Dyspraxia

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Classification according to ICD-10
F82 Localized developmental disorder of motor functions
ICD-10 online (WHO version 2019)

Dyspraxia (from the Greek "δυσ-" dys- (bad, pathological deviation from the norm) and "πραττειν" (prattein) "act") is a lifelong coordination and development disorder (developmental dyspraxia). The prevalence is 1.8–5% or, according to DSM-5, 5–8% for children between 5 and 11 years of age, 1.8% of 7-year-olds have a severe, 3% a probable disorder. Boys are more likely to be affected by a ratio of 2: 1 to 7: 1 Ripley, Daines, and Barrett say that when we have developed dyspraxia, it is difficult to make your own body do what we want it to do when we want it to do it “And that these difficulties can be considered significant if they interfere in the range of normal activities expected of children of a certain age.

Symptoms and ailments

The further term " syndrome of the clumsy child" refers to the gross and fine motor difficulties of the patient. So fall z. B. when the limbs are kept free, choreic movements and difficulties arise in the simultaneous movement of both arms and legs. It is difficult for the person affected to move their limbs the way they want. The disorder affects both the ability to plan and learn to act, i.e. the memory function in the brain for action.

Types of dyspractical disorder

There are two types of dyspractical disorder: direct action or theoretical reflection.

causes

The cause of developmental dyspraxia may be a consequence of immature neuronal development . Often times, dyspraxia is part of a continuum of related coordination and developmental disorders. Dyspraxia is often associated with other disorders such as Asperger's Syndrome , Autism , Dyslexia , Dyscalculia, and Attention Deficit / Hyperactivity Disorder (ADHD). General hypermobility of the joints can also cause dyspraxia, especially in the case of hereditary connective tissue defects, such as hypermobility syndrome , Ehlers-Danlos syndrome or Marfan syndrome .

Consequences and complications

Everyday life (e.g. eating, drinking, washing, getting dressed and working) is severely impaired by the movement disorders. As a result, the children, and later the adolescents, adults are significantly slowed down in all everyday actions and the action results are significantly below average. Difficulties also arise when reflecting on one's own performance. Everything seems fine, criticism is then usually seen as an attack on oneself. Some of the actions drop out, are replaced by mind games, fantasy stories. There is often a good resource in the imagination.

Motor development is generally delayed: Since actions are difficult to plan and learn, all motor development steps are delayed, and so is sensory development. The coordination is difficult. The consequences of this can be seen in the further organic development of the brain, since the maturation process is necessarily dependent on sensory impulses. The consequences of this are additional difficulties in seriation, spatial location ... which affects spelling, arithmetic, i.e. cultural techniques in general. Motor deficits have an impact throughout life: falls and accidents are easy , e.g. B. in the bathroom.

Children have difficulties playing: they are more difficult to implement game impulses into action, the game process is distorted or fails to materialize. This leads to a delay, a distortion in the development of the game with all the consequences for the development as a whole.

School development

The low ability in action planning means that the prerequisites for all learning achievements are only met with difficulty and that a lot of intellectual energy is tied up in the little things that are not directly used to complete the task. (Open a book, open a notebook, choose a pen, have it ready, put on a ruler ...)

Consequences for psychological development

Deficits in the disorder are difficult to recognize and are usually confused with laziness, reverie, provocation. As a result, the children, young people and adults are exposed to constant criticism from others. They themselves usually cannot explain their difficulties and others interpret them in a moral way. This leads to self-doubt, large deficits in self-image, in the experience of self-worth. Often these blatant experiences of inferiority are compensated for by fleeing to the front. Those affected place themselves in an admirable light, suppress their failures, praise achievements that are obviously not there.

Parents of dyspractical children

They do not understand their own children, cannot classify their resources and difficulties. Still, most realize that their children are not as stupid as others portray them to be. They often succumb to defending their children in everything. If you talk to them in detail about the disorder and its effects, you will experience a great deal of relief from the parents, who previously fought off all inquiries. This is often the beginning of a positive development.

Professional orientation and support

Since the adolescents and young adults repeatedly fail in school and show inexplicable deficits, they are often put into supposedly simple training courses. This is often associated with a wrong decision. During the professional orientation, it is necessary to test where the resources of theoretical development lie. So it can be It can happen, for example, that a young person cannot find his way around in large houses, but looks through the telephone system, sorts numbers by location in the house, and uses it in a logically sensible manner.

Treatment: encouragement and encounter

The causes of dyspraxia cannot yet be treated. However, one can try to improve the coarse and fine motor coordination, for example through occupational therapy and physiotherapy , or motopedics . The problems that arise when eating and drinking can be treated with targeted oral motor therapy (e.g. with a speech therapist ). It is important to pay attention to a holistic, development-promoting approach. The task of the pedagogical-therapeutic counterpart is to take over the planning for the child's actions and to provide suitable methods for planning and learning what is planned. Here, it has action plan for proven. This means that the individual steps of an everyday action or game are listed in lists or simple picture books. The child can usually act and learn more than twice as fast according to these templates. In the case of lists, there must be an opportunity to tick off individual steps; books and fan-folds are turned over from step to step.

See also

Web links

Individual evidence

  1. ^ John Cairney, Scott Veldhuizen: Is developmental coordination disorder a fundamental cause of inactivity and poor health-related fitness in children? In: Developmental Medicine & Child Neurology. 55 (Suppl. S4) v (2013), pp. 55–58.
  2. ↑ Diagnostic and Statistical Manual of Mental Disorders (DSM-) 5, 2nd corrected edition 2018, page 101.