOPMENTAL SYNDROME
DISORDER OF MOTOR
FUNCTION
Clinical Descriptions &
Characteristics
The acquisition and execution of coordinated
A
motor skills are substantially below that
expected given the individual’s chronological
age and opportunity for skill learning and use.
Difficulties are manifested as clumsiness.

The motor skills deficit in Criterion A

B significantly and persistently interferes with
activities of daily living appropriate to
chronological age (e.g., self-care and self-
maintenance) and impacts academic/school
productivity, prevocational and vocational
activities, leisure, and play.
Clinical Descriptions &
Characteristics
C Onset of symptoms is in the early
developmental period.

The motor skills deficits are not better

explained by intellectual disability
(Intellectual Development Disorder) or visual
D
impairment and are not attributable to a
neurological condition affecting movement
(e.g., cerebral palsy, muscular dystrophy,
degenerative disorder).
 Commorbidity
Speech and Language Specific Learning Disorder
Disorder (especially reading and

writing)

Problems of inattention, Autism Spectrum Disorder

including ADHD

Disruptive and Emotional Joint Hypermobility

Behavior Problems Syndrome

Stereotypic Movement Disorder

(SMD)

EPIDEMIOLOGY ETIOLOGY PREVALENCE

With intellectual disabilities
are at higher risk for SMD
More common in boys and
can occur at any age
Onset may be in infancy or Occurs in about 3%-4% of
later in the developmental children
period
 SMD Etiology
Environmental
Social isolation and
environmental stress is a risk
factor for self-stimulation that
may progress to stereotypic
movements with repetitive
self-injury.
Genetic and physiological
Lower cognitive functioning is
linked to greater risk for
stereotypic behaviors and
poorer response to
interventions.
Clinical Descriptions &
Characteristics
Repetitive, seemingly driven, and apparently
A
purposeless motor behavior (e.g., handshaking
or waving, body rocking, head banging, self-
biting, hitting own body).

The repetitive motor behavior interferes with

B social, academic, or other activities and may
result in self-injury.
Clinical Descriptions &
Characteristics
C Onset is in the early developmental period.

The repetitive behavior is not attributable to

the physiological effects of a substance or
D neurological condition and is not better
explained by another neurodevelopmental or
mental disorder (e.g., trichotillomania [hair-
pulling disorder], obsessive-compulsive
disorder).
 With self-injurious behavior (or
Specify if: behavior that would result in an injury if
preventive measures were not used)

Without self-injurious behavior

Associated with a known medical or

genetic condition,
neurodevelopmental disorder, or
environmental factor

(e.g., Lesch-Nyhan syndrome, intellectual

disability [intellectual developmental
disorder], intrauterine alcohol exposure)
 Specify MILD - Symptoms are easily
current suppressed by sensory stimulus
severity: or distraction.

MODERATE - Symptoms require

explicit protective measures and
behavioral modification.

SEVERE: Continuous monitoring

and protective measures are
required to prevent serious injury.
 CASE
PRESENTATION Jacob is a nine-year-old
boy with an
unremarkable birth
history and normal
developmental
milestones.
(Harris et al., 2015)
His mother takes him to their family physician
because of concerns about how he is managing at
home and school.

Jacob is now being teased and bullied at school

because of his poor motor skills.

His teacher reports that his written work is below

expectations

His mother continues to cut his food for him because

he has difficulty using a knife and fork.
(Harris et al., 2015)

Jacob has only recently learned to tie his shoes

He no longer is interested in riding his bicycle

He shows little interest in physical activities

He is starting to make self-deprecating comments,

one of his mother’s main concerns.
(Harris et al., 2015)
Jacob’s medical examination is unremarkable.

Given his history of his motor skills interfering with his

activities of daily living and school performance, the
physician asks Jacob’s mother to complete the
Developmental Coordination Disorder Questionnaire.

