Neuropsychological evaluation and academic implications for developmental coordination disorder: A case study

Abstract

Children with developmental coordination disorder are most frequently evaluated for deficits in fine and gross motor skills. Several studies have assessed the relationship between motor incoordination and gross measures of cognition, although there has been minimal research investigating the relationship between coordination deficits, comprehensive cognitive abilities, and academic performance. We present a case study of an 8‐year‐old White boy with developmental coordination disorder who was reported to have significant academic problems, primarily in handwriting and timely completion of his work secondary to his motor deficits. Neurologic, occupational, and physical therapy evaluations reported gross and primarily fine motor coordination deficits with recommendations for standard occupational therapy services. A neuropsychological evaluation revealed generally average abilities on verbal measures and visuospatial measures not requiring motor skills but generally deficient abilities on all visuospatial measures that required a motor component. The findings suggest that children with motor coordination problems may have academic problems due to their motor deficits, which neuropsychological testing may help elucidate. Academic interventions are discussed.