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| Foreword | |
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| Acknowledgements | |
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| Understanding the Clumsy Child | |
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| The Development of Motor Skills | |
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| Normal motor development | |
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| Causes of delayed motor development and clumsiness | |
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| Finding Professional Help for the Clumsy Child | |
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| General Principles for Intervention | |
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| Developmental readiness | |
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| Sensory aspects of motor learning | |
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| The importance of motivation and practice | |
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| When to teach compensation | |
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| Managing problem behaviors | |
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| Specialized therapy approaches | |
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| Sensory integration therapy | |
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| Neurodevelopmental therapy | |
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| Teaching Strategies and Activities for Home and School | |
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| Promoting Basic Motor Skills | |
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| Body awareness | |
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| Motor planning | |
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| Bilateral motor integration | |
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| Balance skills | |
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| Fine motor coordination | |
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| Teaching Independence in Daily Living Skills | |
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| Suggested strategies for dressing skills | |
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| Suggested strategies for mealtimes | |
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| Suggested strategies for personal hygiene | |
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| Addressing Problems with Classroom Skills | |
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| Seating and positioning | |
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| Learning to write | |
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| Holding the pencil correctly | |
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| Letter formation | |
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| Line placement and spacing | |
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| Special considerations for left-handed students | |
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| Accommodations for older students with handwriting problems | |
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| Scissor skills | |
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| Difficulty opening and closing the scissors | |
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| Poor arm position | |
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| Difficulty guiding the paper to stay on the line | |
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| Organizational skills | |
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| The Social Impact of Clumsiness: Fostering a Positive Self-Image | |
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| Recommended Reading | |
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| Helpful Agencies and Organizations | |
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| Suppliers of Toys and Educational Materials | |
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| Glossary | |
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| Subject Index | |
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| Name Index | |
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| Tables | |
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| Milestones of typical development | |
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| Professionals involved in evaluation of children with developmental motor concerns | |
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| Description of tests commonly used to evaluate children with coordination difficulties | |
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| Descriptions of test scores | |
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| Qualities of a good therapy program | |
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| Typical sensory responses | |
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| Signs of possible sensory integrative disorder | |
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| Signs that may suggest hypotonia | |
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| Examples of alternative therapy approaches | |
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| Characteristics of dysfunctional handwriting | |
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| Handwriting assessment tools | |
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| Suggested handwriting programs | |
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| Prerequisites for learning to use scissors | |
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| Developmental expectations for scissoring | |
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| Suggested activities for developing visual perception | |
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| Behavioral indications of poor social coping skills | |
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| Figures | |
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| Location of the vestibular system | |
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| Typical posture of a child with low muscle tone | |
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| Typical pencil grasp for a child with low muscle tone | |
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| Proper height of desk and chair | |
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| Dynamic tripod grasp | |
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| Lateral tripod grasp | |
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| Modified tripod grasp | |
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| Writing at a vertical surface | |
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| Use of masking tape to mark the correct slant for left-and right-handed writers | |
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| Correct scissors grasp | |
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| Pronated scissors grasp | |