Developmental Disorders in Children: A Complete Guide for Parents

Developmental Disorders in Children: What Do Parents Need to Know?

Parents need three things: to be familiar with developmental milestones, to trust their intuition when something seems different, and to seek an evaluation when a concern persists, in order to identify their child’s needs and determine the next steps. Our easy-level crisscross walking exercise supports the development of coordination.

Is your 10-month-old still unable to sit up on their own? Does your little one seem clumsier than the other children in their group? These observations can cause a lot of worry, especially when you compare your child to others. This worry is normal. When you love your child, you want the best for them. In the United States, a survey of parents of children aged 3 to 17 reported that about 1 in 6 children had at least one of the disorders or delays studied between 2006 and 2008. The figures vary depending on definitions and countries, but one thing remains constant: these situations are common, and you’re not alone.¹

An assessment can help in choosing appropriate activities and services, though it does not predict future developments.²

What science teaches us:

• Every child develops at their own pace, with normal variations
• In healthy infants, tummy time is associated with certain motor outcomes; however, the review consists primarily of observational studies and does not guarantee the development of these skills.³
• A delay or disorder is not a condemnation; it's a starting point for action
• Parents are essential partners in their child's development

This guide will help you understand developmental disorders, recognize signs that warrant attention, and know how to respond. Our pediatric physical therapists support Quebec families through this process.

What is a developmental disorder in children?

A developmental disorder is a condition that affects the learning or use of skills such as moving, speaking, or interacting with others. Each diagnosis meets specific criteria. A delay refers to skills acquired later than expected, but the two terms can overlap: global developmental delay is itself a diagnosis for children under 5 years of age. The evaluation identifies the observed difficulties and the appropriate services.

A developmental disorder is not simply an illness to be cured. Each child’s needs, strengths, and level of participation vary. Support focuses on specific goals chosen together with the child and their family, without promising a particular outcome in life.

The impact of a developmental disorder varies depending on its nature and severity. Some children experience mild difficulties that primarily affect certain motor activities. Others face more significant challenges that impact several areas of their daily lives: play, social interactions, and learning.

How can we understand the words "delay" and "disorder"?

Terminology has practical significance. The word “delay” describes a discrepancy observed at a given point in time; on its own, it does not indicate whether the child will reach the developmental milestones later or why the discrepancy exists.

A diagnosis is based on a set of criteria. Depending on the child’s needs, he or she may receive guidance, practice certain skills, or use accommodations in daily life. The choice of support depends on the evaluation and the family’s priorities.

This distinction can guide the assessment, but it alone is not sufficient to select a service or to predict its effect, intensity, or duration. Rather, the activities involved, the diagnosis, and the objectives guide the decision.

What are the different types of developmental disorders?

Developmental disorders can affect movement, language, learning, or social interactions. This article focuses primarily on movement difficulties. Poor coordination, delayed motor development, or unusual muscle tone are observations that should be evaluated; not all of these observations indicate a specific diagnosis.

Motor Development Disorders

Motor development disorders affect the learning or use of movements. Some children are slow to sit up or walk. Others reach these milestones at the usual age but have difficulty coordinating their movements. These difficulties can involve gross motor skills—the large body movements—or fine motor skills—the precise movements of the hands.

Parents often notice these issues because motor milestones are easy to observe. To learn more about this topic, see our guide on motor development delays.

Coordination Disorders (Dyspraxia)

The diagnosis of developmental coordination disorder is based on coordination difficulties that interfere with daily activities and that began during development. The team compares the child’s skills to age-appropriate expectations and learning opportunities. A doctor also verifies that these difficulties are not better explained by another condition, such as a vision problem or a neurological disorder.²

Manifestations include unusual clumsiness, difficulties with daily activities such as getting dressed or eating with utensils, and challenges during motor games like catching a ball or riding a bike.

When these difficulties persist in school or during adolescence, the Pediatric Physical Therapy for Children and Teens assesses motor development and recommends an age-appropriate plan.

