The Definitive Guide to Co-occurring Dyspraxia and ADHD in Children

A comprehensive resource for parents, educators, and caregivers navigating the complexities of dyspraxia and ADHD in children

Parenting is already a complex journey, but when your child shows signs of developmental or neurological differences, the path can feel overwhelming. If you’re wondering, “Can a child have ADHD and dyspraxia?” or “Does my 7-year-old have ADHD alongside coordination issues?” – you’re not alone. Many parents find themselves puzzled by overlapping symptoms and behaviors that don’t quite fit into a single diagnosis.

This comprehensive guide explores the intricate relationship between dyspraxia and ADHD in children – two conditions that frequently co-occur but are often misunderstood or incompletely diagnosed. While each condition presents its own challenges, understanding how they interact is crucial for providing effective support.

The good news? With proper diagnosis, appropriate interventions, and consistent support, children with dyspraxia and ADHD can thrive. This guide draws on current research and expert insights to provide you with actionable strategies and deeper understanding.

Chapter 1: Understanding Dyspraxia (Developmental Coordination Disorder – DCD)

What Is Dyspraxia?

Dyspraxia, officially termed Developmental Coordination Disorder (DCD), is a neurodevelopmental condition affecting approximately 5-6% of school-aged children. It primarily impacts motor planning and coordination, making physical movements and tasks that require sequencing particularly challenging.

Dyspraxia is not:

• A sign of low intelligence (in fact, many children with dyspraxia have average or above-average intelligence)
• Laziness or lack of effort
• Something children will simply “grow out of” without support
• The same as general clumsiness (though it may appear similar)

Common Signs and Symptoms of Dyspraxia in Children

Age Group	Physical Signs	Daily Living Skills	Other Indicators
Preschool (3-5)	• Delayed milestones like crawling/walking<br>• Poor balance and frequently falling<br>• Difficulty with basic tasks like using utensils	• Struggles with self-care (dressing)<br>• Difficulty learning new physical skills<br>• Problems with puzzles and construction toys	• Speech delays or articulation issues<br>• Avoidance of physical activities
Early School Age (6-9)	• Awkward or immature running style<br>• Poor handwriting and scissor skills<br>• Difficulty with ball skills	• Struggles tying shoelaces<br>• Messy eating<br>• Difficulty following multiple-step instructions	• Easily fatigued<br>• Sensory sensitivities<br>• Frustration with physical activities
Older Children (10+)	• Ongoing difficulties with team sports<br>• Poor posture and awkward movements<br>• Handwriting remains problematic	• Organization of belongings is challenging<br>• Time management difficulties<br>• May avoid certain activities out of frustration	• Social difficulties may emerge<br>• May develop anxiety<br>• Self-esteem issues related to physical abilities

Potential Causes and Risk Factors

While the exact causes of dyspraxia remain under research, several factors may contribute:

• Genetic factors: Family history appears to play a role
• Prenatal factors: Complications during pregnancy
• Neurological differences: Particularly in how the brain processes information related to movement planning
• Premature birth: Higher risk among children born prematurely

Diagnosis of Dyspraxia

Diagnosing dyspraxia typically involves:

1. Developmental history: Detailed assessment of the child’s developmental milestones
2. Physical examination: To rule out other medical conditions
3. Standardized testing: By occupational therapists using tools like the Movement Assessment Battery for Children (MABC-2)
4. Observation: In various settings (home, school)
5. Multi-disciplinary assessment: Often involving pediatricians, occupational therapists, and sometimes psychologists

Early diagnosis is crucial for implementing effective interventions and preventing secondary issues like decreased self-esteem or activity avoidance.

Chapter 2: Understanding ADHD (Attention-Deficit/Hyperactivity Disorder)

What Is ADHD?

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition affecting approximately 5-9% of children. It impacts executive functions, particularly attention regulation, impulse control, and in some cases, activity levels.

ADHD manifests in three primary types:

1. Predominantly Inattentive Presentation: Difficulty sustaining attention, following through on tasks, and organizing
2. Predominantly Hyperactive-Impulsive Presentation: Excessive movement, impulsive actions, and difficulty remaining seated
3. Combined Presentation: Features of both inattention and hyperactivity-impulsivity

