When compared to their peers without motor difficulties, students with developmental coordination disorder are seven times more likely than typically developing students to achieve very poor scores in visual-spatial memory. As a result of this working memory impairment, students with developmental coordination disorder have learning deficits as well. Psychological and social consequences
Psychological domain: Children with DCD may struggle with lower self-efficacy and lower self-perceived competence in peer and social relations. Some demonstrate greater aggressiveness and hyperactivity.Social domain: Children may be more vulnerable to social rejection and bullying, possibly resulting in higher levels of loneliness. Diagnosis
Assessments for developmental coordination disorder typically require a developmental history, detailing ages at which significant developmental milestones, such as crawling and walking, occurred. Motor skills screening includes activities designed to indicate developmental coordination disorder, including balancing, physical sequencing, touch sensitivity, and variations on walking activities.The American Psychiatric Association has four primary inclusive diagnostic criteria for determining if a child has developmental coordination disorder. The criteria are as follows:

Motor coordination will be greatly reduced, although the intelligence of the child is normal for the age. The difficulties the child experiences with motor coordination or planning interfere with the childs daily life. The difficulties with coordination are not due to any other medical condition
If the child does also experience comorbidities such as intellectual or other developmental disability; motor coordination is still disproportionally affected. Screening tests
Currently there is no single "gold standard" assessment test for DCD. Various screening tests may be used, including the following.
This typically results in difficulty remembering instructions, difficulty organizing ones time and remembering deadlines, increased propensity to lose things or problems carrying out tasks which require remembering several steps in sequence (such as cooking). Whilst most of the general population experience these problems to some extent, they have a much more significant impact on the lives of dyspraxic people. However, many dyspraxics have excellent long-term memories, despite poor short-term memory. Many dyspraxics benefit from working in a structured environment, as repeating the same routine minimises difficulty with time-management and allows them to commit procedures to long-term memory. People with developmental coordination disorder sometimes have difficulty moderating the amount of sensory information that their body is constantly sending them, so as a result these dyspraxics may be prone to sensory overload and panic attacks.Moderate to extreme difficulty doing physical tasks is experienced by some people with dyspraxia, and fatigue is common because so much energy is expended trying to execute physical movements correctly. Some dyspraxics have hypotonia, low muscle tone, which can also detrimentally affect balance. Gross motor control
Whole body movement and motor coordination issues mean that major developmental targets including walking, running, climbing and jumping can be affected. The difficulties vary from person to person and can include the following:

Fine motor control
Fine-motor problems can cause difficulty with a wide variety of other tasks such as using a knife and fork, fastening buttons and shoelaces, cooking, brushing teeth, styling hair, shaving, applying cosmetics, opening jars and packets, locking and unlocking doors, and doing housework.