Exploring the types of assistive devices and methodological issues in children with developmental coordination disorder: A scoping review.
Most DCD tech targets big movement; fine-motor and participation tools are still missing.
01Research in Context
What this study did
Fujiwara et al. (2025) looked at 51 studies about tech tools for kids with developmental coordination disorder. They wanted to see what kinds of assistive devices exist and how researchers test them.
The team only counted studies that used devices to help movement or daily tasks. They did not review drugs or therapy talks.
What they found
Most tools help big-body skills like walking, balance, or bike riding. Very few tools help small-hand skills like writing or buttoning.
Almost no devices link to brain-based clues such as EEG or heart rate. The field is heavy on gross motor, light on fine motor and neuro fit.
How this fits with other research
Kisjes et al. (2025) show that many kids with DCD also have language delays. Kengo’s map now tells us most devices ignore these dual needs. Together they flag a gap: tools should target both motor and language goals.
Araujo et al. (2021) proved that the CO-OP approach boosts motor performance but does not lift participation. Kengo’s review finds the same hole in device work: lots of tools move limbs, few get kids actually joining activities. The two studies echo—performance gains do not equal real-life use.
Hattier et al. (2011) tracked young adults with DCD who still struggle with handwriting and social skills. Kengo’s data show almost no fine-motor or social-support devices for children. The adult pain points match the childhood tech gap, showing the need starts early and stays unmet.
Why it matters
If you serve a child with DCD, expect big-motor gadgets to be easy to find but writing aids or social participation tools to be scarce. Use the gross-motor devices when they fit, but plan extra fine-motor adaptations yourself. Add language screens because half these kids may also have DLD. And always measure participation, not just movement, because better balance does not guarantee better play.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Pair any gross-motor device with a homemade fine-motor aid—like a weighted pen or grip glove—and track how often the child actually uses it during classroom jobs.
02At a glance
03Original abstract
PURPOSE: To comprehensively map the types of assistive devices implemented for children with developmental coordination disorder (DCD), regardless of setting, and clarify the methodologies used in these interventions. Specifically, we sought to answer the following questions: (1) What types of assistive devices are available for children with DCD? (2) What is known about the targeted participants, the purpose of using assistive devices, programs implemented, evaluations and results? (3) What are the current limitations of assistive devices, such as lack of tools for fine motor skills, limited focus on daily activities, and insufficient consideration of DCD pathophysiology? METHODS: This study's methodology was based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. We screened articles, including RCTs, before-and-after comparisons, and single case studies published by May 10, 2024, using PubMed, Web of Science, Medline, and Cochrane Library databases. RESULTS: We identified 546 English-language articles, of which 51 were included in the final eligibility criteria. We found that active video games, virtual reality, personal computer games, tablets, electronic pens, and robots served as assistive devices that can be used at home. Upon categorizing assistive devices based on their target symptoms (gross motor, fine motor, cognitive, and psychological), we observed that few types of assistive devices related to fine and coordinated movements, and none was designed based on the neurodevelopmental characteristics of DCD, such as impairments in motor planning, internal modeling, or brain function. CONCLUSION: We identified assistive devices used in DCD interventions, including several applicable to home settings. However, most devices targeted gross motor skills, with relatively few addressing fine hand motor movements. In the future, it is necessary to develop assistive devices that consider intervention models focusing on DCD pathophysiology and daily life.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.105163