The physician refers Jacob to occupational therapy

for a standardized assessment of his motor skills to
confirm that criterion A of the DSM-5 diagnostic is
met.
 CASE
PRESENTATION Diagnostic criteria for

Developmental
Coordination Disorder
A
The acquisition and execution of
coordinated motor skills are
substantially below that expected
given the individual’s chronological
age and opportunity for skill learning
and use.
B
The motor skills deficit in criterion A
significantly and persistently
interferes with activities of daily
living appropriate to chronological
age and affects academic/school
productivity, prevocational and
vocational activities, leisure, and
play.
C
Onset of symptoms is in the early
developmental period.
D
The motor skills deficits are not
better explained by intellectual
disability or visual impairment and
are not attributable to a neurologic
condition affecting movement.
 INTERVENTIONS

There are no known cures for Psychotherapy and Behavior Physical or occupational
motor disorders Therapy therapy can be helpful

What Do Ricketts, E. J., et. al., 2013

The Experts
Harris, A.D., et. al., 2015

Say?
A mix of awareness
Some studies have Behavioral
and reinforcement
looked at the therapy appears
of other behaviors
effectiveness of to be beneficial
helped reduce
medication therapy. for those with
unwanted
primary SMD.
movement.
THANK YOU
for listening
REFERENCES
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, vol.
17, American Psychiatric Publishing, Arlington, VA, USA, 5th edition, 2014.
This is the determinate book for psychology and psychiatry, as well as for other professions
that involve mental health assessment and treatment.

Barlow, D., Durand, V. M., & Hofmann, S. (n.d.). Abnormal Psychology: An Integrative
Approach (8th ed., pp. 523, 550) [Review of Abnormal Psychology: An Integrative
Approach]. Cengage Learning Asia Pte Ltd (Philippines Branch).
Its content is complete and concise from the clinical description, statistics, etiology, and
treatment.
REFERENCES
Butcher, J., Hooley, J., & Mineka, S. (n.d.). Abnormal Psychology (E. Mitchell, Ed.; 16th ed., p.
527). Pearson Education, Inc.
This is an outstanding reference book that tackles almost all psychological conditions. This
book is written in a comprehensive manner and provides information not just in psychological
conditions’ descriptions but also presents various case studies to further understand the
concepts.

Francesca Valente, Chiara Pesola, Valentina Baglioni, Maria Teresa Giannini, Flavia Chiarotti,
Barbara Caravale, Francesco Cardona, "Developmental Motor Profile in Preschool Children
with Primary Stereotypic Movement Disorder", BioMed Research International, vol. 2019,
Article ID 1427294, 6 pages, 2019. https://doi.org/10.1155/2019/1427294
This journal provided a detailed example of a research-based explanation for the profile of
preschool children having SMD.
REFERENCES
Harris, S., Mickelson, E., & Zwicker, J. (2015). Diagnosis and management of developmental
coordination disorder [Review of Diagnosis and management of developmental coordination
disorder]. US National Library of Medicine National Institutes of Health, 187(9).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4467929/#bx4-1870659
This journal presented a detailed study on DCD including case study presentation, risk
factors, and detailed diagnosis.

Nolen-Hoeksema, S. (n.d.). Abnormal Psychology (6th ed., pp. 303–304) [Review of Abnormal
Psychology]. McGraw-Hill Education.
It provided a comprehensive summary of the Criteria for Motor Disorders and a detailed
example for each specified Motor Disorder
REFERENCES
Singer, H. S., Rajendran, S., Waranch, H. R., & Mahone, E. M. (2018). Home-Based, Therapist
Assisted, Therapy for Young Children With Primary Complex Motor Stereotypies. Pediatric
neurology, 85, 51–57. https://doi.org/10.1016/j.pediatrneurol.2018.05.004
This article provided a data-based research article that examine the biological etiologies of
the SMD. Many past abstracts are available online. This is one of my recommended
resources.

“Stereotypic Movement Disorder." Psychology Today. Accessed November 10, 2020.

https://www.psychologytoday.com/us/conditions/stereotypic-movement-disorder.
This provided concise information needed for SMD including the etiology, clinical
description, etc. and it is also backed up with researches.