FROM MY PT SCHOOL NOTES · PEDIATRICS · CHAPTER 06
Coordination, autism and sensory participation
A child's daily task performance is the priority; diagnostic labels alone do not specify the right PT intervention.
Developmental coordination disorder
Older DCD notes emphasize difficulty acquiring motor skills despite opportunity to practice, with effects on school, self-care and play. The 2026 pediatric PT DCD guideline emphasizes task-oriented practice, meaningful goals, caregiver collaboration, assessment and progress monitoring.
Autism and sensory differences
The guest lectures discuss sensory access, communication, transitions and reinforcement. Avoid interpreting every different sensory preference as a deficit to eliminate. Ask what creates distress or blocks participation, offer predictable choices and adapt the environment to support autonomy.
Practice needs a meaningful target
A child who avoids gym class may need graded task practice, peer-inclusive recreation, environmental adaptation, motor planning support or several of these. Select an outcome such as confidently joining a playground game, not merely tolerating a clinic activity.
Try a clinical decision
A school-age child can throw accurately in a quiet room but struggles with ball play during recess. What would you change?
Assess the actual participation context, divide the sport task into relevant parts, adapt cues/environment/peer demands and practice the skill progressively in that context.
Updated clinical context
2026 APTA DCD guideline: Read the current source
Original class sources: 4 Developmental Coordination Disorder (DCD).pdf, 8 Autism Guest Lecture.pdf, 6 Sensory Integration.pdf, 0 OT Lecture.pdf
This is a focused summary from personal PT-school notes, not a substitute for medical evaluation, an instructor course or a current clinical guideline.
