CONTROLLING MOTOR RESPONSES VS. SOCIAL

RESPONSES

Developmental Coordination Disorder vs. Oppositional Defiant Disorder

Laura Capps

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

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!

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

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

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

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

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