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Controlling Motor responses vs. Social responses

Developmental Coordination Disorder vs. Oppositional Defiant Disorder. Controlling Motor responses vs. Social responses. Laura Capps. Case Study 1: Ken. http://www.youtube.com/watch?v=_ Q5FdzHaOuE Second grade male Often loses his temper, especially during reading

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Controlling Motor responses vs. Social responses

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  1. Developmental Coordination Disorder vs. Oppositional Defiant Disorder Controlling Motor responses vs. Social responses Laura Capps

  2. Case Study 1: Ken • http://www.youtube.com/watch?v=_Q5FdzHaOuE • Second grade male • Often loses his temper, especially during reading • Argues with and defies adults • Strengths in art class • Diagnosed with ODD

  3. Case Study 2: Emily • Second grade female • Rarely speaks but listens intently • Clumsy • Disruptive in P.E. class • Cries frequently • Hides from teacher • Diagnosed with DCD • Your turn!

  4. Accommodations for Ken • Assess reading ability • Decoding and encoding • Use peers • Audiobooks • Redirection of response to others • Anger management • Self-monitoring • Videos of conflict resolution

  5. Accommodations for Emily • Ensure safety in classroom • Eliminate sharp edges and corners • Monitor her handling of sharp objects • Fine Motor Skills • Simple games- “talking stick” • Simple clapping patterns • Musical instruments • P.E. • Map out actions before needing to perform them independently • Use Emily as an example • Step-by-step directions of movements and games

  6. Commonalities • Social relationships with peers • Ken-responds aggressively • Emily-responds with avoidance • Accommodations • Work in small groups or pairs with extra teacher assistance • Teacher help to “encode relevant [social] cues” (Coy, Speltz, DeKlyen & Jones, 2000) • Frequent immersion in situations with social cues followed by explanation of cues

  7. Conclusions • Both children have skill deficits that contribute to social deficits • Specific accommodations for their disability • Can benefit from developing healthy relationships with others • Teacher plays a role in improving both deficits in each child

  8. References • Church, K., Gottschalk, C.M. & Leddy, J.N. (2003). 20 Ways to Enhance Social and Friendship Skills. Intervention in School and Clinic, 38(5). • Dyspraxia Foundation (2013). Dyspraxia at a Glance. Retrieved from: http://www.dyspraxiafoundation.org.uk/services/dys_glance.php • Coy, K., Speltz, M.L., DeKlyen, M. & Jones, K. (2001). Social-Cognitive Processes in Preschool Boys With and Without Oppositional Defiant Disorder. Journal of Abnormal Child Psychology, 29 (2). • Ginsburg, G.S., La Greca, A.M., & Silverman, W.K. (1998). Social Anxiety in Children with Anxiety Disorders: Relation with Social and Emotional Functioning. Journal of Abnormal Child Psychology, 26(3). • Kartasidou, L., Varsamis, P. & Sampsonidou, A. (2012). Motor Performance and Rhythmic Perception of Children with Intellectual and Developmental Disability and Developmental Coordination Disorder. International Journal of Special Education, 27 (1). • Kooistra, L., Crawford, S., Dewey, D., Cantell, M., & Kaplan, B.J. (2005). Motor Correlates of ADHD: Contribution of Reading Disability and Oppositional Defiant Disorder. Journal of Learning Disabilities, 35 (3). • Miyahara, M. & Baxter, G.D. (2011). Children with “Dyspraxia”: A Survey of Diagnostic Heterogeneity, Use and Perceived Effectiveness of Interventions. Journal of Developmental & Physical Disabilities,23(5). • Nelson III, W.M., & Finch Jr., A.J. (1996). Keeping Your Cool. Ardmore, PA :Workbook Publishing • Stansell, D. J. (2007). Giving a face to a hidden disorder: The impact of dyspraxia. TEACHING Exceptional Children Plus, 4(1). • Webster-Stratton, C. & Hammond, M. (1997). Treating Children With Early-Onset Conduct Problems: A Comparison of Child and Parent Training Interventions. Journal of Consulting and Clinical Psychology, 65(1). • Zentall, S.S. (2014). Disorders of Written Language. In Students with Mild Exceptionalities: Characteristics and Applications (69-104). Los Angeles, CA: SAGE Publications, Inc. • Zentall, S.S. (2014). Externalizing Behavior Disorders. In Students with Mild Exceptionalities: Characteristics and Applications (293-332). Los Angeles, CA: SAGE Publications, Inc. • Zentall, S.S. (2014). Motor Disabilities. In Students with Mild Exceptionalities: Characteristics and Applications (445-480). Los Angeles, CA: SAGE Publications, Inc.

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