Developmental coordination disorder — formative SAQs

SAQ 1 — Criteria, exclusions and tools (10 marks)

A registrar says “messy handwriting equals DCD.” An 8-year-old boy has lifelong difficulty with PE, cutlery and written work. Parents call him lazy. Examination is neurologically normal. A DCDQ screen is positive. ^{[1] [7]}

Questions

1. State the core diagnostic elements of DCD and why handwriting alone is insufficient. (3 marks) ^[1]
2. List four red-flag findings that should divert you from a simple DCD label. (2 marks) ^[4]
3. Distinguish the roles of DCDQ and a standardised motor battery (e.g. MABC-2). (2 marks) ^{[1] [7]}
4. Outline first-line management principles including task-oriented therapy and school supports. (3 marks) ^{[1] [5]}

Model answers

1. Motor skill substantially below age/opportunity; interference with ADL/school/play; developmental onset; not better explained by intellectual disability alone, visual impairment, or neurological condition. Handwriting is one possible impact, not a full criterion set. ^[1]
2. Any four of: regression; progressive weakness/Gowers; spasticity/asymmetric UMN signs; seizures/encephalopathy; new focal neurology. ^[4]
3. DCDQ = parent-report screen. MABC-2/BOT = standardised quantification of motor skill. Neither alone is the whole diagnosis; clinical synthesis is required. ^{[1] [7]}
4. Name DCD without shame; set functional goals; refer for task-oriented OT/PT (CO-OP/NTT principles); school adaptations (time, keyboard, PE inclusion); protect successful activity; treat comorbidity; close loops. Avoid inventing a core DCD drug. ^{[1] [5]}