Transcript Dyspraxia - Purdue University

DISORDERS OF MOTOR
PLANNING AND RESPONDING
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Developmental
Coordination Disorder
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Dyspraxia
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Dyspraxia and Mislabeling
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2 girls with Apraxia, a motor disorder,
mistakenly labeled:
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hearing impaired
behavior disordered
Another woman (undergrad in this course) was
referred for testing at the age of 2 for not
speaking—now also w/ bad handwriting and
poor gross motor control, could run, however,
because less motor skill involved.
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Communication
Specific characteristics
of Apraxic speech
include
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un-sequenced sounds
or syllables
inconsistent speech
the loss of sounds or
words during
articulation
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Look at this link
Apraxia Video: listen to Brandon as an
example of dyspraxia
http://www.debtsmart.net/talk/inside_edition.html
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Communication cont.
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Examples include
 "shif"
instead of "fish" or
 "miskate" instead of "mistake"
 pronouncing "gate" as it should be one day,
but replacing the "g" sound the next day with
"k" or "d" and saying "kate" or "date" (Hall,
Part I, 2000).
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Dysgraphia.
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History and handedness
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8 yr old Dysgraphic
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Vocabulary:
3 types of dysgraphia
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1.
memory dysgraphia
1.
motor dysgraphia
2.
1.
perceptual-spatial
dysgraphia
3.
1.
cannot recall the written
form of letters but can
copy
cannot form letters but
know that their writing
is poor
cannot form their letters
and do not know that
their writing or drawing
is poor
Learning Characteristics
1. Perception
2. Memory
RESPONSE CHARACTERISTICS
1. Fine motor
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Assesss these
Specific Handwriting Errors
1.
2.
3.
4.
5.
6.
7.
8.
9.
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Bad or illegible handwriting (24%
failure to close the letters in this
‘word’ kityfogpads)
Top loop closed (l/t, e/I)
Using straight up strokes rather
than rounded (n like u, c like I)
End strokes
Crossings
Top loop short (b,d,h, k)
Too small
Closing c, h,u,w
Part of letter omitted
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ADHD and Dysgraphic
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Perceptual or Motor
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Perceptual or Motor
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Emotional Characteristics
Students with dysgraphia are punished by…
1. staying in for recess to complete assignments
2. taking home excessive amounts of homework
People may assume that they are…
1. Lazy
2. Careless
3. Not intelligent
= Low self-efficacy & Low self-esteem
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In contrast, writing forwards, backwards,
upsidedown, upsidedown & backwards with either
hand may look like giftedness:
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Interventions
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Deficit or Compensation Training?
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Read this link
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http://www.ldonline.org/article/6202
Fred
Fred was a quiet baby and babbled very little. He makes more babbling noises now
(4 ½ yr.). He has never used words or jargon, but has developed a great deal of
gesture for use in communication. He understands everything we say to him and
enjoys stories and other verbal activities. He has begun to print words but only a few
of these are used for purposeful communication.
When Fred was 3 yr. and 9 mo. old he began to imitate animal noises. Most of these
were produced with vowel sounds and an occasional ‘b’ or ‘k’. I remember a few
weeks before his third birthday he repeated “bah, bah, bah” all one day. Thinking it
might mean “bye-bye”, I took him out in an attempt to satisfy his whish and encourage
him to continue, but he never repeated the sound after that day, so I may have been
mistaken.
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Fred cont.
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At about the same time on three separate but identical occasions he
made the sounds “wah dow”. I interpreted it to mean “want down” and
helped him down. Then he learned to get down for himself and the
sounds to my knowledge have never been repeated. Whether these
were simply coincidences or not, I don’t know.expression, hand and
body movements, etc. He will frequently “act out” verbs like fall, jump,
etc. and sounds like escalator, revolving door, airplane, etc. When he
was three years and 10 months old, I suddenly realized that Fred was
reading words: dog, cat, etc. because he’d make the sounds for the
animal when he saw only the word. At three years and eleven months
he started making words all by himself with his alphabet blocks. Later
he started printing the words; he was unable to make lower case
letters well, but could translate lower case letters on toy blocks into
capital letters.
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