The participation of a student with Dyspraxia in recess can often be rewarding for the student with the disorder. These benefits can be both physical and social. This manuscript will focus on social benefits. It will address common characteristics of students with Dyspraxia and present basic solutions to improve the social experience of these students in this setting. Initially the definition, prevalence, causes, physical, and social symptoms of Dyspraxia will be presented. The paper will then address the social benefits of recess for children with the disorder and provide recommendations for addressing common social characteristics of children with Dyspraxia in recess.

Definition and Prevalence of Dyspraxia

According to the Dyspraxia Foundation: What is Dyspraxia (2017), the disorder is defined as the following: "Dyspraxia, a form of developmental coordination disorder is a common disorder affecting fine and/or gross motor coordination in children and adults. It may also affect speech. DCD is a lifelong condition, formally recognized by international organizations including the World Health Organization." (p. 1).

The Individuals with Disabilities Education Act (IDEA) states that children who are determined to have disabilities receive special education if the condition negatively affects the educational performance of the child. Children with Dyspraxia can realistically receive special education services under Speech and Language Impaired (SLI) or Other Health Impaired (OHI). The following definition of SLI is noted in IDEA (2007): SLI is "a communication disorder, such as stuttering, impaired articulation, a language impairment, or voice impairment that adversely affects a child's educational performance" (300 / A / 300.8 / c). An individual with OHI is described in IDEA (2007): as "having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that--(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child's educational performance" (300 / A / 300.8 / c).

One can see, as noted above, Dyspraxia's association with SLI and OHI. Dyspraxia can often be included in the category of SLI because it is a lifelong condition that "may also affect speech". Dyspraxia can also often be included in the category of OHI because of its "[affecting] fine and/or gross motor coordination". The impact in terms of communication and fine and/or gross skills can both negatively affect the education of the child and would likely justify special education services.

Dyspraxia has been referred to as a "hidden problem" with an estimated prevalence as high as 10%. The disorder is reported to affect males four times as frequently as females. Children born prematurely and those born with extremely low birth weights are at a significantly increased risk (National Center for Biotechnology Information, U.S. National Library of Medicine (Gibbs J, Appleton J, Appleton R, 2007).

Causes of Dyspraxia

It may seem odd, but the causes of Dyspraxia are not completely understood. Experts believe the person's motor neurons are not developing correctly. Other than this, again, no known cause of Dyspraxia is known (Medical News Today, 2016).

Social Symptoms of Dyspraxia

The importance of diagnosing childhood Dyspraxia is very important. Social symptoms of Dyspraxia include the following, which can manifest themselves in a student in the recess setting:

* Difficulties in adapting to a structured school routine

* Limited concentration and poor listening skills

* Literal use of language

* Inability to remember more than two or three instructions at once

* Hand flapping or clapping when excited

* Tendency to become easily distressed and emotional

* Inability to form relationships with other children (Dyspraxia Foundation Symptoms, p. 2016)

Benefits for Children with Dyspraxia in the Recess Setting

Simply stated, the benefits of the recess setting are high for all children. Included in these benefits are both physical and social. In terms of physical benefits, recess has been shown to lead to:

* Improvement of out-of-school activity levels--children usually are involved in physical activities on days in which they participate in in-school physical activities (Dale, Corbin, & Dale, 2000).

* Improved general fitness and endurance levels which could include the following:

** building strength

** improving coordination

** improving cardiovascular fitness that helps to reduce childhood obesity and its related health complications (Kids Exercise, 2009).

* Improvement to practice basic motor skills including ball skills and a variety of locomotor skills

In terms of social benefits, the focus of this manuscript, recess can potentially play an important role by assisting with the following items:

** Limited concentration and poor listening skills

** Literal use of language

** Inability to remember more than two or three instructions at once

** Literal use of language

** Hand flapping or clapping when excited

** Tendency to become easily distressed and emotional

** Inability to form relationships with other children

Social Characteristic                    Recommendations
of Dyspraxia

Limited concentration   * Teachers should provide or ensure that a
and poor listening        variety of activities are available for the
skills                    student at recess in order to address short
                          attention spans (e.g. limited concentration).

