Assessments for<unk>  typically require a<unk>  history, detailing ages at which significant<unk>  milestones, such as crawling and walking, occurred. Motor skills screening includes activities designed to indicate<unk> , including balancing, physical sequencing, touch sensitivity, and variations on walking activities. The American Psychiatric Association has four primary inclusive diagnostic criteria for determining if a child has<unk> . The criteria are as follows: # Motor<unk>  will be greatly reduced, although the intelligence of the child is normal for the age. # The difficulties the child experiences with motor<unk>  or planning interfere with the child's daily life. # The difficulties with<unk>  are not due to any other medical condition # If the child does also experience comorbidities such as intellectual or other<unk>  disability; motor<unk>  is still disproportionally affected. Screening tests that can be used to assess<unk>  include: * Movement Assessment Battery for Children (Movement-ABC – Movement-ABC 2) * Peabody<unk>  Motor Scales- Second Edition (PDMS-2) * Bruininks-Oseretsky Test of Motor Proficiency (BOTMP-BOT-2) * Motoriktest für vier- bis sechsjährige Kinder (MOT 4-6) * Körperkoordinationtest für Kinder (KTK) * Test of Gross Motor Development, Second Edition (TGMD-2) * Maastrichtse Motoriek Test (MMT) * Wechsler Adult Intelligence Scale (WAIS-IV) * Wechsler Individual Achievement Test (WAIT-II) * Test Of Word Reading Efficiency Second Edition (TOWRE-2) *<unk>  Questionnaire <unk> -Q). The<unk> -Q has been translated into many languages. For French-speaking populations, a Canadian-French version and a European-French version are available. * Children's Self-Perceptions of Adequacy in, and Predilection for Physical Activity (CSAPPA) Currently there is no single "gold standard" assessment test. A baseline motor assessment establishes the starting point for<unk>  intervention programs. Comparing children to normal rates of development may help to establish areas of significant difficulty. However, research in the British Journal of Special Education has shown that knowledge is severely limited in many who should be trained to recognise and respond to various difficulties, including<unk> , dyslexia and deficits in attention, motor control and perception (DAMP). The earlier that difficulties are noted and timely assessments occur, the quicker intervention can begin. A teacher or GP could miss a diagnosis if they are only applying a cursory knowledge. "Teachers will not be able to recognise or accommodate the child with learning difficulties in class if their knowledge is limited. Similarly GPs will find it difficult to detect and appropriately refer children with learning difficulties." Classification<unk>  is classified in the fifth revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as a motor disorder, in the category of neurodevelopmental disorders.
Developmental coordination disorder
Dysgraphia
Multiple complex developmental disorder
Dyskinetic cerebral palsy
Pervasive developmental disorder
Balance disorder
Periodic limb movement disorder
Developmental disability