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Medical Author:

David Perlstein, MD, MBA, FAAP

David Perlstein, MD, MBA, FAAP

Dr. Perlstein received his Medical Degree from the University of Cincinnati and then completed his internship and residency in pediatrics at The New York Hospital, Cornell medical Center in New York City. After serving an additional year as Chief Pediatric Resident, he worked as a private practitioner and then was appointed Director of Ambulatory Pediatrics at St. Barnabas Hospital in the Bronx.

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Medical Editor:

Melissa Conrad Stöppler, MD, Chief Medical Editor

Melissa Conrad Stöppler, MD, Chief Medical Editor

Melissa Conrad Stöppler, MD, is a U.S. board-certified Anatomic Pathologist with subspecialty training in the fields of Experimental and Molecular Pathology. Dr. Stöppler's educational background includes a BA with Highest Distinction from the University of Virginia and an MD from the University of North Carolina. She completed residency training in Anatomic Pathology at Georgetown University followed by subspecialty fellowship training in molecular diagnostics and experimental pathology.

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It is important to emphasize that one size does not fit all when designing a therapeutic intervention for children with motor skills disorder. It is also important to understand that although many interventions are offered, very few have been rigorously tested and proven to be effective.

Generally, most children respond to multimodal treatment. This involves an occupational therapist and physical therapist working with the child, often with the assistance of educational professionals using "perceptual motor training" techniques to help the person to improve their motor clumsiness.

• Practice and repetition are often helpful in improving handwriting; however, "bypass" methods are utilized as well. These may involve allowing for unlimited testing times, and using assistive writing devices.
  
  
• Other therapies that have been recommended include cognitive and sensory integration therapy and kinesthetic training.
  
  
• Many other therapies have been touted as effective, but have not been researched enough to be recommended.
  
  
• Some therapies, such as "visual training" have been outright discounted through scientific evaluation.
  
  
• It is important to discuss therapeutic options with your child's physician. There are many modalities which have been shown to be effective, yet have not been fully tested in a large enough study to be recommended without reservations.

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