Common Signs and Symptoms of ADHD in Children

ADHD Type	Key Symptoms	Everyday Challenges	Additional Signs
Inattentive Type	• Easily distracted<br>• Misses details or makes careless mistakes<br>• Difficulty sustaining attention on tasks<br>• Problems with organization	• Forgets or loses materials<br>• Struggles to complete homework<br>• Appears to “not listen”<br>• Avoids tasks requiring sustained mental effort	• May appear daydreamy<br>• Often quieter, less disruptive<br>• May be overlooked, especially in girls
Hyperactive/Impulsive Type	• Fidgeting or squirming<br>• Excessive running/climbing<br>• Difficulty remaining seated<br>• Talking excessively	• Interrupts others<br>• Difficulty taking turns<br>• Acts as if “driven by a motor”<br>• Blurts out answers	• More likely to be identified early<br>• More visible in classroom settings<br>• Often physically active
Combined Type	• Shows significant symptoms from both categories above<br>• Most common presentation of ADHD	• Struggles with both attention and behavioral regulation<br>• Complex challenges at school and home	• Often most impacting on daily functioning<br>• May require multi-faceted interventions

Potential Causes and Risk Factors

Research indicates several contributing factors:

• Genetic influences: ADHD has a strong hereditary component
• Brain structure and function: Differences in certain brain regions and neurotransmitter systems
• Environmental factors: Including certain prenatal exposures
• Premature birth and low birth weight: Associated with higher ADHD risk

How ADHD Is Diagnosed

Proper ADHD diagnosis involves:

1. Comprehensive evaluation: By qualified healthcare providers (pediatricians, child psychiatrists, neurologists, or psychologists)
2. Standardized rating scales: Completed by parents, teachers, and sometimes the child
3. Developmental history: Including onset and duration of symptoms
4. Observation: Across multiple settings (home, school)
5. Ruling out other conditions: That might better explain the symptoms

For a diagnosis, symptoms must:

• Be present for at least 6 months
• Occur in multiple settings
• Significantly impact functioning
• Not be better explained by another condition

An important question many parents ask is, “Does my 7-year-old have ADHD?” This age is actually significant as ADHD symptoms typically become more apparent when children enter structured school environments where attention, organization, and behavioral regulation demands increase.

Chapter 3: The Critical Intersection: Dyspraxia AND ADHD in Children

Can a Child Have ADHD and Dyspraxia?

Yes, absolutely. Research suggests that approximately 30-50% of children with dyspraxia also meet criteria for ADHD, and conversely, children with ADHD show higher rates of motor coordination difficulties than the general population. This co-occurrence is not coincidental and likely reflects shared neurobiological factors.

Why the Overlap?

Several theories explain the frequent co-occurrence:

• Shared neurological pathways: Both conditions involve differences in brain regions that regulate movement planning and executive function
• Cerebellar involvement: The cerebellum, traditionally associated with motor coordination, also plays a role in attention processes
• Executive function challenges: Both conditions affect planning and sequencing abilities
• Developmental cascades: Difficulties in one area of development may influence other areas over time

Distinguishing vs. Overlapping Symptoms

Understanding what symptoms belong to which condition is crucial for appropriate intervention:

Area	Dyspraxia Specific	ADHD Specific	Overlapping Features
Motor Skills	• Poor handwriting and fine motor control<br>• Difficulty with sequenced movements<br>• Challenges with spatial awareness	• Excessive movement not related to coordination<br>• Restlessness driven by hyperactivity	• General clumsiness<br>• Difficulty with sports and physical activities
Attention	• May focus intently on motor tasks due to difficulty<br>• Attention issues secondary to motor planning demands	• Primary difficulty filtering relevant from irrelevant stimuli<br>• Inconsistent attention span<br>• Distractibility as core feature	• Trouble completing multi-step tasks<br>• Appears disorganized
Organization	• Difficulty organizing physical movements<br>• Spatial organization problems	• Time management challenges<br>• Difficulty organizing thoughts and materials	• Overall executive function challenges<br>• Problems with sequential tasks
Social Skills	• May avoid physical play due to coordination issues<br>• Self-consciousness about motor difficulties	• May miss social cues due to inattention<br>• Impulsivity affects turn-taking and conversation	• Peer relationship difficulties<br>• Potential isolation or rejection
Learning	• Difficulties with handwriting impact written expression<br>• Challenges with practical subjects like PE, art	• Inconsistent academic performance<br>• Difficulty sustaining attention during lessons	• School frustration<br>• Achievement below potential<br>• Homework challenges

Diagnostic Challenges

Identifying both conditions can be challenging for several reasons:

• One condition may “mask” or be more visible than the other
• Primary diagnosis may overshadow secondary issues
• Professionals may specialize in one condition but not recognize the other
• Symptoms may be attributed solely to the first-diagnosed condition

This is why comprehensive assessment by a multidisciplinary team is crucial when dyspraxia and ADHD are suspected to co-occur.

