Case Study 2 The Leeds Consensus Statement: A universal standard to diagnose and assess Developmental Coordination Disorder
Submitting Institution
University of LeedsUnit of Assessment
Sport and Exercise Sciences, Leisure and TourismSummary Impact Type
SocietalResearch Subject Area(s)
Medical and Health Sciences: Public Health and Health Services
Psychology and Cognitive Sciences: Psychology
Summary of the impact
Research by Utley and colleagues at the University of Leeds,
which examined ways of identifying,
diagnosing and assessing Developmental Coordination Disorder (DCD) in
children, led to an
elaboration of the working definition of the condition - the Leeds
Consensus Statement. Compared
to other developmental disorders and impairments, DCD has been poorly
understood with the
previous diagnostic criteria causing confusion amongst clinicians and
practitioners. The 2006
consensus statement provided a new universal standard in the diagnosis and
assessment of DCD,
together with clear principles to guide intervention. Its impact from 2008
onwards can be
demonstrated through educational and health clinicians and practitioners
across the world adopting
the new standard and using it to diagnose DCD. Worldwide 4-6% of children
born have DCD, since
2006 this is identified by the Leeds Consensus Statement.
Underpinning research
Utley (University of Leeds from 2000 - present, Sport and Exercise
Sciences), together with
Sugden (University of Leeds from 1977 - present, School of Education) and
Chambers (University
of Leeds from 1997 - present, School of Education), have made their
careers' work the study of
motor development and impairment, analysing the fundamental movement
deficiencies in children
with a range of disorders, developing both diagnostic and
intervention/rehabilitation strategies.
Developmental Coordination Disorder (DCD) is evident where there is a
marked impairment in the
performance of motor skills, which has a significant, negative impact on
children's ability to get on
with everyday life activities independently. Features of DCD show high
levels of overlap with other
developmental disorders, including attention deficit hyperactivity
disorder (ADHD), dyslexia and
autism spectrum disorders, and confusion in assessment, diagnosis and
consequently intervention
causes barriers to progress and appropriate treatment. Following initial
attempts in 1994 to develop
a consensus statement (known as the London Consensus Statement), which
highlighted the
existence of DCD, there was a substantial increase in awareness of the
disorder. This resulted in
increasing demands for an updated version of the consensus to reflect
current research and
professional practice, to offer clinicians and practitioners a better
understanding of DCD, to aid
more accurate identification, diagnosis and assessment, and to inform more
targeted intervention.
As a result of Utley's detailed experimental work on children
with movement difficulties, and
because of Utley, Sugden and Chambers' theoretical, empirical and
professional knowledge of
movement analysis in children, the University of Leeds team secured an
ESRC grant to develop an
updated and revised consensus in 2005. The ESRC grant enabled Utley,
Sugden and Chambers
to bring together other leading professionals, from health, psychology,
education and sports
science, between 2004 - 2005, to gain agreement for a new consensus
statement regarding the
condition DCD. In the discussions raised by contributors, it was agreed to
retain the term DCD and
to propose new recommendations, guidelines for assessment and new general
intervention
principles, informed by research and the evidence based understanding of
children with DCD [1].
Research by Utley, which had positioned her as an expert in this
field, contributed to the 2006
consensus agreement in two key ways. Firstly, Utley's research
helped determine exactly how
children with DCD move during standardised tasks and the nature of their
movement difficulties.
Using detailed analytical methods, such as kinematic analysis, Utley
led efforts to define the
fundamental movement strategies of children with Cerebral Palsy (CP) or
DCD [2, 3], which
proved to be of diagnostic value, for example the coupling of limbs to
assist with control [2, 4].
Secondly, Utley's research has also addressed the issue of
rehabilitation considering the role of
the task, the environment, and the individual in the rehabilitation
process. The fundamental
movement analysis of children with DCD (and CP) identified critical
features of the disorder(s) and
successful interventions that were helpful in completing manual tasks such
as reaching and
grasping and catching [2 - 5]. The performance of manual tasks,
such as catching an object,
requires the coordination of multiple, independent parts of the body
(individual muscles, joints,
limbs). Children with DCD perform many coordination tasks poorly and
strategies that link some of
these variables (e.g. joints), reduce the degrees of freedom in the system
and simplify the task and
improve its execution [2, 5, 3]. The research of Utley and
colleagues demonstrated the importance
of context on movement, namely the shape, size, weight and texture of an
object [4, 6, 2].
Crucially, Utley and colleagues addressed the issue of movement in
DCD from a different
theoretical stance: a dynamical systems perspective which considered the
process of movement
production rather than the outcome [5, 3]. The importance of using
different modes of information
to influence movement was a pivotal finding which has been widely applied
in rehabilitation. This
approach is reflected in the strategies for intervention which are central
to the Leeds Consensus
Statement. The quality of this research resulted in publications in top
journals such as Motor
Control and Developmental Medicine and Child Neurology,
which previously had not published
research on DCD.
