Motor Disoder with Diagnostic criteria ppt

Overview
World Movement Disorders Day - Understanding Movement ...
A motor disorder is a nervous system condition that causes abnormal or involuntary movements, including excessive and uncontrollable actions or a lack of intended movement. Symptoms can include tremors, twitches, spasms, stiffness, balance and coordination problems, and difficulty with tasks like walking, swallowing, or speaking. These disorders have various causes, such as genetic factors, medical conditions, or injuries, and can be treated with therapies and medication.
Symptoms
Involuntary movements: Twitches, tremors, spasms, jerks, or shaking
Coordination and balance issues: Clumsiness, difficulty walking, or changes in gait
Muscle stiffness: Rigidity in the limbs or trunk
Impaired voluntary movements: Trouble with fine motor skills like writing, or gross motor skills like grasping
Difficulty with functional tasks: Problems with swallowing or speaking
Repetitive movements: Rhythmic or purposeless actions like rocking or head banging, particularly in childhood disorders
Causes
Genetics: Inherited conditions like Huntington's disease can cause movement disorders
Medical conditions: Multiple sclerosis, stroke, brain tumors, thyroid issues, or viral infections
Medications: Certain drugs, such as anti-seizure or anti-psychotic medicines
Substance use: Alcohol or illegal drugs
Vitamin deficiencies: Lack of vitamins B-1, B-12, or E
Head trauma: Injury to the head
Idiopathic: For many people, there is no known specific cause
Treatment
Medication: Can help manage symptoms
Physical and occupational therapy: Stretching, strengthening exercises, and other rehabilitation can help with motor skills
Speech therapy: Addresses issues with speech and swallowing
Mobility and communication devices: Aids like canes or communication boards
Symptom management: Devices like heating pads can help with stiffnes

1. Aqsa Shahid 14168 M otor Disoder

2. 1. Developmental Coordination Disorder (DCD) Diagnostic Criteria: A . Acquisition and execution of coordinated motor skills are substantially below what is expected, given the individual's age and opportunity for skill learning and use. Difficulties are manifested as clumsiness (e.g., dropping or bumping into objects) and as slowness and inaccuracy of performance of motor skills (e.g., catching an object, using scissors, handwriting, riding a bike, or participating in sports). B. The motor skills deficit significantly and persistently interferes with activities of daily living appropriate to chronological age (e.g., self-care and self-maintenance) and impacts academic/school productivity, prevocational and vocational activities, leisure, and play.

3. C. Onset of symptoms is in the early developmental period. D . The motor skills deficits are not better explained by intellectual disability or visual impairment and are not attributable to a neurological condition affecting movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder).

4. Associated Features Some children with developmental coordination disorder show additional (usually suppressed) motor activity, such as choreiform movements of unsupported limbs or mirror movements. These"overflow"movements are referred to as neurodevelopmental immaturities or neurological soft signs rather than neurological abnormalities. In both current literature and clinical practice, their role in diagnosis is still unclear, requiring further evaluation.

5. Differential Diagnosis Motor impairments due to another medical condition : Problems in coordination may be associated with visual function impairment and specific neurological disorders (e.g., cerebral palsy, progressive lesions of the cerebellum, neuromuscular disorders). In such cases, there are additional findings on neurological examination.

6. Intellectual developmental disorder (intellectual disability): If intellectual developmental disorder is present, motor competences may be impaired in accordance with the intellectual disability. However, if the motor difficulties are in excess of what could be accounted for by the intellectual developmental disorder, and criteria for developmental coordination disorder are met, developmental coordination disorder can be diagnosed as well . DCD has normal or near-normal intelligence; main issue is motor coordination( deficit in motor coordination)

7. Attention-deficit/hyperactivity disorder: Individuals with ADHD may fall, bump into objects, or knock things over. Careful observation across different contexts is required to ascertain if lack of motor competence is attributable to distractibility and impulsiveness rather than to developmental coordination disorder. If criteria for both ADHD and developmental coordination disorder are met, both diagnoses can be given . DCD may co-occur with ADHD but lacks significant attention and impulse control issues.

8. Autism spectrum disorder Individuals with autism spectrum disorder may be uninterested in participating in tasks requiring complex coordination skills, such as ball sports, which will affect test performance and function but not reflect core motor competence. Co-occurrence of developmental coordination disorder and autism spectrum disorder is common. If criteria for both disorders are met, both diagnoses can be given . DCD lacks core ASD traits

9. Joint hypermobility syndrome Individuals with syndromes causing hyperextensible joints (found on physical examination; often with a complaint of pain) may present with symptoms similar to those of developmental coordination disorder.

10. Comorbidity DCD often co-occurs with other developmental or mental health conditions: ADHD (Attention-Deficit/Hyperactivity Disorder) – seen in up to 50% of DCD cases Specific Learning Disorders – especially in reading (dyslexia) and math (dyscalculia) Speech and Language Disorders Autism Spectrum Disorder (ASD) Anxiety and Depression – due to social or academic challenges Sensory Processing Disorder (SPD) Joint hypermobility syndrome

11. Assessment of Developmental Coordination Disorder (DCD) Assessment typically involves clinical observation , standardized testing , and history taking . It's often a multidisciplinary process involving psychologists, occupational therapists, physiotherapists, and pediatricians. Clinical History & Observation Developmental history (delays in sitting, crawling, walking, self-care) Academic history (difficulty with writing, copying from the board) Behavioral observations (clumsiness, difficulty with sports, bumping into things) Parental/Teacher reports

12. Standardized Tools Movement Assessment Battery for Children (MABC-2) Widely used screening and diagnostic tool for DCD Developmental Coordination Disorder Questionnaire (DCDQ) Evaluates coordination in daily activities Parent-report tool for children aged 5–15 Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) Evaluates fine and gross motor skills Vineland Adaptive Behavior Scales Assesses adaptive functioning in communication, daily living, and motor skills

13. Management Plan Area of Focus Therapy Type Techniques / Strategies Fine Motor Skills Occupational Therapy (OT) Handwriting practice - Pre-writing patterns - Functional task training Gross Motor Skills Physical Therapy (PT) Balance & coordination exercises - Obstacle courses - Core strengthening Daily Living Skills Occupational Therapy (OT) Buttoning, lacing, feeding practice - Visual-motor training Sensory Integration Occupational Therapy - Sensory diets - Calming routines - Alerting activities Social-Emotional Skills Counseling / Group Work Social skills training - Role play - Emotional regulation strategies

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