There has never been a more important time than the present to understand the role of motor coordination challenges in Dyslexia, Autism, and ADHD.  Many patients with ADHD, dyslexia, and autism have dyspraxia, yet it often goes unidentified. 

Over 80% of children with ADHD and 60% of children with Reading Disorder meet the criteria for at least one additional diagnosis (Willcutt & Pennington, 2000a, 2000b). Dyspraxia, motor impairment, or developmental motor coordination (DCD) disorder co-exist in 25-50% of children with ASD, dyslexia, and ADHD (Kirby & Sudgen, 2007; Nicholson & Fawcett, 2011). Yet, DCD often goes unidentified, impacting children’s lifelong academic, language, and social development. 

Using the SPARK study database, the largest ASD sample in the United States, Bhat, 2020 found that at least 86.9% of the children with ASD are at risk for DCD throughout childhood and adolescence. Yet, only 31.6% of children were receiving physical therapy services (Bhat, 2020).

When we have patients with co-existing NDD and DCD conditions, we often need a broader toolbox of strategies and activities to help these students.

By special invitation, Prof. Piero Crispiani Italy’s renowned cognitive-motor expert conducted his course LIVE online and we now have it available on-demand for professional development credits from Italy.

The Crispiani Method has a 40-year esteemed academic and clinical history in Italy where Professor Piero Crispiani is considered the premier Motor-Cognition expert in the treatment of dyspraxia and dyslexia.

This practical 6-hour LIVE online course introduces the concepts of Cognitive-Motor Training and Champion Pressing Practice used for neuro-cognitive motor activation through a highly engaging, structured, and intense interactive programme developed by Professor Crispiani.

As a psychologist working at the intersection of motor and cognition, we see meaningful developmental and learning improvements when we add cognitive-motor movement in the treatment of dyslexia, ASD, and ADHD.

We are quite fortunate to host the first North American online introductory training with Professor Crispiani, Dr. Eleanora Palmieri, and British dyslexia expert Mary Mounstephen.

Take the Recorded Course Online for 6 Hours of Professional Development

Learning Objectives:

  1. Understand the role of dyspraxia and developmental coordination disorder in dyslexia and neurodevelopmental conditions.
  2. Learn what makes dyslexia a disorder of praxis with particular reference to the sequences and the fluidity of the executive functions relating to spatial-temporal organization and lateral dominance.
  3. Learn about the integration of the visual-motor and auditory perceptual fields in dyslexia.
  4. Learn practical activities to engage the Physio-Praxic Vectors through Champion Pressing and the Crispiani Method.
  5. Learn how repetition of developmentally graduated movements lead to better fluidity and automaticity.

There is a long tradition of cognitive-motor therapy in Europe that is only now becoming better understood in the US and Canada.

This Level I course is for teachers & therapists (OT, SLP, PT, Psych, School Psych, SPED) of children & adolescents with dyslexia, dyspraxia, and ADHD.

The Crispiani Method is used worldwide by 2000+ clinicians. 

While Developmental Coordination Disorder is diagnosed in 5-6% of the general population (McMaster University). In children with ADHD, ASD, and dyslexia the co-existence of motor challenges is 25-50% depending on the population studied (Cairney et al., 2019; Bhat, 2020).

Over the last 15 years an overlap of DCD with other conditions has been demonstrated:

  • Reading, attention, and motor deficits

  • Social and emotional, and behaviour, anxiety, and depression

  • Speech and language impairment

  • Social and communication impairment

Take the Recorded Course Online for 6 Hours of Professional Development


Selected References

Bhat, A. N. (2020). Is Motor Impairment in Autism Spectrum Disorder Distinct From Developmental Coordination Disorder? A Report From the SPARK Study. Phys Ther. 100(4):633-644. 

Biotteau, M., Chaix, Y., Albaret, J.M. (2015). Procedural learning and automatization process in children with developmental coordination disorder and/or developmental dyslexia. Hum Mov Sci. 43:78-89. 

Crispiani, P. Mountstephen, M. Palmieri, E. (2019). Early Markers of Executive Functions and Their Relation to Dyslexia: Cross Patterns and the Level of Initial Activation. Asia Pacific Journal of Developmental Differences. Vol. 6, No 1, pp. 115-126.

Koziol, L., Ely Budding, D., & Chidekel, D. (2011). From movement to thought: Executive function, embodied cognition and the cerebellum. Cerebellum.

Leisman G., Moustafa A. A., & Shafir, T. (2016). Thinking, Walking, Talking : Integratory Motor and Cognitive Brain Function, in Frontiers in Public Health, 25 May. 

Marchand-Krynski, M-v., Morin-Moncet, O., Belanger, A-M., Beauchamp, M. H., Leonard, G. (2017). Shared and differentiated motor skill impairments in children with dyslexia and/or attention deficit disorder: From simple to complex sequential coordination. PLoS ONE 12(5): e0177490.

Nicolson, R. I., & Fawcett, A. J. (2019). Development of dyslexia: The delayed neural commitment framework. Frontiers in Behavioral Neuroscience, 13, Article 112.

Wang, Samuel S-H, Alexander D Kloth, and Aleksandra Badura. (2014). “The cerebellum, sensitive periods, and autism”. Neuron, 83, 3, 518-32.

Williams, K.E, Savage, S., Eager, R. (2020). Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol. BMJ Open 10:e036392.