Thresholds were identified for each parameter to achieve discrimination
between different
movement disorders (separating DCD from CP, and ADHD for example),
contributing to the clinical
definition of DCD and the identification of several diagnostic traits and
tests to diagnose the
condition in patients. The research also evaluated intervention strategies
and produced guidelines
for successful intervention/rehabilitation.
Researchers:
Dr Andrea Utley, Co-Investigator, Reader in Motor Control and
Learning, University of Leeds
(2000-present)
Prof David Sugden, Co-Investigator, Professor Special Needs in Education,
University of Leeds
(1987-present)
Dr Mary Chambers, Co-Investigator, Lecturer, University of Leeds
(2002-present)
References to the research
[1] Sugden, D.A., Chambers, M. and Utley, A. (2006) ESRC
Leeds University. UK-DCD
Consensus Statement, Consensus Meeting Series 2004-2006.
http://www.dcd-uk.org
[2] Utley, A., Steenbergen, B. and Astill, S.L. (2007) Ball
catching in children with developmental
coordination disorder: control of degrees of freedom. Developmental
Medicine and Child Neurology
49:34-8. DOI: 10.1017/S0012162207000096.x
Utley was principal investigator for this research which is published in
one of the leading journals in
the field.
[3] Astill, S. and Utley, A. (2008) Coupling of the reach
and grasp phase during catching in
children with developmental coordination disorder. Journal of Motor
Behaviour 40:4,315-323 DOI:
10.3200/JMBR.40.4.315-324 Utley was lead author, collaborating with Astill
(University of Leeds,
2008 - present)
[4] Utley, A. and Sugden, D.A. (1998) Interlimb coupling in
Children with Hemiplegic Cerebral
Palsy at Speed. Developmental Medicine and Child Neurology 40:396-404.
DOI:10.1111/j.1469-
8749.1998.tb08215.x Utley was principal investigator for this research
which is published in one of
the leading journals in the field.
[5] Utley, A. and Astill, S.L. (2007) Developmental sequences of
two-handed catching: How do
children with and without developmental coordination disorder differ? Physiotherapy
Theory and
Practice 23:65 - 82 DOI: 10.1080/09593980701211838
[6] Utley, A. and Steenbergen, B. (2006) Discrete bimanual
co-ordination in children and young
adolescents with hemiparetic cerebral palsy: Recent findings, implications
and future research
directions. Paediatric Rehabilitation 9:127-136. DOI:
10.1080/13638490500155573 Utley and
Steenbergen (University of Nijmegen) were co-authors for this research.
Grants:
2004-2005 ESRC Seminar Series Grant Utley (CI) £17,000 Developmental
Coordination Disorder
Details of the impact
From 2006 and continuing throughout the impact period from 2008 onwards,
the Leeds Consensus
Statement has been recognised as a universal standard in the assessment of
Developmental Co-
ordination Disorder (DCD). It has been important in providing a common
language and an agreed
framework for the understanding of DCD, enabling more confident and
accurate diagnosis of the
condition and subsequently more appropriate interventions based on this
understanding.
"The Leeds Consensus Statement (2006) provided much needed clarification
on matters relating to
the diagnosis and assessment of the condition, together with clear
principles to help guide
intervention planning."
Reader in Psychology, Social Work & Public Health, Oxford Brookes
University [A]
Impact on practitioners and professional services
Utley's research findings and contribution to the Leeds Consensus
Statement have directly
enhanced professional practice, by helping provide robust and accurate
diagnostic understanding
for the identification of DCD, applied by educational and health
clinicians and practitioners across
the world.
The Leeds Consensus Statement's influence on professional services and
standards can be
evidenced by the sale of over 2000 copies of the statement (890 of these
were after 2008) [B],
indicating its adoption by large numbers of practitioners to guide their
work. It has also been
adopted as the official diagnostic criterion for DCD by national and
international bodies, with its
recommendations applied in the UK (Royal College of Paediatrics and Child
Health, College of
Occupational Therapists, National Association of Special Educational Needs
and The Dyspraxia
Foundation), Netherlands [C], Canada (CanChild Centre for
Childhood Disability, McMaster
University), and USA. These bodies include the European Academy for
Childhood Disability [D],
which is an association of professionals working with children with
disability throughout Europe,
and the Dyscovery Centre, a centre of excellence in the UK for children
and adults with specific
learning difficulties. Initially set up to co-ordinate services for
children across the UK, the
Dyscovery Centre now sees children and adults from as far afield as
Ecuador, Hong Kong and the
UAE, successfully treating thousands of children and training over 10,000
health and educational
professionals.
"The DCD Consensus Statement has been used since its publication as the
official diagnostic
criterion by healthcare professionals, it is used to define best practice
and has been integral to the
delivery of healthcare and educational services to children affected by
this disorder" [E]
Pediatrician and Director, The Dyscovery Centre, University of Wales.
