Various areas of development can be affected by<unk>  and these will persist into adulthood, as<unk>  has no cure. Often various coping strategies are developed, and these can be enhanced through occupational therapy, psychomotor therapy, physiotherapy, speech therapy, or psychological training. In addition to the physical impairments,<unk>  is associated with problems with memory, especially working memory. This typically results in difficulty remembering instructions, difficulty organizing one's time and remembering deadlines, increased propensity to lose things or problems carrying out tasks which require remembering several steps in sequence (such as cooking). Whilst most of the general population experience these problems to some extent, they have a much more significant impact on the lives of dyspraxic people. However, many dyspraxics have excellent long-term memories, despite poor short-term memory. Many dyspraxics benefit from working in a structured environment, as repeating the same routine minimises difficulty with time-management and allows them to commit procedures to long-term memory. People with<unk>  sometimes have difficulty moderating the amount of sensory information that their body is constantly sending them, so as a result these dyspraxics may be prone to sensory overload and panic attacks. Moderate to extreme difficulty doing physical tasks is experienced by some dyspraxics, and fatigue is common because so much energy is expended trying to execute physical movements correctly. Some dyspraxics suffer from hypotonia, low muscle tone, which like<unk>  can detrimentally affect balance. Gross motor control Whole body movement and motor<unk>  issues mean that major developmental targets including walking, running, climbing and jumping can be affected. The difficulties vary from person to person and can include the following: * Poor timing. * Poor balance (sometimes even falling over in mid-step). Tripping over one's own feet is also common. * Difficulty combining movements into a controlled sequence. * Difficulty remembering the next movement in a sequence. * Problems with spatial awareness, or proprioception. * Trouble picking up and holding onto simple objects such as pencils, owing to poor muscle tone or proprioception. * Clumsiness to the point of knocking things over, causing minor injuries to oneself and bumping into people accidentally. * Difficulty in determining left from right. * Cross-laterality, ambidexterity, and a shift in the preferred hand are also common in people with<unk> . * Problems with chewing foods. Fine motor control Fine-motor problems can cause difficulty with a wide variety of other tasks such as using a knife and fork, fastening buttons and shoelaces, cooking, brushing teeth, styling hair, shaving, applying cosmetics, opening jars and packets, locking and unlocking doors, and doing housework. Difficulties with fine motor<unk>  lead to problems with handwriting, which may be due to either ideational or ideo-motor difficulties. Problems associated with this area may include: * Learning basic movement patterns. * Developing a desired writing speed. * Establishing the correct pencil grip. * Handwriting that is difficult to read and may miss words in sentences or place words in the incorrect order * The acquisition of graphemes – e.g. the letters of the Latin alphabet, as well as numbers. Developmental verbal dyspraxia Developmental verbal dyspraxia (DVD) is a type of ideational dyspraxia, causing speech and language impairments. This is the favoured term in the UK; however, it is also sometimes referred to as articulatory dyspraxia, and in the United States the usual term is childhood apraxia of speech (CAS). Key problems include: * Difficulties controlling the speech organs. * Difficulties making speech sounds. * Difficulty sequencing sounds * Within a word, and * Forming words into sentences. * Difficulty controlling breathing, suppressing salivation and phonation when talking or singing with lyrics. * Slow language development. Associated disorders and secondary consequences People who have<unk>  may also have one or more of these co-morbid conditions: * Attention deficit hyperactivity disorder (ADHD) (inattention, hyperactivity, impulsive behaviour). * Fetal Alcohol Spectrum Disorder * A condition on the Autism spectrum. * Dyscalculia (difficulty with numbers). * Dysgraphia (an inability to write neatly or draw). * Dyslexia (difficulty with reading and spelling). * Hypotonia (low muscle tone). * Nonverbal learning disorder. * Sensory processing disorder. * Developmental Language Disorder (DLD). * Visual perception deficits. However, a person with<unk>  is unlikely to have all of these conditions. The pattern of difficulty varies widely from person to person; an area of major weakness for one dyspraxic can be an area of strength or gift for another. For example, while some dyspraxics have difficulty with reading and spelling due to dyslexia, or with numeracy due to dyscalculia, others may have brilliant reading and spelling or mathematical abilities. Co-morbidity between ADHD and<unk>  is particularly high; the overlap between the two disorders is believed to be about 50% (approximately half of people with<unk>  have ADHD, and approximately half of people with ADHD have<unk> . Sensory processing disorder Sensory processing disorder (SPD) concerns having oversensitivity or undersensitivity to physical stimuli, such as touch, light, sound, and smell. This may manifest itself as an inability to tolerate certain textures such as sandpaper or certain fabrics such as wool, oral intolerance of excessively textured food (commonly known as picky eating), being touched by another individual (in the case of touch oversensitivity) or it may require the consistent use of sunglasses outdoors since sunlight may be intense enough to cause discomfort to a dyspraxic (in the case of light oversensitivity). An aversion to loud music and naturally loud environments (such as clubs and bars) is typical behavior of a dyspraxic individual who suffers from auditory oversensitivity, while only being comfortable in unusually warm or cold environments is typical of a dyspraxic with temperature oversensitivity. Undersensitivity to stimuli may also cause problems, as individuals do not receive the sensory input they need to understand where their bodies are in space. This can make it even more challenging to complete tasks. Dyspraxics who are undersensitive to pain may injure themselves without realising it. Some dyspraxics may be oversensitive to some stimuli and undersensitive to others. Developmental Language Disorder (DLD) {Also Formerly known as: Specific Language Disorder (SLI); Receptive/Expressive Language Disorder; Speech and Language Impairment} Developmental Language Disorder (DLD) research has found that students with<unk>  and normal language skills still experience learning difficulties despite relative strengths in language. This means that, for students with<unk> , their working memory abilities determine their learning difficulties. Any strength in language that they have is not able to sufficiently support their learning. Students with<unk>  struggle most in visual-spatial memory. When compared to their peers without motor difficulties, students with<unk>  are seven times more likely than typically developing students to achieve very poor scores in visual-spatial memory. As a result of this working memory impairment, students with<unk>  have learning deficits as well. Psychological and social consequences Psychological domain: Children with<unk>  may struggle with lower self-efficacy and lower self-perceived competence in peer and social relations. Some demonstrate greater aggressiveness and hyperactivity. Social domain: Children may be more vulnerable to social rejection and bullying, possibly resulting in higher levels of loneliness.
Developmental coordination disorder
Dysgraphia
Multiple complex developmental disorder
Dyskinetic cerebral palsy
Pervasive developmental disorder
Balance disorder
Periodic limb movement disorder
Developmental disability