Training-Induced Neuroplasticity in Children with Developmental Coordination Disorder
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MOTOR DISORDERS (P WILSON, SECTION EDITOR)
Training-Induced Neuroplasticity in Children with Developmental Coordination Disorder Sara Izadi-Najafabadi 1,2,3 & Kamaldeep K. Gill 1,2,3 & Jill G. Zwicker 2,3,4,5
# Springer Nature Switzerland AG 2020
Abstract Purpose of Review Developmental coordination disorder (DCD) impacts ones’ abilities to learn motor skills. Emerging evidence suggests that training or intervention can improve motor skills and induce brain changes. We present an overview of current knowledge and highlight the effects of Cognitive Orientation to Occupational Performance (CO-OP) intervention on brain structure in children with DCD. Recent Findings The frontal lobe, parietal lobe, cerebellum, basal ganglia, and the corpus callosum have been associated with motor learning difficulties in children with DCD. We found that white matter microstructure and/or volume in the right corona radiata, anterior thalamic radiation, and the corpus callosum improves following CO-OP intervention in children with DCD. Summary Training-induced changes in brain structure and function can be seen following intervention in children with DCD. The common theme between these changes is the possibility of improved access to attentional resources to compensate for motor difficulties associated with DCD. Keywords Developmental coordination disorder . Motor skills disorder . Rehabilitation . CO-OP . Training . Neuroplasticity
Introduction Developmental Coordination Disorder Developmental coordination disorder (DCD) is characterized by difficulty in learning motor skills that significantly affects daily life and interferes with academic achievement, vocational choices, and leisure pursuits [1]. Motor difficulty— identified as low accuracy, slow, and variable motor performance [2]—is the primary concern for children with DCD, which limits their ability to participate in daily activities, such
as grooming, buttoning their clothes, tying their shoes, printing, or participating in sports [1]. Difficulty learning motor skills contributes to less frequent participation and less diversity in activities in school and community settings for children with DCD compared with typically developing (TD) children [3, 4]. They are more likely to avoid environments where their lack of competence might be displayed and prefer to engage in activities that can be done solo, are quieter, and are less socially engaging [5, 6]. The psychosocial and physical consequences of DCD can impact health-related quality of life in various domains such as relationships with parents and peers,
This article is part of the Topical Collection on Motor Disorders Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40474-020-00191-0) contains supplementary material, which is available to authorized users. * Jill G. Zwicker [email protected]
3
Brain, Behaviour, & Development, BC Children’s Hospital Research Institute, # K3-180, 4480 Oak Street, Vancouver, BC V6H 3V4, Canada
1
Rehabilitation Sciences, University of Brit
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