Toward a Narrower, More Pragmatic View of Developmental Dyspraxia

Steinman, Kyle J.; Mostofsky, Stewart H.; Denckla, Martha B.

doi:10.1177/0883073809342591

Cited by 35 publications

(38 citation statements)

References 47 publications

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“…As noted, one such condition is motor dysfunction, including Developmental Coordination Disorder (DCD), with as much as 50% comorbidity in boys with ADHD (Pitcher et al 2003), with research suggesting a very different set of risk factors, treatment needs, and outcomes than children with ADHD without DCD (Rasmussen and Gillberg 2000). Children with ADHD are also at higher risk for developmental dyspraxia (Steinman et al 2010), especially if they also have DCD (Dewey et al 2007). Failure to assess for dyspraxia can also lead to incomplete treatment, and a misunderstanding of why (for example) the child with ADHD without other learning difficulties is making poor progress in the development of writing skills, which are dependent on limb kinetic praxis (Heilman et al 2000;Martin et al 2010).…”

Section: Structural and Functional Brain Differences In Adhdmentioning

confidence: 99%

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

et al. 2011

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The value of evidence-based services is now recognized both within clinical communities and by the public at large. Increasingly, neuropsychologists must justify the necessity of often costly and time-consuming neuropsychological assessments in the diagnosis and treatment of common childhood disorders, such as Attention-deficit/Hyperactivity Disorder (ADHD). Published medical guidelines and prominent researchers, however, have argued against the need for formal neuropsychological assessment of ADHD. The present review examines the literature on developmental outcomes in childhood ADHD, with emphasis on the utility of formal neuropsychological assessment among children diagnosed and treated in primary care settings. The review yields three central findings: 1) adherence to published diagnostic guidelines for ADHD is poor among pediatric and primary care physicians; 2) ADHD most often co-exists with other disorders, thus diagnoses made without formal psychometric assessment can be incomplete or incorrect, ultimately increasing treatment costs; and, 3) untreated children with ADHD, and those who have untreated comorbidities, are at greater risk for poor outcomes in social, academic, vocational, and practical settings. The available literature suggests that neuropsychological assessment provides information that can potentially reduce risks for poor outcomes and improve quality of life among children with ADHD. Controlled studies directly examining the impact of neuropsychological assessments in improving outcomes among children with ADHD are needed.

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Section: Structural and Functional Brain Differences In Adhdmentioning

confidence: 99%

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

et al. 2011

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“…Besides, some authors tend to show the existence of limb apraxia in autism, which could have repercussion in imitation performances in this population (Stieglitz Ham et al 2010). Dyspraxia in autism could be, at least in part, due to problems with transforming spatiotemporal representations of movements into the motor sequences necessary to accurately perform skilled gestures (Steinman et al 2010). For instance, Dowell et al (2009) suggested that visual perception impairments should be considered in the interpretation of findings on praxis performances in order to add temporal sequencing to spatial configuration.…”

Section: Motor and Sensory Motor Explanationsmentioning

confidence: 99%

Slowing Down the Presentation of Facial and Body Movements Enhances Imitation Performance in Children with Severe Autism

Rauzy¹,

Tardif²,

Gepner³

2010

J Autism Dev Disord

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Imitation deficits observed among individuals with autism could be partly explained by the excessive speed of biological movements to be perceived and then reproduced. Along with this assumption, slowing down the speed of presentation of these movements might improve their imitative performances. To test this hypothesis, 19 children with autism, 37 typically-developing children and 17 children with Down syndrome were asked to reproduce facial and body movements presented on a computer at a normal/ecological and two slowed down speeds. Our main result showed that a subgroup of individuals with severe autism better reproduced the movements when presented slowly than at the ecological speed. This finding opens a new window for comprehension and rehabilitation of perceptual and imitative deficits in autism.

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“…In addition, underlying motor deficits are the rule rather than the exception in pediatric cases. Steinman et al proposed a modification in the definition of developmental dyspraxia to describe impairments in the execution of skilled, purposeful or coordinated motor activity that are out of proportion to any underlying motor deficits [38]. This is the definition used in this manuscript.…”

Section: Introductionmentioning

confidence: 99%

Dyspraxia, motor function and visual–motor integration in autism

Miller

Chukoskie

Zinni

et al. 2014

Behavioural Brain Research

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This project assessed dyspraxia in high-functioning school aged children with autism with a focus on Ideational Praxis. We examined the association of specific underlying motor function including eye movement with ideational dyspraxia (sequences of skilled movements) as well as the possible role of visual-motor integration in dyspraxia. We found that compared to IQ-, sex- and age-matched typically developing children, the children with autism performed significantly worse on: Ideational and Buccofacial praxis; a broad range of motor tests, including measures of simple motor skill, timing and accuracy of saccadic eye movements and motor coordination; and tests of visual-motor integration. Impairments in individual children with autism were heterogeneous in nature, although when we examined the praxis data as a function of a qualitative measure representing motor timing, we found that children with poor motor timing performed worse on all praxis categories and had slower and less accurate eye movements while those with regular timing performed as well as typical children on those same tasks. Our data provide evidence that both motor function and visual-motor integration contribute to dyspraxia. We suggest that dyspraxia in autism involves cerebellar mechanisms of movement control and the integration of these mechanisms with cortical networks implicated in praxis.

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Toward a Narrower, More Pragmatic View of Developmental Dyspraxia

Cited by 35 publications

References 47 publications

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

The Role of Neuropsychological Assessment in the Functional Outcomes of Children with ADHD

Slowing Down the Presentation of Facial and Body Movements Enhances Imitation Performance in Children with Severe Autism

Dyspraxia, motor function and visual–motor integration in autism

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