Impact of Co-occurrence

When a child has both dyspraxia and ADHD, the challenges can be greater than the sum of the parts:

• Increased frustration: Motor planning issues combined with attention difficulties can make learning new skills particularly challenging
• Self-esteem impact: Children may struggle in multiple domains (academic, physical, social)
• Greater executive function demands: Organization becomes a multi-layered challenge
• Complex educational needs: Requiring accommodations for both conditions
• Potential for secondary emotional issues: Including anxiety and avoidance behaviors

However, with proper understanding and support, these challenges can be effectively addressed.

Chapter 4: Comprehensive Diagnosis & Assessment

The Importance of Accurate Diagnosis

When dyspraxia and ADHD co-occur, comprehensive assessment is essential. Parents often wonder, “Does my 7-year-old have ADHD?” when they notice attention issues, but may miss the dyspraxia component, or vice versa. A thorough evaluation helps create an intervention plan that addresses all areas of need.

Who Can Diagnose?

Different professionals play complementary roles:

• Developmental Pediatricians: Often the first point of contact; can diagnose ADHD and refer for dyspraxia assessment
• Neurologists: Evaluate neurological bases of symptoms
• Child Psychiatrists: Can diagnose ADHD and evaluate related emotional/behavioral issues
• Psychologists: Conduct cognitive and behavioral assessments
• Occupational Therapists: Specialists in assessing motor skills and sensory processing (crucial for dyspraxia)
• Educational Psychologists: Evaluate learning impact in school settings

The Assessment Process for Dyspraxia

A comprehensive dyspraxia evaluation typically includes:

1. Standardized motor assessments: Tools like the Movement Assessment Battery for Children (MABC-2) or the Bruininks-Oseretsky Test of Motor Proficiency
2. Clinical observations: Of fine and gross motor skills
3. Sensory processing evaluation: To identify any sensory components
4. Functional skills assessment: Evaluating daily living activities
5. Parent and teacher reports: About motor functioning in different environments

The Assessment Process for ADHD

ADHD assessment generally involves:

1. Standardized behavior rating scales: Such as the Conners Rating Scales or the ADHD Rating Scale
2. Clinical interviews: With parents and sometimes the child
3. Teacher reports: Documenting behavior in classroom settings
4. Observation: In structured and unstructured environments
5. Cognitive testing: In some cases, to evaluate attention and executive function
6. Medical examination: To rule out other causes of symptoms

The Multi-disciplinary Approach

For children with suspected co-occurring dyspraxia and ADHD, the ideal approach involves:

• Team coordination: Communication between all professionals involved
• Comprehensive history: Gathering developmental information systematically
• Multiple perspectives: Input from parents, teachers, and various specialists
• Differential diagnosis: Careful consideration of other possible conditions (e.g., specific learning disabilities, autism spectrum disorder)
• Ongoing assessment: As children develop and their needs change

This thorough approach helps ensure that all aspects of a child’s difficulties are identified and addressed appropriately.

Chapter 5: Holistic Management & Support Strategies

Home Strategies for Children with Dyspraxia and ADHD

Creating a supportive home environment is essential when your child has both dyspraxia and ADHD:

Structure and Routine

• Visual schedules: Use picture-based or written schedules for daily routines
• Consistent organization: Keep items in the same place to reduce searching and frustration
• Breaking down tasks: Divide multi-step activities into manageable components
• Transitions warning: Give 5-10 minute warnings before transitions

Practical Support Strategies

• Clothing adaptations: Consider Velcro shoes instead of laces, elastic waistbands
• Modified utensils: For eating independence
• Visual cues: Use colored tape or markers to indicate left/right or proper positioning
• Movement breaks: Schedule regular physical activity to help with attention and regulation
• Simplify instructions: Give one direction at a time

Building Skills Through Play

• Fine motor activities: Threading beads, using tweezers for games
• Gross motor practice: Swimming, obstacle courses (adapted to success level)
• Dual-task games: Activities that combine physical and cognitive elements, but structured for success

School & Educational Support

Effective educational support is crucial for children with dyspraxia and ADHD:

Formal Support Plans

• Individualized Education Program (IEP): For qualifying students in the US
• 504 Plan: Accommodation plan for students who don’t qualify for special education
• SENCO involvement: In the UK, Special Educational Needs Coordinator assistance

Classroom Accommodations

For Dyspraxia	For ADHD	Beneficial for Both
• Pencil grips or keyboard alternatives<br>• Extra time for written tasks<br>• Reduced copying from board	• Preferential seating near teacher<br>• Fidget tools (when appropriate)<br>• Breaking assignments into chunks	• Clear, visual instructions<br>• Regular movement breaks<br>• Checking for understanding

