Motor Problems In Children Research Articles

FORMATION OF SENSIMOTOR FEELINGS IN CHILDREN OF YOUNGER SCHOOL AGE WITH DISORDERS OF INTELLECTUAL DEVELOPMENT

The article examines the features of sensorimotor development of children with intellectual disability (ID), who often face difficulties in coordination of movements, fine motor skills, sensory perception and spatial adaptation. Special attention is paid to how sensorimotor skills affect learning success, including writing, drawing, and performing everyday tasks. The generalization of literary sources confirms that sensorimotor development is important for cognitive activity, the formation of educational competencies and children’s behavior. The described motor assessment methods include aspects such as dynamic and reciprocal coordination, differentiation of movements, kinesthetic gnosis, optic-spatial coordination, rhythmicity, and praxis. Research results indicate significant difficulties in children with PIR, especially in the regulation of movements of fingers and hands, dynamic coordination and execution of serial movements. These problems can lead to significant difficulties in the performance of graphomotor skills, such as writing, drawing and other visual activities. Insufficiently developed motor skills negatively affect the overall development of the child and his ability to adapt in the educational environment. The article recommends a variety of remedial interventions, including finger gymnastics, art therapy techniques, and exercises with a variety of objects to improve sensorimotor skills. Special emphasis is placed on the need for a playful approach in working with children with PID, as well as speech support to facilitate the performance of complex motor tasks. A systematic approach, which takes into account the individual characteristics of each child and his personal immaturity, is the key to the successful correction of motor problems in children with impaired intellectual development.

Bruxism, parafunctional oral habits and oral motor problems in children with spastic cerebral palsy: A cross-sectional study.

Individuals with spastic cerebral palsy are more predisposed to parafunctional oral activities and oral motor problems because of spasticity. The aim of the study was to evaluate the relationship between the gross motor function classification system score (GMFCS), age, bruxism, parafunctional oral habits and oral motor problems in children with cerebral palsy. This cross-sectional study included 63 children with spastic cerebral palsy, aged 3-18 years, with developmental disabilities. The relationship between parentally reported bruxism, parafunctional oral activity rates, oral motor problems, and GMFCS was analysed. The prevalence of bruxism was 52.4%, and the rate decreased as age increased. There was a greater likelihood of bruxism in individuals with tongue thrust (OR [95% CI] = 8.15 [1.4-47.3]) and swallowing problems (OR [95% CI] = 5.78 [1.3-24.68]). In children with spastic cerebral palsy, bruxism and the rate of parafunctional oral habits were high, thus affecting oral motor activities. A relationship was found between oral motor problems and increased GMFCS levels, but no relationship was found between bruxism and GMFCS levels. Children with spastic cerebral palsy who display tongue thrust or swallowing problems have an increased likelihood of presenting with bruxism.

Motor Impairments in Children with Autism Spectrum Disorder: A Systematic Review and Meta-analysis.

This article comprehensively reviews motor impairments in children with autism spectrum disorder (ASD) to: (1) determine the prevalence of motor problems in children with ASD; (2) understand the nature of motor difficulties in ASD and whether they are consistent with developmental coordination disorder (DCD); and (3) determine if the term DCD was used as a co-occurring diagnosis in children with ASD after publication of the DSM-5 in 2013. The following databases were systematically searched: MEDLINE, EMBASE, CINAHL, and PsycINFO from 2010 to December 2021. Articles were included if they: (1) were peer-reviewed and published in a scientific journal; (2) included children with ASD who were between 5 and 12years; (3) used motor or function measures to assess motor abilities in children with ASD. Studies that included children with intellectual disabilities were excluded. Two independent reviewers reviewed titles, abstracts, and full-text articles for inclusion. Twenty-seven studies met the inclusion criteria and wereassessed for quality by two independent reviewers using the Appraisal tool for Cross-Sectional Studies. The majority of articles (92.5%) indicated that 50-88% of children with ASD had significant motor impairments on standardized motor assessments and/or functional questionnaires. The nature of motor and function problems in ASD were consistent with DCD; however, only three out of 20 papers (15%) that were published from 2014 described the motor problems as DCD. One study reported that 15.1% of children with ASD with motor impairments had a co-occurring diagnosis of DCD, suggesting that DCD is under-recognized in this clinical population.

