A baseline motor assessment establishes the starting point for developmental intervention programs. Comparing children to normal rates of development may help to establish areas of significant difficulty. However, research in the British Journal of Special Education has shown that knowledge is severely limited in many who should be trained to recognise and respond to various difficulties, including developmental coordination disorder, dyslexia and deficits in attention, motor control and perception (DAMP). The earlier that difficulties are noted and timely assessments occur, the quicker intervention can begin. A teacher or GP could miss a diagnosis if they are only applying a cursory knowledge. "Teachers will not be able to recognise or accommodate the child with learning difficulties in class if their knowledge is limited. Similarly GPs will find it difficult to detect and appropriately refer children with learning difficulties." A diagnosis of DCD is reached only in the absence of other neurological impairments such as cerebral palsy, multiple sclerosis, or Parkinsons disease. Classification
Developmental coordination disorder is classified in the fifth revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as a motor disorder, in the category of neurodevelopmental disorders. Prevalence
The exact proportion of people with the disorder is unknown since the disorder can be difficult to detect due to a lack of specific laboratory tests, thus making diagnosis of the condition one of elimination of all other possible causes/diseases. Approximately 5–6% of children and adults are affected by this condition.
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.