EQ Assessment for Developmental Coordation Disorder
As a parent you may have noticed your child trips often, avoids sports, or becomes frustrated when tying shoelaces. These struggles may point to Developmental Coordination Disorder (DCD)—and they can also influence how your child understands and expresses emotions. Cadabams CDC offers a gentle, child-friendly EQ assessment for Developmental Coordination Disorder that looks at both motor challenges and emotional intelligence so you can give your child the support they truly need.
What is Developmental Coordination Disorder?
Definition and Core Symptoms
- Developmental Coordination Disorder is a neurodevelopmental condition in which a child’s motor coordination is substantially below the level expected for their age.
- Common signs include:
- Clumsy walking or running
- Difficulty with handwriting, cutting, or buttoning clothes
- Problems learning new motor tasks (bike-riding, skipping rope)
Prevalence in Children
- Affects 5 to 6 % of school-aged children worldwide
- More often diagnosed in boys, but girls can be under-identified
- Symptoms usually appear before age 5 and persist into adolescence
Impact on Daily Life and Learning
- Daily frustrations: spills at meals, messy rooms, long homework battles
- Academic setbacks: slow writing affects tests and note-taking
- Social stress: avoids playground games and birthday parties
- Self-esteem dips: repeated “I’m bad at everything” comments
Why EQ Assessment Matters for DCD
Link Between Motor Skills and Emotional Intelligence
When muscles don’t cooperate, kids can feel embarrassed or anxious. Those feelings shrink their emotional intelligence quotient (EQ), making it harder to:
- Recognize their own emotions
- Read social cues
- Regulate frustration
Social-Emotional Challenges in DCD
- Peer rejection due to poor sports performance
- Higher risk of anxiety disorders (up to 30 % in some studies)
- Reduced empathy because the child is busy managing internal stress
Benefits of Early EQ Screening
- Catch hidden worries before they become major mood issues
- Tailor therapy goals to build confidence, not just coordination
- Improve parent–child communication with shared vocabulary about feelings
- Boost long-term academic and social success
Our Comprehensive Assessment Process
Initial Screening Questions for Parents
- 10-minute online form covering milestones, daily routines, and emotional outbursts
- Questions like: “Does your child cry when asked to draw a picture?” or “How often does your child refuse PE class?”
Standardized Motor Skill Tests
- BOT-2 (Bruininks-Oseretsky Test of Motor Proficiency)
- MABC-2 (Movement Assessment Battery for Children – 2nd Edition) These pinpoint exactly which motor areas need support.
EQ-Specific Evaluation Tools
- Emotional Intelligence Scales for Children – pictorial cards that ask, “How does this child feel?”
- Interactive storytelling tasks measuring empathy and perspective-taking
Multidisciplinary Team Approach
- Occupational Therapist – fine-motor focus
- Child Psychologist – emotional regulation focus
- Special Educator – classroom strategies All specialists review results together so nothing is missed.
Assessment Tools We Use
- BOT-2 – evaluates balance, running speed, and dexterity
- MABC-2 – tests ball skills, manual dexterity, and static/dynamic balance
- Emotional Intelligence Scales – age-normed questionnaires and playful tasks
- Parent and Teacher Questionnaires – gather real-life examples of emotional and motor challenges at home and school
What to Expect During Assessment
Duration and Session Structure
- Total time: 2.5 to 3 hours, split into two shorter sessions if needed
- Breaks: 10-minute play breaks every 30–40 minutes to prevent fatigue
Child-Friendly Environment
- Colourful therapy rooms with swings, trampolines, and sensory toys
- Quiet corner for children who feel overwhelmed
Parent Involvement
- Observe through one-way mirror or live video feed
- Optional joint session to practice coping strategies together
Immediate Feedback Session
- 20-minute discussion right after the last test
- Receive a one-page snapshot of strengths, challenges, and next steps before the full report
Conditions That May Coexist with DCD
- ADHD – up to 50 % of children with DCD also have attention difficulties
- Autism Spectrum Disorder – overlapping social-communication and motor issues
- Learning Disabilities – handwriting delays can mask dysgraphia or dyslexia
- Anxiety and Mood Disorders – chronic motor failure can feed worry and sadness We screen for these so treatment plans are holistic.
Assessment Outcomes and Next Steps
Understanding Your Child's Profile
- Plain-language report with diagrams and colour-coded scores
- Separate sections for motor, emotional, and social skills
Personalized Intervention Plan
- SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound)
- Examples: “Tie shoelaces independently in 4 weeks” or “Use a calm-down breathing card when frustrated”
Therapy Recommendations
- Occupational therapy 2–3 times a week focusing on fine-motor and sensory regulation
- Emotional regulation coaching using role-play and comic-strip conversations
- Social skills groups with peers who also have DCD
School Collaboration Support
- We attend IEP meetings, suggest seating arrangements, and provide teacher tip sheets
- Sample accommodations: extra time for written tests, use of a laptop, movement breaks every 30 minutes