Sensory-based motor processing in children with specific learning disabilities

IntroductionChildren with learning disabilities not only experience difficulties in academic performance but also exhibit neurological risks of motor and sensory processing. Evaluation of such a group might help identify their deficits even before early adolescence. The study aimed to assess sensory and motor problems in children with different types of specific learning disabilities.MethodsA cross-sectional study was performed in students of 4<sup>th</sup>, 5<sup>th</sup>, and 6<sup>th</sup> grades in governmental schools, Cairo, Egypt. Overall, 200 children with poor scholastic achievement were screened with an intelligence quotient test (Raven’s Progressive Matrices). The learning disabilities were evaluated with the Fathi al-Zayyat battery. Then, the Quick Neurological Screening Test was used to indicate motor and sensory problems.ResultsA total of 50 out of 772 screened children were confirmed to have learning disabilities (dyscalculia: 29, dyslexia: 11, mixed: 10), which represented 6.47% of the sample. Neurological signs were positive in all children with specific learning disabilities, while 82% of them were below average.ConclusionsThe study revealed that 82% of children with specific learning disabilities at 4<sup>th</sup>, 5<sup>th</sup>, and 6<sup>th</sup> grades were below age with a moderate discrepancy in the development of sensory and motor processes. The finger-to-nose test, double simultaneous stimulation of hand and cheek test, stand-on-leg test, and tandem walk test are associated with the type of specific learning disabilities (dyscalculia, dyslexia, or mixed).

The use of selected parameters of the mini-golf game for screening the motor assessment of children for Developmental Coordination Disorder — preliminary report

Introduction: Developmental Coordination Disorder (DCD) affects from about 6% to even 8% of children. In Poland, this disorder is still very rarely diagnosed despite the existing motor problems in children. This may be due to a lack of awareness and knowledge about DCD. Education in this direction is recommended. Diagnostic criteria The DSM-V include: the achievement of motor skills manifested by clumsiness is inadequate to age, the influence of motor difficulties on the activities of daily living, the onset of symptoms in the early period, and the lack of explanation of the motor deficits present by disability. Aim: The study aimed to screen children for early symptoms of motor disorders characteristic of Developmental Coordination Disorder. It was assessed whether there are correlations between the results of the ABC-2 and BOT-2 motor tests and the results of the mini-golf set created for the study. Material and methods: 200 primary school children were tested using the Movement Assessment Battery for Children Second Edition (ABC-2), Bruininks- Oseretsky Test of Motor Proficiency Second Edition (BOT-2) motor tests and a mini-golf set designed for the study. The obtained results were subject to statistical analysis. Results: The ABC-2 test showed that 87.5% of children had no motor difficulties. On the other hand, the remaining 12.5% have motor difficulties. In the results of the BOT 2-58%, there are no difficulties or they are insignificant, and significant difficulties are presented in 42%. The greater the overall BOT 2 score, the greater the average impact force. Additionally, it has been noticed that the larger the Aiming and Catching is, the lower the Average Impact Force. And the greater the Fine Manual Control, the lower the Average Ball Speed and Average Stroke Force. Conclusions: The difficulties examined in parametric tests are confirmed by the difficulties of the subjects with mini-golf. Thanks to the game of minigolf on a specially prepared field, you can explore; the number of strokes to place the ball in the hole, average ball speed, average impact force, the force of hitting the ball with the dominant and non-dominant upper limb. The assessed parameters can be used for the motor screening assessment of children.

Evaluation of the Developmental Coordination Questionnaire (DCDQ) as a Screening Instrument for Co-occurring Motor Problems in Children with Autism Spectrum Disorder.

Although motor problems are highly prevalent in children with autism spectrum disorder (ASD), they remain underdiagnosed. Questionnaire-based screening for motor problems could optimize current clinical practice. This study aimed to examine the psychometric properties of the developmental coordination disorder questionnaire (DCDQ) to screen for co-occurring motor problems in individuals with ASD (n = 115; aged 5-15years). Results indicated an excellent internal consistency; concurrent and discriminant validity with the Movement Assessment Battery for Children, second edition. Sensitivity was excellent, but specificity was lower. The positive and negative predictive values indicate that the DCDQ can be used to detect motor problems in children with ASD and can exclude the presence of developmental coordination disorder.