The establishment of the Leeds Consensus Statement as an internationally
reliable working
definition of the condition allowed researchers and professionals to not
only agree on perceptions
of children's movement difficulties, but also more accurately evaluate
intervention, providing a
reliable assessment standard to document improvements in the motor
performance of thousands
of children. For example, the consensus statement was used by a team in
Germany, who then
conducted the largest survey of diagnosis, assessment and intervention
methods for children with
DCD based on the criteria identified in the Leeds Consensus Statement.
Their findings were then
published as the Swiss-German guidelines in 2011 [F].
Beyond its initial impact in establishing a new working definition and a
new universal standard in
the diagnosis and assessment of DCD, the research also continues to inform
debate. Together
with the improved professional practices as a result of the Leeds
Consensus Statement, the
research findings are captured again in an updated version of the
Consensus in 2012 [E], led by
the European Academy for Childhood Disability [D]. These
guidelines will continue to help ensure
consistency in the way that DCD is diagnosed, as well as informing future
intervention strategies.
This has been recognised by a number of agencies as demonstrated by the
quote below.
"There is detailed guidance and discussion about assessment and diagnosis
which has been very
useful in supporting clinicians working out in the field in DCD clinics [G]
Occupational Therapist, The Children's Trust, UK.
Impact on health and welfare
DCD is a common disorder affecting motor coordination in 4 - 6 % of
children in the UK, and has a
significant, negative impact on activities associated with daily living,
such as dressing, eating,
riding a bicycle, academic achievements, and thus limits the social and
economic opportunities
available to children with this disorder.
Research about DCD is not nearly as comprehensive as other developmental
disorders, such as
dyslexia, ADHD and autism spectrum disorders. Detailed assessment of
co-ordination problems,
early in the life of a child with DCD, enables children to be given
support and appropriate
intervention. Prior to international agreement over the condition, some
children who were identified
as DCD often had other conditions and this clouded the intervention
process. Therefore, by
providing a better understanding of DCD, the Leeds Consensus Statement has
not only prompted
more accurate diagnosis but improved the alignment of diagnosis and
intervention.
"the DCD Consensus Statement has been referred to widely in the UK and
elsewhere as an official
diagnostic criterion by healthcare professionals, is used to define best
practice, and has greatly
informed the delivery of healthcare and educational services to children
affected by this disorder."
[H]
Head of Psychology, Australian Catholic University, Melbourne, Australia
The research has encouraged more functional approaches to intervention,
based on evidence
drawn from the motor learning literature [2, 5, 3] and Utley
has been central to this work and
approach. Guidelines for assessment and intervention found in the Leeds
Consensus Statement
have formed the foundation of numerous intervention plans nationally and
internationally [A], so by
providing knowledge of the nature of the underlying deficit, and
subsequently facilitating better
rehabilitation, clinicians and practitioners across the world have been
able to help thousands of
children with movement difficulties improve participation in activities as
part of daily living.
Sources to corroborate the impact
[A] Letter (dated 12/12/2012) from Reader in Psychology,
Department of Psychology, Social Work
& Public Health, Oxford Brookes University. (Letter corroborating the
role of the Leeds consensus
statement in clarification of the diagnosis and assessment of the DCD,
available if requested).
[B] University of Wales, Newport - School of Education:
Developmental Co-ordination Disorder
(DCD) http://www.mscdevelopmentaldisorders.org/wp-content/uploads/What-is-DCD.pdf
[accessed
3/10/2013].
[C] Consensus development around DCD, Centre for Human Movement
Sciences, Groningen, The
Netherlands (19/05/2008), including details of the decision to accept
three of the four criteria as
identified in the Leeds Consensus Statement (p.45).
http://www.ergoterapiforbarn.no/pdf/Marina_consensus.pdf
[accessed 3/10/2013].
[D] Blank R, Smits-Engelsman B, Polatajko H, Wilson P (2012)
European Academy for Childhood
Disability (EACD): recommendations on the definition, diagnosis and
intervention of developmental
coordination disorder (long version). Developmental Medicine and Child
Neurology 54(1), 54-93.
http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.2011.04171.x/pdf
[accessed 3/10/2013].
[E] Letter (dated 17/06/2013) from Pediatrician and Director of
The Dyscovery Centre, University of
Wales, Newport (Letter corroborating the impact of the Leeds consensus
statement by healthcare
professionals for both diagnosis and intervention. In addition the letter
authenticates the claims
made in the case study, available if requested).
[F] 2011 Swiss German European Guidelines. Child Centre Maulbronn
& University of Heidelburg,
Germany. Published in Developmental Medicine and Child Neurology,
(2011) 53, 1 (Available if
requested).
[G] Letter (dated 23/09/2013) from Occupational Therapist and head
of research, The Children's
Trust. (Available if requested).
[H] Leader of research team, Australian Catholic University.
(Letter (dated 17/09/2013)
corroborating the impact of the Leeds Consensus statement and the
importance of diagnosis and
targeted intervention, available if requested).