Abstract
Although problems of motor incoordination have been frequently described in literature, it was not until 1987 that motor disorders of unknown aetiology were included in the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association (DSM-III-R, American Psychiatric Association [APA], 1987) under the heading Developmental Coordination Disorder (abbreviated DCD). DCD was placed within the subclass of Specific Develop mental Disorders, which included three categories, namely inadequate development of specific academic skills, language and speech skills, and motor skills. In the 1994 version of DSM (APA, 1994), the subclass of Specific Developmental Disorders no longer exists as a separate entity. To date, developmental disorders are part of the section Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence, and are divided into three new groups: Learning Disorders, Motor Skills Disorder (specified DCD) and Communication Disorders. The essential features of this group of disorders are: an achievement that is substantially below that expected given a person’s chronological age, measured intelligence, and age-appropriate education; the disturbance interferes with academic achievement or activities of daily living. Excluded from this group are disorders explicable in terms of neurological or sensory deficits.
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Schoemaker, M.M., Smits-Engelsman, B.C.M., Kalverboer, A.F. (1998). The Classification of Specific Motor Disorders: Implications for Intervention. In: Rispens, J., van Yperen, T.A., Yule, W. (eds) Perspectives on the Classification of Specific Developmental Disorders. Neuropsychology and Cognition, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2581-1_11
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DOI: https://doi.org/10.1007/978-94-017-2581-1_11
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