The Effectiveness Perceptual Skills Rebuilding Program on Improving Motor Problem in Student With Developmental Coordination Disorder

Background and Aims: Developmental coordination disorder is one of the most obvious deficiencies in the development of motor skills in primary school children. The aim of this study was to investigate the effect of perceptual skills program on improving motor problems in children with developmental coordination disorders in elementary students. Methods: The research was quasi-experimental with a pretest-posttest design. The statistical population includes all students (age range 7-9 years) in the city of Mashhad who had referred to rehabilitation centers in this city in 1396 and their number was 40 people. After identifying students with developmental coordination disorder, 20 of them were randomly selected to receive training and trained for 16 sessions of 30 minutes. The instruments used in the study were Developmental Coordination Disorder Questionnaire Version 7 for Parents (DCDQ-7), Wechsler Intelligence Test for Children (short form) and Broninex-Ozertsky Motor Skills Test. Results: Analysis of statistical results showed that reconstruction of perceptual skills had a significant effect on the growth of perceptual-motor macro performance (P<0.001, F= 51.25 ) perceptual-motor equilibrium performance (P<0.001, F= 25.11). And fine motor perceptual function( P<0.001, F= 42.32) in children with developmental coordination disorder, and the results of the study indicate a significant effect of perceptual exercises on motor skills of subjects in the experimental group compared to the group. It was control. Conclusion: The present study showed that perceptual skills training can have useful and significant applications for improving motor problems in children with developmental coordination disorders and can provide various and valuable services for assessment, educational methods and treatment of these children.

Daily Living Tasks Affected by Sensory and Motor Problems in Children with Autism Aged 5-12 Years

Background: Children with Autism Spectrum Disorder faces sensory and motor problems (Vestibular, proprioceptive, Tactile, Auditory and visual processing). Due to these problems, individuals faces difficulties in performing their daily task properly. Objective(s): The objective of this study was to determine how daily living (DL) tasks affected in children with autism Spectrum disorder having sensory and motor problems aged 5-12 years. Methodology: The study conducted in Rehab care school for special children and Hamza Montessori School for special children. Data was collected by using purposing sampling technique in the duration of 4 months. Cross sectional study design was used. 60 patients from both genders were included. Sample selection criteria included the children with autism spectrum disorder with age range of 05-12 years. Sensory profile questionnaire based on Ayers sensory integration theory and Standardized Barthel index scale were used and the data was analyzed by SPSS to determine how daily living task are affected by sensory and motor problems. Results: The results showed that Tactile and auditory processing disorders were highly affecting the performance of the children. About 70% of these individuals were having problems in performing their daily living tasks. Conclusion(s): It was concluded that most of the children with autism spectrum disorder have sensory and motor problems. The performance in activities of daily living is affected by sensory and motor problems especially the tactile and auditory processing. Tactile processing shows that children have difficulty in performing activities like dressing, eating and toileting. Keywords: ASD, DL, Sensory and motor problems DOI: 10.7176/JHMN/92-02 Publication date: August 31 st 2021

Alternative exercise methods for children with cerebral palsy: effects of virtual vs. traditional golf training

Aim: Sport activities can increase the number of motor tasks performed by children with disabilities, helping to motivate these children to sustain life-long exercise. The aim of this study was to investigate the effects of virtual and traditional golf training on balance, muscle strength, lower extremity flexibility and aerobic endurance in children with cerebral palsy. Methods: 19 children with unilateral cerebral palsy were divided into two groups, each of them received either virtual (n = 9) or traditional (n = 10) golf training, for over 12 weeks with three days of a 60-minute session/day. The effect of golf training was assessed with the Gross Motor Function Measure-88, the Modified Ashworth Scale and Lateral Step Up, Curl Up, Six-Minute Walk, Sit and Reach, Modified Thomas, and balance tests. Results: Both training methods were associated with improved lower extremity flexibility and muscle strength, aerobic endurance and Gross Motor Function Measure-88 compared with the pre-training baseline values (p < 0.05). There was no difference found between virtual and traditional golf training groups except for balance and lateral step up tests (p > 0.05). Conclusions: Both virtual and traditional golf training applied for 12 weeks on children with unilateral cerebral palsy improved lower extremity functions and physical performance. The use of virtual and traditional training as a complementary application to reduce motor problems in children with cerebral palsy could enhance the sustainability of this type of training because of its edutainment features. Virtual golf has an important advantage over traditional golf in that (a) the latter can be expensive and inaccessible for people with disabilities, and (b) making virtual golf a safer activity.

