1. Developmental Coordination Disorder vs. Oppositional Defiant Disorder Laura Capps

2. Case Study 1: Ken  http://www.youtube.com/watch?v=_Q5FdzH aOuE http://www.youtube.com/watch?v=_Q5FdzH aOuE  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.