Effective Teacher Communication

• Regular updates: Brief, regular communication between home and school
• Success tracking: Focus on improvements and strategies that work
• Strengths emphasis: Ensure teachers are aware of the child’s strengths, not just challenges
• Education provision: Share helpful resources about dyspraxia and ADHD with educators

Therapeutic Interventions

Professional therapy can significantly improve outcomes:

Occupational Therapy (OT)

• Core focus: Motor planning, coordination, fine motor skills
• Daily living skills: Dressing, eating, organization
• Sensory integration: Addressing sensory processing issues that often accompany dyspraxia
• Handwriting interventions: Specifically targeting writing challenges

Physical Therapy

• When needed: For significant gross motor challenges
• Focus areas: Core strength, balance, coordination
• Functional goals: Improving playground skills, sports participation

Behavioral Therapy

• Types: Cognitive Behavioral Therapy (CBT) or behavior management strategies
• Skills taught: Self-regulation, organization, task completion
• Parent training: Teaching parents effective behavior management techniques

Speech and Language Therapy

• When appropriate: For verbal dyspraxia or communication difficulties
• Focus areas: Articulation, pragmatic language, following directions

Medication Considerations

Medication may be part of the treatment plan for ADHD:

• Primary use: Medications are prescribed for ADHD symptoms, not dyspraxia
• Common types: Stimulants, non-stimulants, and others as determined by healthcare providers
• Decision-making: A personal choice made between families and doctors
• Monitoring: Regular follow-up to assess benefits and side effects
• Complementary approach: Medication works best when combined with behavioral strategies and accommodations

It’s important to note that medication decisions should always be made in consultation with healthcare providers, considering the individual child’s needs and circumstances.

Lifestyle & Well-being

Lifestyle factors significantly impact symptoms of both dyspraxia and ADHD:

• Sleep hygiene: Consistent bedtime routines and adequate sleep duration
• Nutrition: Well-balanced diet with regular meals and snacks
• Physical activity: Regular exercise beneficial for both conditions
• Stress management: Teaching simple relaxation techniques appropriate to age

Chapter 6: Voices & Perspectives

Parent Experiences

“When my son was diagnosed with ADHD at 6, we thought we finally had answers. But his struggles with handwriting, dressing, and sports continued even with ADHD treatment. It wasn’t until his occupational therapist suggested testing for dyspraxia that the full picture emerged. Now with support for both conditions, he’s making amazing progress.” — Parent of 9-year-old

“The hardest part was watching teachers attribute my daughter’s writing and organizational problems to her ‘not trying’ or ‘being distracted.’ Yes, she has ADHD, but dyspraxia explains why certain tasks remained difficult even when her attention improved with treatment.” — Parent of 11-year-old

Professional Insights

“Children with co-occurring dyspraxia and ADHD require integrated intervention approaches. We need to address both the motor planning and the attention regulation aspects simultaneously, rather than treating them as separate issues.” — Pediatric Occupational Therapist

“In my experience, the emotional impact of having both conditions can be significant. Children may feel they ‘can’t get anything right’ – they can’t sit still enough (ADHD) and they can’t move correctly (dyspraxia). Building self-confidence becomes a central therapeutic goal.” — Child Psychologist

Chapter 7: Navigating Challenges & Building Strengths

Addressing Emotional and Social Impact

Children with co-occurring dyspraxia and ADHD may face:

• Frustration: From difficulties across multiple domains
• Self-esteem challenges: Repeated experiences of difficulty or failure
• Social isolation: Potential exclusion from peer activities
• Anxiety: About performance in school and social situations

Supportive Approaches

• Acknowledge feelings: Validate the child’s frustrations and challenges
• Celebrate efforts: Focus on process rather than just outcomes
• Build competence: Find activities where success is possible and build from there
• Social skills support: Direct teaching of social skills if needed
• Emotional vocabulary: Help children label and express feelings appropriately

Building Resilience

Resilience development is crucial:

• Growth mindset: Emphasize that abilities can improve with practice
• Problem-solving skills: Teach explicit strategies for managing challenges
• Self-advocacy: Age-appropriate ways to ask for help or accommodations
• Manageable challenges: Providing opportunities to tackle difficult but achievable tasks

Focusing on Strengths

Every child has unique strengths:

• Identify abilities: What comes naturally or brings joy?
• Creative thinking: Many children with these conditions have innovative perspectives
• Special interests: Nurture areas of passion and deep interest
• Character strengths: Recognize perseverance, empathy, humor, or other positive traits

Becoming an Effective Advocate

Parents play a crucial advocacy role:

• Education: Learn about both conditions thoroughly
• Documentation: Keep organized records of assessments, interventions, and progress
• Collaborative approach: Work as a team with educators and healthcare providers
• Rights awareness: Understand educational entitlements and supports available

Chapter 8: Frequently Asked Questions

Can a child have ADHD and dyspraxia?