EXPLORATION OF THE STATE OF THE SPEECH MOTOR BASIS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

The article describes the state of the speech motor basis in children with autism spectrum disorder (hereinafter referred to as ASD). The term “autism spectrum disorder” is used in the article in accordance with the DSM-5. The authors analyze the results of observation of the state of the speech motor basis in 44 children with ASD aged from 2 years 0 months to 4 years 2 months. The study was limited to children with ASD who had no disorders of cognitive functions, analyzer systems, or the locomotor system. Based on theoretical and empirical data, the authors show that children with ASD demonstrate a specificity of their speech motor basis consisting in: difficulties in motor planning, problems with following a motor program, presence of self-stimulating behavior, and disorders of the sensory sphere with safe analyzer systems. Along with the presence of specific manifestations in the state of the speech motor basis, the authors note the presence of motor problems in children with ASD, similar to those in children with speech underdevelopment. The paper suggests that the peculiarities of the speech motor basis identified complicate the formation of speech in children with ASD, which, along with the specificity of the formation of verbal behavior, leads to the need for a special choice of methods and techniques of logopedic intervention.

Motor imagery and action observation for predictive control in developmental coordination disorder.

In 2019, international clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder (DCD) were published. Informing our understanding of mechanisms, recent systematic reviews have shown that children with DCD have difficulties with the predictive control of movements, including aspects of motor planning, which is expressed as the internal modeling deficit hypothesis. This motor control deficit is most evident when the spatial and temporal demands of a task increase. An increasing number of empirical studies suggest that motor planning problems can be remediated through training based on one or a combination of motor imagery and action observation. In this review, we show evidence of motor planning problems in children with DCD and show that task demands or complexity affects its appearance. Implications of these findings are treatments based on motor imagery and action observation to remediate motor planning issues. The article concludes with recommendations for future research.

A parent-reported standardised checklist is not sensitive to screen for motor problems at school age following neonatal critical illness.

AimAs nowadays more children survive neonatal critical illness, evaluation of long‐term morbidities becomes more important. We determined whether the parent‐reported Movement Assessment Battery for Children‐Second Edition (MABC‐2) Checklist is a proper tool to screen for motor problems in school‐aged children born with severe anatomical anomalies and/or treated with neonatal extracorporeal membrane oxygenation.MethodsWe analysed data of 190/253 children (60.0% male) participating in our multidisciplinary follow‐up programme who were routinely assessed at the ages of five, eight and/or 12 years. Parents completed the Checklist prior to assessment of the child's actual motor performance by a physical therapist using the MABC‐2 Test. The sensitivity and specificity of the Checklist with a cut‐off point of the 16th percentile were determined.ResultsThe sensitivity of the MABC‐2 Checklist was 57.1%, which implies that 42.9% of the children at risk for motor problems were not identified. The specificity was 79.1%.ConclusionThe low sensitivity of the MABC‐2 Checklist suggests that this instrument does not suffice to screen for motor problems in children who survived neonatal critical illness. Yet, it may help to gain insight in parental perceptions of the child's motor performance and to provide tailored advice on lifestyle.

Motor problems in children with severe emotional and behavioural difficulties.

There is growing evidence that children with motor difficulties are at risk of psychosocial problems and vice versa. However, it is not clear how far different aspects of motor function are predictive of psychosocial well-being in the context of other powerful factors, such as family upset, that are known to affect psychosocial development. To investigate the role of basic motor skills and primary reflex persistence in young children with severe emotional and behavioural difficulties (EBD). From a total sample of 225 children, three groups were selected: children excluded from school (severe EBD) (n=29), a male comparison group (n=38), and a female comparison group (n=45). The groups were matched (at group level) on age, IQ, and level of social disadvantage. All of the selected children completed a range of standardized motor, cognitive, social, and behavioural measures, as well as a clinical protocol for primary reflex persistence. Children with severe EBD had significant levels of motor difficulties, primary reflex persistence, and family upset, as well as significant literacy problems, attention deficits, and raised levels of hyperactivity/impulsivity relative to the comparison groups. A hierarchical multiple regression analysis revealed that basic motor skills, primary reflex persistence, family upset, hyperactivity, and literacy were all significant predictors of psychosocial functioning. The findings suggest that motor difficulties and primary reflex persistence may act as independent stressors of psychosocial functioning in children with EBD. We suggest that specific movement interventions should be adopted to complement existing provision for children at risk of psychosocial problems.