                        * Teachers should use directions that are
                          followed, in a step-by-step manner, one
                          single direction at a time. This can be
                          repeated in order to provide all needed
                          information. This will hopefully address poor
                          listening skills.

                        * Teachers should utilize small group
                          activities to ensure more trials for the
                          students.

Literal use of          * Teachers should provide specific verbal
language                  directions.

                        * Teachers should utilize visual cues during
                          explanations and feedback.

                        * Teachers should also refrain from
                          exaggeration and sarcasm.

Inability to remember   * As with limited concentration, teachers
more than two or          should use directions that are followed, in a
three instructions at     step-by-step manner, one single direction at
once                      a time. This can be repeated in order to
                          provide all needed information.

                        * Teachers should use pictures or diagrams of
                          activities in which the students will
                          possibly participate. This is especially
                          useful when describing the positioning of
                          activities. students for

                        * Teachers should also utilize reminders and
                          feedback.

Hand flapping or        * Teachers should discuss with students the
clapping when excited     equipment/activity in which the student may
                          choose to participate, before actually
                          beginning recess. This could possibly
                          alleviate some of the surprise of the
                          activity to follow.

                        * Teachers should discuss, proactively,
                          possible appropriate reactions to excitement
                          with the student.

                        * Teachers should use equipment that is
                          especially safe in nature.

Tendency to become      * Teachers should not have students participate
easily distressed and     in activities that allow for elimination.
emotional
                        * Teachers should stray from allowing students
                          to participate in highly competitive games
                          because of the possible negative emotional
                          response.

                        * Teachers should take note of other
                          participants and separate students that may
                          stimulate distress or an emotional response
                          for one of the students.

Inability to form       * Teachers should carefully encourage
relationships with        participation among students with Dyspraxia
other children            and other individuals. Non-intimidating
                          individuals should be encouraged to
                          participate with the children with Dyspraxia.

                        * Teachers should participate one/on/one with
                          the student with Dyspraxia which will also
                          naturally invite peers to participate with
                          the teacher and student. When appropriate,
                          the teacher can remove herself/himself from
                          the activity. Hopefully, the activity will
                          continue with all children.

Recommendations for Encouraging the Social Benefit of Children with Dyspraxia in the Recess Setting

As stated above, the benefits of the recess setting are high for all children. Social benefits of recess can hopefully be obtained by utilizing the following recommendations. Although, they are by no means a guarantee. Listed below are social characteristics of the disorder and possible recommendations that may address these items in the recess setting.

Again, for children with Dyspraxia, the physical and social benefits are important. Addressing the social benefits noted above is extremely important.

Conclusion

The participation of a student with Dyspraxia in recess can often be both challenging and rewarding for the student, peers, and teacher. The rewards can be gained as a result of a teacher modifying activities in the often-socially stimulating recess setting. Recess can provide many social benefits.

References

Dyspraxia Foundation. (2016). What is Dyspraxia? Retrieved October 16, 2017 from https://dyspraxiafoundation.org.uk/about-dyspraxia/

Dale, D., Corbin, C. B., & Dale, K. S. (2000). Restricting opportunities to be active during school time: Do children compensate by increasing physical activity levels after school? Research Quarterly for Exercise and Sport, 71(3), 240-248.

Dyspraxia Foundation Symptoms. (2016) Pre-school children 3 to 5 year olds Retrieved October 16, 2017 from https://dyspraxiafoundation.org.uk/about-dyspraxia/

Gibbs J, Appleton J, Appleton R (2007). Dyspraxia or developmental coordination disorder? Unravelling the enigma. Archives of Disease in Childhood, 92, 534-539.

Individuals with Disabilities Education Act (IDEA), Pub. L. No. 108-466. (2007).

Kids and exercise: The many benefits of exercise. (2009). Retrieved August, 30, 2014 from http://kidshealth.org/parent/fitness/general/exercise.html

Medical News Today (2016). Dyspraxia. Retrieved October 17, 2017 from https://www.medicalnewstoday.com/articles/151951.php

Matthew D. Lucas, Ed.D, C.A.PE., Associate Professor, Department of Health, Athletic Training, Recreation, and Kinesiology, Longwood University

Colter M. Bennett, Student, Health and Physical Education, Teacher Education, Longwood University

Bailey B. Moran, Student, Special Education, Teacher Education, Longwood University