scholarly journals Developmental dyspraxia: Which future in the adulthood?

2015 ◽  
Vol 58 ◽  
pp. e27
Author(s):  
S. Gonzalez Monge
Keyword(s):  
Developmental Dyspraxia

scholarly journals Oculomotor Impairments in Developmental Dyspraxia

2016 ◽  
Vol 16 (2) ◽  
pp. 411-420 ◽  
Author(s):  
B. Gaymard ◽  
M. Giannitelli ◽  
G. Challes ◽  
S. Rivaud-Péchoux ◽  
O. Bonnot ◽  
...  
Keyword(s):  
Developmental Dyspraxia

Developmental Dyspraxia

2013 ◽  
pp. 889-889
Author(s):  
Aaron Stabel ◽  
Kimberly Kroeger-Geoppinger ◽  
Jennifer McCullagh ◽  
Deborah Weiss ◽  
Jennifer McCullagh ◽  
...  
Keyword(s):  
Developmental Dyspraxia

scholarly journals Developmental dyspraxia: Symptom or real “dys” disorder?

2015 ◽  
Vol 58 ◽  
pp. e26-e27
Author(s):  
O. Costini ◽  
A. Roy ◽  
C. Remigereau ◽  
S. Faure ◽  
D. Le Gall
Keyword(s):  
Developmental Dyspraxia

Developmental Dyspraxia: Is it a Unitary Function?

1987 ◽  
Vol 7 (2) ◽  
pp. 93-110 ◽  
Author(s):  
A. Jean Ayres ◽  
Zoe K. Mailloux ◽  
Cathy L. W. Wendler
Keyword(s):  
Visual Perception ◽  
Sensory Processing ◽  
Vestibular System ◽  
Concept Formation ◽  
Auditory Memory ◽  
Factor Analyses ◽  
Clinical Observations ◽  
Different Types ◽  
Developmental Dyspraxia

Children ( N = 182) with known or suspected sensory integrative dysfunction and who ranged in age front 4 years, 0 months, to 9 years, 11 months, were assessed using tests and clinical observations to examine developmental dyspraxia. Correlations and factor analyses indicated strong associations between praxis, tactile sensory processing, visual perception, and repeating of sentences. The major factor represented visuosomatopraxis function with elements linked by concept formation. Auditory memory delineated a second factor and kinesthesia another factor. Any contribution of the vestibular system to praxis could not be clearly isolated. The study did not justify the existence of either a unitary function or different types of developmental dyspraxia; rather, it supported the idea of a general praxis function and of additional differentiated practic skills defined by behavioral goals.

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