Balance Performance in Autism: A Brief Overview.

Children with autism not only have limited social and communicative skills but also have motor abnormalities, such as poor timing and coordination of balance. Moreover, impaired gross motor skills hamper participation with peers. Balance control is interesting from a cognitive science perspective, since it involves a complex interplay between information processing, motor planning, and timing and sequencing of muscle movements. In this paper, we discuss the background of motor problems in children with autism, focusing on how posture is informed by sensory information processing. We also discuss the neurobiological basis of balance problems, and how this is related to anxiety in this group. We then discuss possible avenues for treatment of autism spectrum disorder (ASD) symptoms, especially as regards movement-related interventions. Finally, we present a theoretical outlook and discuss whether some of the symptoms in ASD can be understood from an embodied cognition perspective.

An evaluation of the Movement ABC-2 Test for use in Italy: A comparison of data from Italy and the UK

BackgroundThe standardized test within the Movement Assessment Battery for Children-2nd edition (MABC-2) is used worldwide to assess motor problems in children. Ideally, any country using a test developed in another country should produce national norms to ensure that it functions effectively in the new context. AimThe first objective of this study was to explore the differences in motor performance between Italian and British children. The second was to examine the structural validity of the test for the Italian sample. MethodA total of 718 Italian (IT) and 765 British (UK) children, aged 3–10 years, were individually tested on the age-appropriate items of the MABC-2 Test. ResultsDevelopmental trends emerged on every task and differences between IT and UK children were obtained on 11 of 27 task comparisons. Interactions between age and country indicated that differences were not consistently in favor of one culture. Confirmatory factor analysis generally supported the proposed structure of the MABC-2 Test. ConclusionAlthough the differences between the IT and the UK children were relatively few, those that did emerge emphasize the need for population specific norms and suggest that cultural diversity in motor experiences should be considered when evaluating motor abilities in children.

Wrist position sense acuity and its relation to motor dysfunction in children with developmental coordination disorder

This study obtained objective measures of wrist position sense to verify that children with DCD have proprioceptive deficits. In addition, it examined the relationship of wrist proprioceptive impairment with fine motor and balance function. Twenty children with DCD and thirty typically developing children (TD) aged 10–11 years old were recruited and screened using the Movement Assessment Battery for Children (MABC-2). The DCD group had total MABC-2 score below 5th percentile, and TD group was above 25th percentile. Wrist position sense was assessed under two conditions: 1) an ipsilateral wrist joint position matching requiring active movement to reproduce a reference position, and 2) a psychophysical discrimination threshold testing, in which the wrist joint was passively rotated. The results showed that, in comparison to TD controls, the DCD group showed an increased joint position error variability during active matching (p < 0.05) and highly elevated mean position sense threshold for passive displacement (+71%; p < 0.001). Position sense threshold data correlated significantly with manual dexterity (r = −0.4) and balance scores (r = −0.5). This study documents that DCD is associated with a proprioceptive dysfunction of the wrist/hand complex, which likely contributes to the fine motor problems in children with DCD.

Motor problems in children with neurofibromatosis type 1

BackgroundChildren with the neurogenetic disorder neurofibromatosis type 1 (NF1) often have problems with learning and behaviour. In both parent reports and neuropsychological assessment, motor problems are reported in approximately one third to one half of the children with NF1. Studies using broad motor performance test batteries with relatively large groups of children with NF1 are limited. The aim of this cross-sectional observational study was to describe the severity of motor problems in children with NF1 and to explore the predictive value of demographics, intelligence, and behavioural problems.MethodsFrom 2002 to 2014, 69 children with NF1, aged 4 to 16 years (age = 9.5 ± 2.8 years; 29 girls) had a motor, psychological, and neurological evaluation in an NF1 expertise centre. Data were collected about (1) motor performance (M-ABC: Movement Assessment Battery for Children), (2) intelligence, and (3) emotional and behavioural problems as rated by parents.ResultsSixty-one percent of these children scored within the clinical range of the M-ABC. In ordinal logistic regression analyses, motor problems were associated with symptoms of attention-deficit/hyperactivity disorder (ADHD), symptoms of autism spectrum disorder (ASD), and externalising behavioural problems. Motor outcome was not predicted by age, intelligence, scoliosis, hypotonia, nor hypermobility.ConclusionsMotor problems are among the most common comorbid developmental problems in children with NF1, and these problems do not diminish with age. Because of their impact on daily functioning, motor problems need to be specifically addressed in diagnosis, follow-up, and treatment of NF1.

