Psychological Assessment for Developmental Coordination Disorder

What Is a Psychological Assessment for Developmental Coordination Disorder?

Definition of Developmental Coordination Disorder

Developmental Coordination Disorder is a neuro-developmental condition where motor skills lag behind what is expected for a child’s age and intelligence. Everyday actions—tying shoes, using cutlery, riding a bike—are noticeably harder, impacting schoolwork and self-esteem.

Role of Psychology in DCD Diagnosis

While paediatricians rule out medical causes, child psychologists and developmental specialists examine how motor problems affect learning, behaviour, and emotions. We look at attention span, frustration tolerance, and social participation to build a full picture.

Difference Between Screening and Full Assessment

• Screening: A brief 15-minute checklist to flag risk.
• Full Assessment: A 2–3 hour deep dive across motor, cognitive, and behavioural domains, ending with a written report you can share with schools and therapists.

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When Should You Seek an Assessment for Your Child?

Early Warning Signs Parents Notice

• Avoids drawing, building blocks, or sports
• Drops objects frequently or has an “awkward” gait
• Takes much longer than peers to dress or eat
• Meltdowns when asked to do fine-motor tasks

Age Guidelines for Testing

• 3–4 years: Suspect if delays are obvious in preschool
• 5–7 years: Ideal window before academic demands increase
• 8+ years: Still valuable; results guide classroom accommodations

Questions to Ask Yourself Before Booking

1. Does my child’s clumsiness worry teachers or relatives?
2. Have we practised a skill for months with little progress?
3. Is self-confidence dropping?

If you answer “yes” twice, it may be time to book.

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Our Step-by-Step Assessment Process

Step 1: Initial Intake Call (15 minutes)

A friendly coordinator listens to your concerns, checks insurance coverage, and schedules your visit.

Step 2: Developmental History Interview (45 minutes)

We map pregnancy, milestones, family traits, and school reports. Bring baby books or videos—every detail helps.

Step 3: Standardized Testing (60–75 minutes)

• BOT-2 (Bruininks-Oseretsky Test of Motor Proficiency) – measures speed, strength, and coordination
• MABC-2 (Movement Assessment Battery for Children) – identifies balance, manual dexterity, and ball skills

Your child thinks they’re “playing games,” reducing anxiety.

Step 4: Cognitive & Behavioral Screening (30 minutes)

Quick tests for attention, memory, and executive function to rule in or rule out ADHD, autism, or learning disorders.

Step 5: Feedback Session & Report (30–45 minutes)

We walk you through scores, show graphs, and hand over the report the same day. No two-week wait.

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Tools & Techniques We Use

Motor Assessment Batteries

• BOT-2, MABC-2, PDMS-2 (for younger kids)

Cognitive & Executive Function Tests

• WISC-V subtests, NEPSY-II

Parent & Teacher Questionnaires

• DCDQ’07, Conners-3, Sensory Profile-2

Behavioral Observations

Quiet room with one-way mirror; clinicians note posture, pencil grip, and social interaction style.

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What to Expect on Assessment Day

Preparing Your Child

• Explain: “We’ll play fun games and puzzles.”
• Ensure a good night’s sleep and normal breakfast.

What to Bring

• School report cards
• Previous therapy notes
• Favourite snack for breaks

Duration & Breaks

Total time: 2.5–3 hours including two short breaks. Waiting lounge with toys and coffee for parents.

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Understanding the Results

Interpreting Standard Scores

• Scores ≤ 5th percentile on motor tests confirm DCD.
• Cognitive scores show whether learning support is also needed.

Comorbid Conditions Explained

Roughly 50% of children with DCD also have ADHD, autism, or language delays. If present, we outline integrated therapy plans.

Next-Step Recommendations

• Occupational therapy goals
• School accommodations (extra time, pencil grips)
• Parent coaching sessions