Praxis is the ability to plan and sequence unfamiliar actions. It evolves from the interaction between the child and the environment and reflects the quality of sensory integration. Praxis consists of three different components: (1) ideation, (2) motor planning, and (3) execution.
Ideation is the ability to formulate a goal for action. It is the cognitive step of recognizing the multiple ways that toys, objects, or one’s body can be used in play and learning situations. For example, the child appreciates that there are a number of ways to play with a toy truck. Motor planning involves figuring out how to get one’s body to carry out the goal for action. This step of planning and sequencing of motor tasks is based on the child’s body scheme; that is, an internal sensory awareness of body parts, how they fit together, and how they move through space.
Motor planning is active problem-solving and reflects an inner, sensory awareness of one’s physical self.
Execution is the actual performance of the planned action. It involves gross and fine motor coordination to accomplish the task.
A lack of ideation is noted if the child is unable to formulate new goals specific to situational demands. The child does not have an idea of what to do or is rigid or inflexible in goal formulation. With a deficit in motor planning, the child knows the purpose of the object or task but cannot organize motor patterns to interact effectively with the environment or solve the problem. Children may tend to be inactive or play in a limited, preservative pattern (e.g., lining up toys).
Children with dyspraxia are typically clumsy with a poor body scheme. They do not know where their body is in space and have difficulty judging their relationship to objects and people. As a result, they are accident-prone and tend to stumble, bump into furniture or others, and break toys. They are generally poor in athletics. Since these children have difficulty in sequencing daily activities, they tend to be disorganized and disheveled looking. Due to their inflexibility in activity, they may perseverate and tend to prefer the familiar. Self-esteem is often poor as a result of frustration and repeated failure.
They may be judged at times as manipulative and controlling. These behaviors
reflect the child’s use of language to compensate for the dyspraxia
(e.g., distracting and redirecting attention away from the motor disorder).
Problems in sequencing can include language, in which case organizational
and educational deficits are generally present.
Since children with dyspraxia often rely on familiar, overlearned activities, it is essential that any observation of praxis provide unexpected, flexible, and novel situations that challenge the child’s ability to problem solve motor tasks. Observation focuses on how the child plans and sequences these tasks.
Dyspraxia Indicators
• Inflexibility—perseverates on one aspect of the task and
has difficulty in making transitions
• Lack of sensorimotor exploration
• Limited complexity of play
• Restricted problem-solving of new tasks
• Low frustration tolerance
• Presence of “crash” solutions to terminate demanding
activities (e.g., knocking down or throwing)
• Lack of organization in performance of activities
• Clothes in disarray and/or unfastened
• Poor quality of fine motor skills
• Poor temporal awareness and sequencing of daily living tasks
• Avoidance of group activities and peer play
• Preference for adult one-to-one interaction