Screening accuracy of the parent-completed Ages and Stages Questionnaires - second edition as a broadband screener for motor problems in preschoolers with autism spectrum disorders.

Children with autism spectrum disorders are at risk for motor problems. However, this area is often overlooked in the developmental evaluation in autism diagnostic clinics. An alternative can be to identify children who should receive intensive motor assessment by using a parent-based screener. The aim of this study was to examine whether the Ages and Stages Questionnaires - second edition may be used to identify gross and fine motor problems in children. High-functioning children with autism spectrum disorder (n = 43, 22-54 m) participated in this study. Sensitivity, specificity, predictive values and areas under the receiver operating characteristic curve were calculated by comparing the Ages and Stages Questionnaires - second edition scores to the developmental evaluation of the Peabody Developmental Motor Scale - second edition. The results revealed that both the Ages and Stages Questionnaires - second edition gross and fine motor domain may be used to identify children without motor problems. In contrast, sensitivity analyses revealed the likelihood of under screening motor problems in this population. The Ages and Stages Questionnaires - second edition met only the criteria of a fair to good accuracy to identify poor gross motor (sensitivity = 100%) and below-average fine motor development (sensitivity = 71%) in this sample. Hence, the capacity of the Ages and Stages Questionnaires - second edition to identify motor problems in preschoolers with autism spectrum disorder appears to be limited. It is recommended to include a formal standardized motor test in the diagnostic procedure for all children with autism spectrum disorder.

Gross Motor Profile and Its Association with Socialization Skills in Children with Autism Spectrum Disorders

While social impairment is considered to be the core deficit in children with autism spectrum disorder (ASD), a large proportion of these children have poor grossmotorability, and gross motor deficits may influence socialization skills in children with ASD. The objectives of this study were to compare gross motor skills in children with ASD to typically developing children, to describe gross motor problems in children with ASD, andtoinvestigate associations between gross motor and socialization skills in children with ASD. This was a cross-sectional study including 40 ASD children aged from 18monthsto6years and 40 age-matched typically developing controls. Gross motor andsocializationskills were scored using the Vineland Adaptive Behavior Scales, 2nd edition (Vineland-II). Below average gross motor function was found in eight of 40 (20%) ASD children. The mean gross motor v-scale score in the ASD group was 15.1 [standard deviation (SD) 3.12], significantly lower than in the control group [18.7, SD 2.09, p=0.0001; 95% confidence intervals (CI) from -4.725 to -2.525]. The differences were most prominent in ball throwing and catching, using stairs, jumping, and bicycling. The ASD children with grossmotor impairments had a mean socialization domain score of 66.6 (SD 6.50) comparedto 85.7 (SD 10.90) in those without gross motor impairments (p=0.0001, 95% CI from -25.327 to -12.736). Children with ASD had lower gross motor skills compared to typically developing children. Gross motor impairments were found in 20% of the ASD children, and these children also had lower socialization skills than those without gross motor impairments.

Prevalence of motor problems in children with attention deficit hyperactivity disorder in Hong Kong.

Local data on the occurrence of motor problems in children with attention deficit hyperactivity disorder are not available but an understanding of this important issue may enable better planning of medical services. We aimed to determine the prevalence of motor problems in children with attention deficit hyperactivity disorder in a local population. In this descriptive cross-sectional study, children aged 6 to 9 years diagnosed with attention deficit hyperactivity disorder over a period of 6 months from 1 July to 31 December 2011 were recruited from the Joint Paediatric and Child Psychiatric ADHD Program in New Territories East Cluster in Hong Kong. Movement Assessment Battery for Children and Developmental Coordination Disorder Questionnaire-Chinese version were used to determine the presence of motor problems. Data from 95 participants were included in the final analysis. The number of children who had no, borderline, or definite motor problems was 63, 15, and 17, respectively. It is estimated that up to one third of local children with attention deficit hyperactivity disorder might have developmental coordination disorder. Motor problems are common in local children with attention deficit hyperactivity disorder and figures are comparable with those from other parts of the world. Despite the various limitations of this study, the magnitude of the problem should not be overlooked.