Yes, absolutely. Research indicates that 30-50% of children with dyspraxia also have ADHD, and many children with ADHD show motor coordination difficulties consistent with dyspraxia. These conditions frequently co-occur due to overlapping neurological pathways and shared developmental factors.

Does my 7-year-old have ADHD if they’re struggling with attention and coordination?

While attention difficulties and coordination problems can suggest ADHD and dyspraxia, proper diagnosis requires comprehensive assessment by qualified professionals. Seven years old is actually a common age for identification, as school demands increase and differences from peers become more apparent. If you have concerns, seek evaluation from a developmental pediatrician who can assess for both conditions.

How can I tell if my child’s clumsiness is dyspraxia or just normal development?

Normal childhood clumsiness differs from dyspraxia in severity, persistence, and impact. Occasional trips or spills are normal, but consistent difficulty with age-appropriate motor skills that affects daily functioning and doesn’t improve with practice suggests dyspraxia. Professional assessment can differentiate between typical development and dyspraxia.

Will my child outgrow dyspraxia or ADHD?

Neither condition is typically “outgrown,” but with appropriate support, children can develop effective strategies and skills. ADHD symptoms may change over time, and motor skills can improve with intervention for dyspraxia. Both conditions are lifelong, but their impact can be significantly reduced with proper support.

Should medication be considered for a child with both conditions?

Medication is typically prescribed for ADHD symptoms, not for dyspraxia. For children with both conditions, medication may help manage attention and impulse control, potentially making it easier to engage in therapies for motor skills. This decision should be made with healthcare providers, considering the full clinical picture and individual needs.

How do I explain these conditions to my child?

Use age-appropriate, positive language focusing on differences rather than deficits. For younger children, simple explanations like “your brain works differently” can help. For older children, more detailed information about specific challenges and strengths can be beneficial. Always emphasize that these conditions are just one part of who they are, not their defining characteristics.

What accommodations should I request at school?

Effective accommodations often include:

• Extended time for written tasks
• Alternative recording methods (typing, dictation)
• Movement breaks
• Visual schedules and instructions
• Reduced homework quantity while maintaining quality
• Preferential seating
• Use of technology for organization and writing

Each child’s needs differ, so accommodations should be individualized based on specific challenges.

Conclusion

Understanding and supporting a child with co-occurring dyspraxia and ADHD requires patience, knowledge, and a comprehensive approach. While the challenges are real, so is the potential for growth and success.

Remember these key takeaways:

1. Co-occurrence is common: Dyspraxia and ADHD frequently appear together and may share neurological underpinnings.
2. Comprehensive assessment matters: Proper diagnosis of both conditions is essential for effective intervention.
3. Multi-faceted support works best: Combining therapeutic, educational, and home-based strategies creates the strongest foundation.
4. Strengths matter: Every child has abilities and talents that should be recognized and developed.
5. The journey continues: Support needs will evolve as your child grows and develops.

As a parent or professional supporting a child with dyspraxia and ADHD, you play a crucial role in their development. By understanding these conditions and implementing appropriate strategies, you can help children build skills, confidence, and resilience that will serve them throughout life.

Want to learn more? Check out our related articles:

• 5 Essential Strategies for Supporting ADHD at Home
• Developing Motor Skills: Fun Activities for Children with Dyspraxia
• IEP and 504 Plans: A Parent’s Complete Guide
• Building Self-Esteem in Children with Learning Differences

References & Further Reading

Professional Organizations

• American Academy of Pediatrics (AAP)
• Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
• Dyspraxia Foundation
• Movement Matters (Developmental Coordination Disorder UK)

Research Resources

• Journal of Attention Disorders
• Developmental Medicine & Child Neurology
• Research in Developmental Disabilities

Books

• “The Dyspraxic Learner” by Alison Patrick
• “Taking Charge of ADHD” by Russell A. Barkley, Ph.D.
• “The Out-of-Sync Child” by Carol Stock Kranowitz

Note: This article is for informational purposes only and does not constitute medical advice. Always consult qualified healthcare providers for diagnosis and treatment decisions.

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