<unk>  is nearly always accompanied by other learning disabilities and/or neurodevelopmental disorders such as dyslexia, attention deficit disorder or oral and written language learning disability (OWL LD) and this can impact the type of<unk>  a person has. Tourette’s syndrome, ASD and dyspraxia are also common diagnoses among<unk>  individuals. Developmental<unk>  was originally described as being a disorder that occurs solely in dyslexic individuals.<unk>  was not studied as a separate entity until mid-20th century when researchers discovered there were different types that occur without dyslexia. Dyslexics and<unk> s experience similar synchronization difficulties and issues with spelling. However, dyslexia does not seem to impair physical writing ability or dramatically impact fine motor skills and<unk>  does not impact reading comprehension. Methods for evaluating, managing and remedying<unk>  are still evolving, but there are three principal subtypes of<unk>  that are recognized. There is little information available about different types of<unk>  and there are likely more subtypes than the ones listed below. Some people may have a combination of two or more of these, and individual symptoms may vary in presentation from what is described here. Most common presentation is a motor agraphia resulting from damage to some part of the motor cortex in the parietal lobes. Dyslexic There are several features that distinguish dyslexic-dysgraphia (sometimes called “linguistic<unk> ”) from the other types. People with dyslexic-dysgraphia typically have poor oral and written spelling that is typically phonemic in nature. Their spontaneously written work is often illegible, has extra or deleted syllables or letters, and contains unnecessary capitalization or large spaces in the middle of words which can make each individual word unrecognizable. They may also insert symbols that do not resemble any letter of the alphabet. Writing production generally requires long periods of contemplation and correction. Dyslexic-dysgraphic individuals have fairly good copied work, and their ability to draw is also preserved. Their finger tapping speed (a method for identifying fine motor problems) is normal, indicating that the deficit does not likely stem from cerebellar damage. Impaired verbal executive functioning has also been related to this form of the disorder. One study found that boys with ADHD and<unk>  suffer primarily from motor planning errors rather than linguistic impairment but the prevalence of linguistic/dyslexic-dysgraphia compared to other subtypes is uncertain. Motor<unk>  can be difficult to diagnose because the handwriting starts out clear and slowly degrades, making the writer appear lazy. Motor<unk>  (sometimes called “peripheral<unk> ”) is due to deficient fine motor skills, poor dexterity, poor muscle tone or unspecified motor clumsiness. Motor<unk>  impairs both motor patterns and motor memory. Letter formation may be acceptable in very short samples of writing, but this requires extreme effort and an unreasonable amount of time to accomplish, and it cannot be sustained for a significant length of time, as it can cause arthritis-like tensing of the hand. Overall, their written work is poor to illegible even if copied by sight from another document, and drawing is impaired. Oral spelling for these individuals is normal, and their finger tapping speed is below normal. This shows that there are problems within the fine motor skills of these individuals. People with developmental coordination disorder may be<unk>  and motor-dysgraphia may serve as a marker of dyspraxia. Motor-dysgraphics struggle with proper finger grip and writing is often slanted due to holding a pen or pencil incorrectly. Average writing speed is slower than that of non-dysgrapic individuals, but this seems to improve with age. Motor skill deficits appears to be a common cause of<unk> ; 78% of children with the disorder present kinematic difficulties, while 58% of them display issues with pressure skills. Spatial A person with spatial<unk>  has a defect in the understanding of space. This impaired spatial perception causes illegible spontaneously written work, illegible copied work, abnormal spacing between letters and majorly impaired drawing abilities. They have normal oral spelling and normal finger tapping speed, suggesting that this subtype is not fine motor based. Symptoms in actuality may vary in presentation from what is listed here. Spatial<unk>  may develop in individuals with lesions on the right hemisphere of the brain. Miscellaneous Other subtypes and informal classification systems have been proposed by researchers; this includes but is not limited to phonological<unk> , deep<unk>  and surface<unk> .
Dysgraphia
Dyslexia
Hypersexuality
Developmental coordination disorder
Musical anhedonia
Paraphilia
Acrodynia
Misophonia