as well as slowness and inaccuracy of performance of motor skills (e.g., catching an
object, using scissors or cutlery, handwriting, riding a bike, or participating in sports). 
B. The motor skills deficit in Criterion A significantly and persistently interferes with activ-
ities of daily living appropriate to chronological age (e.g., self-care and self-mainte-
nance) and impacts academic/school pr oductivity, prevocational and vocational
activities, leisure, and play.
C. Onset of symptoms is in the early developmental period.
D. The motor skills deficits are not better explained by intellectual disability (intellectual devel-
opmental disorder) or visual impairment and are not attributable to a neurological condi-
tion affecting movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder).
Diagnostic Features
The diagnosis of developmental coordination diso rder is made by a clinical synthesis of the
history (developmental and medical), physical ex amination, school or workplace report, and
individual assessment using psychometrically sound and culturally appropriate standardized
tests. The manifestation of impaired skills re quiring motor coordination  (Criterion A) varies