Using the ICF Framework to Explore the Multiple Interacting Factors Associated with Developmental Coordination Disorder

Abstract

Developmental Coordination Disorder (DCD) is classified as a heterogeneous disorder of motor learning and functioning. The purpose of this paper is to critically analyse the current knowledge of DCD using the International Classification of Functioning and Disability Framework (ICF) model of disability. Since DCD is diagnosed on the basis of functional problems, we discuss the relationships between known activity limitations and participation restrictions, impairments of body structure and function, and contextual factors associated with these functional limitations. We conclude that the manifestation of both the primary and secondary problems seen in DCD are dependent on the integrity, capacity and adaptability of cognitive and neuromotor structures. We assert that personal and environmental factors either facilitate or restrict skill acquisition and learning. Understanding the interaction between individual and contextual factors is, thus, fundamental to designing interventions that address primary functional problems and ameliorate the development of health and psychosocial impairments in DCD.

What Do We Really Know About Motor Learning in Children with Developmental Coordination Disorder?

“…As children with DCD have difficulty learning a number of motor skills in daily life (that typically developing children can effortlessly acquire), experiencing both motor difficulties and learning impairments, DCD is often referred to as a motor learning deficit [18] or as a procedural learning disorder [19]. Many articles on DCD have therefore presented this disorder as a motor learning deficit over the years, stating, for instance, that Bchildren with developmental coordination disorder (DCD) have a motor learning disability^ [20]) or, more recently, Bdevelopmental coordination disorder (DCD) is classified as a heterogeneous disorder of motor learning and functioning^ [21], and even that BDCD is characterized by poor learning and coordination of motor skills^ [22]. While these definitions may be relevant, it should be noted that reduced motor learning capacity is just an implicit assumption under the different editions of the Diagnostic and Statistical Manual of Mental Disorders (criteria A of the DSM-5 mentions only Bthe acquisition (…) of coordinated motor skills^) [1].…”

A review of five tests to identify motor coordination difficulties in young adults

“…The Checklist in the MABC-2 which is used to observe children performing every day activities is only designed for primary school children. Recently, Ferguson, Jelsma, Versfeld, and Smits-Engelsman (2014) and Darsaklis, Snider, Majnemer, and Mazer (2013) used the[ 4 _ T D $ D I F F ] WHO International Classification of Functioning, Disability and Health[ 3 _ T D $ D I F F ] to facilitate a broader contextualisation of DCD beyond the current emphasis on physical impairment. The ICF framework classifies functioning and health according to body structures and functions as well as activities and participation.…”

Manual function outcome measures in children with developmental coordination disorder (DCD): Systematic review

“…The ICF-CY framework is dynamic as components are related and influence one another (G. D. Ferguson, Jelsma, Versfeld, & Smits-Engelsman, 2014). These authors underline the importance of understanding the interaction between individual and contextual factors for maximizing the impact of the interventions in children with DCD.…”