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Developmental Coordination Disorder Assessment Reports: A Documentation Guide

DCD diagnostic reports prepared by occupational therapists and paediatricians must satisfy DSM-5-TR criteria and provide enough functional detail to support school adjustments and (where applicable) NDIS funding. This guide outlines the report structure.

Last reviewed 7 min read How we review
On this page
  1. DSM-5-TR criteria
  2. Report structure
  3. School-actionable recommendations
  4. NDIS context
  5. Related reading

Summary

Developmental Coordination Disorder (DCD) is under-diagnosed in Australia despite affecting around 5% of school-aged children. A defensible DCD report names the four DSM-5-TR criteria, cites the standardised motor assessment used (typically the MABC-2), and translates findings into school-actionable adjustments. This guide outlines the structure.

DSM-5-TR criteria

DCD diagnosis requires all four:

  • Criterion A — acquisition and execution of coordinated motor skills substantially below expected for age, given opportunity for skill learning and use.
  • Criterion B — interferes with activities of daily living, academic achievement, prepocational/vocational activities, leisure, and play.
  • Criterion C — onset in early developmental period.
  • Criterion D — not better explained by intellectual disability, visual impairment, or a neurological condition affecting movement.

Report structure

  1. Identifying information and referral.
  2. Sources — parent interview, child observation, teacher report, GP/paediatrician medical history.
  3. Developmental and medical history — pregnancy, birth, motor milestones (rolling, sitting, crawling, walking), medical history.
  4. Functional status — daily living skills (dressing, eating, toileting), school skills (handwriting, scissors, ball skills), recreational participation.
  5. Standardised motor assessment — MABC-2 (or BOT-2) total score, percentile, traffic-light interpretation.
  6. Additional assessment as indicated — handwriting (HHE, ETCH), visual-motor integration (Beery VMI).
  7. Differential diagnosis — exclude visual/hearing impairment, intellectual disability, cerebral palsy, neurological conditions.
  8. Diagnostic conclusion citing the four criteria.
  9. Functional impact summary.
  10. Recommendations — school, home, community, follow-up.

School-actionable recommendations

  • Handwriting accommodations (slant board, pencil grip trial, alternative tools).
  • Assessment accommodations (typed response, scribe, extended time).
  • PE and sport adaptations.
  • Social-skills support (DCD often co-occurs with social participation challenges).

NDIS context

Where DCD is severe and persistent, an OT report supporting an NDIS access request must address the disability-access criteria — specifically functional capacity in the six NDIS domains.

How we review this guide

Library guides reference original Australian source authorities — not secondary commentary — and are updated when source material changes. Each guide cites the regulator, item descriptor, or governing standard it draws from so you can verify it directly.

Sources checked
  • Original Australian source authorities and peer-reviewed guidance
Review cadence
Reviewed annually and whenever a cited source authority publishes a material change. Last reviewed .
Not advice
Reference content for Australian practitioners and education staff. Not legal, clinical, or billing advice — verify against your governing body and current source documents.

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