Why Children with Developmental Coordination Disorder Struggle with Transitions
Jul 24, 2025
Many children with Developmental Coordination Disorder (DCD) have a harder time with transitions, and it’s often an overlooked part of their daily challenges. While not a core diagnostic feature of DCD, difficulties with transitions are common—and they often stem from the same underlying brain-based differences that affect movement and coordination.
Why Children with DCD Struggle with Transitions
1. Motor Planning Challenges (Dyspraxia)
Children with DCD struggle with motor planning—the ability to figure out how to move their body from one position or task to another.
Transitions require:
• Stopping one activity
• Mentally and physically preparing for the next
• Executing a change in movement (e.g., getting up, packing up, shifting location)
This sequence can feel disorganized, effortful, and overwhelming.
2. Executive Functioning Difficulties
DCD often overlaps with executive function challenges like:
• Task switching (shifting attention from one thing to another)
• Initiation (getting started on a new task)
• Planning and organization (knowing what to do next and how to do it)
These cognitive demands make even routine transitions feel abrupt or chaotic for some children.
3. Anxiety and Predictability Needs
Because children with DCD often experience frequent failure or embarrassment during physical or complex tasks, they can become anxious about what’s coming next—especially if it involves uncertainty, speed, or a motor challenge (like recess, PE, or clean-up).
They may:
• Resist transitions to tasks they anticipate will be hard
• Freeze, stall, or get upset when rushed
• Feel overwhelmed by unexpected change
4. Sensory Processing Difficulties
Many kids with DCD also have sensory integration challenges. Transitions often involve:
• Noise
• Movement
• Crowds
• Shifts in lighting or temperature
All of this sensory input can be disorienting and dysregulating.
How to Help Children with DCD During Transitions
1. Use Visual Schedules and Preview the Day
• Create a visual daily routine using pictures or icons.
• Preview the day each morning (and after lunch) so transitions don’t feel like surprises.
• Use countdowns or visual timers when a transition is coming up.
“We’ll clean up in 5 minutes. When the timer goes off, we’ll line up for music.”
2. Use Clear, Predictable Routines
Consistency helps reduce stress. Use the same steps and language for transitions every time.
Instead of saying, “Time to go!”
Try: “First we clean up, then we line up, then we walk to lunch.”
When kids know what to expect and what’s expected of them, they feel more in control.
3. Offer Extra Time or Gentle Prompts
Kids with DCD may move more slowly or need more time to switch gears. Rushing can lead to panic or shutdown.
• Allow extra transition time built into their schedule
• Use checklists or first-then visuals
• Offer calm, step-by-step prompting
“First put your paper in your folder, then close your desk, then come meet me by the door.”
4. Use Movement-Based Supports
Sometimes transitioning through gross motor movement (marching, jumping, animal walks) can help bridge the gap between tasks—especially if regulation is part of the struggle.
• “Let’s crab-walk to the rug!”
• “We’re going to hop 5 times and then sit in our reading spot.”
5. Allow for Regulation Breaks Before or After Transitions
If transitions are known triggers, allow:
• A fidget, chewy, or sensory tool to carry
• A quiet space to reset for a few minutes
• Access to a movement or calm-down zone as needed
6. Use Peer Support Subtly
Pair the child with a peer during transitions when helpful—but rotate partners so the support feels natural, not “assigned.” It may help to:
• Have the child follow a line buddy
• Assign transition roles like “door opener” or “schedule checker”
7. Validate Feelings and Build Self-Awareness
Help children understand their bodies and brains:
“Transitions can be hard for you, huh? I wonder if your brain needs a little more time to switch gears. Let’s make a plan together.”
This empowers kids and reduces shame.
Real-Life Example
Ava is a 7 year old who has DCD and often melts down during clean-up or lining up for recess. Ava's teacher realized that Ava couldn't figure out what steps to take. She felt rushed and got overwhelmed by the noise.
Here are some supports that helped Ava:
• A visual checklist for clean-up
• A 3-minute countdown timer
• A peer to walk beside her
• A small fidget in her pocket for calming during noisy transitions
With these supports in place Ava stopped resisting transitions and even began reminding others of what came next!
When we think about transitions as a complex task this helps us approach our children with DCD with more empathy. Transitions require motor coordination, executive functioning, sensory regulation, and emotional resilience—areas where children with DCD may struggle. With empathy, predictability, and the right supports, these kids can move through their day with greater ease and confidence. This can lead to fewer power struggles and a much more peaceful way to interact with our kiddos!!
Parenting Alongside You!
Dr. Emma and The Aparently Parenting Team
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