Unusual sensory reactions

Some children react strongly to a sound, texture, or movement, while others seek out certain sensations. These reactions alone are not sufficient to establish a distinct diagnosis. An assessment carefully evaluates their impact on daily life and identifies any other difficulties that may accompany them.⁴

Unusual reactions to sounds, touch, or movement may occur alongside difficulties with posture, balance, or coordination. The assessment describes each observation separately and its impact on activities.

Associated Conditions

Hypotonia (low muscle tone) is characterized by muscle "floppiness" or weakness. The child may appear less toned, have more difficulty maintaining positions, and tire more quickly during motor activities.

Hypertonia (high muscle tone) is characterized by muscle stiffness. Movements may appear rigid, and the range of motion can be limited.

Congenital torticollis can limit a newborn’s head movements. Its evaluation also takes motor development into account. Plagiocephaly (flat head) often accompanies torticollis in newborns.

Difficulty or symptom observed	Main Manifestations	When the problem was noticed
Motor Delay	Delayed Milestones (sitting, walking)	Variable timing; interpretation depends on the overall development
Dyspraxia	Clumsiness, planning difficulty	Often noticed when tasks become more complex; timing varies
Unusual sensory reactions	Unusual reactions to sounds, touch, or movement	Variable timing; describe the reactions and their effect on activities
Hypotonia	Muscle weakness, fatigue	May be observed at various times; cause to be evaluated

Coordination difficulties sometimes become more apparent as tasks become more complex. The point at which a difficulty is noticed varies depending on the child and the activities involved.

What are the normal stages of motor development?

Motor development includes skills such as controlling the head, rolling over, sitting up, crawling, and walking. Milestones are guidelines for monitoring progress, not a schedule for diagnosing a child. These guidelines help identify significant deviations, while recognizing that every child develops at their own pace.

The table includes developmental milestones from the Centers for Disease Control and Prevention (CDC): most children achieve these milestones by the indicated age. These milestones are intended to serve as a basis for discussing a child’s development with a professional; they are not meant to serve as a diagnosis on their own. Jumping with both feet off the ground is listed as a milestone for 30 months. If a child has not yet achieved a milestone or if you have persistent concerns, you should discuss this with a professional.

General Period	Expected milestones	Warning signs
0-3 months	Around 2 months: lifts his head when lying on his stomach	Head control that is a cause for concern or is not improving
4-6 months	Around 4 months: can hold head steady; around 6 months: rolls from stomach to back	Little variety in movements or a lack of progression
7-9 months	Around 9 months: can sit up without support	A sitting position that is cause for concern or remains asymmetrical
10-12 months	Around 12 months: pulls himself up to a standing position and walks while holding onto a piece of furniture	Lack of progress toward independent mobility
12-18 months	Around 18 months: walking without holding on to anything	Walking or physical activity that worries the family
18-24 months	Around 24 months: walks and climbs a few steps with or without help	Very frequent falls

Normal variations vs. concerning signs

Some babies skip the crawling stage and go straight to walking. If a child has not developed any form of independent movement by the end of their first year, it’s worth discussing this with a professional. Skipping the crawling stage may be a variation; however, asymmetry, a loss of skills, or persistent concern should be discussed with a professional. The order in which these milestones are reached may vary slightly from one child to another.

Call 911 if your child is having severe difficulty breathing or if a seizure lasts 5 minutes or longer. A first seizure, even a brief one, requires urgent medical evaluation. A loss of skills, new weakness, or new difficulty drinking or swallowing also requires prompt medical evaluation. For slow progression, asymmetry, or persistent concern without acute symptoms, consult a doctor or a developmental specialist.

How to recognize the signs of a developmental disorder?

A lack of progress, marked asymmetry, a loss of skills, or poor coordination that interferes with daily activities may indicate a developmental delay. These observations should be interpreted in light of the child’s age. A loss of skills requires prompt medical evaluation.

Signs in Infants (0-12 months)

The first few months of life offer several clues about a child's development:

• Head control that is a cause for concern or is not improving
• Little variety in movements or a lack of progression
• A sitting position that is cause for concern or remains highly asymmetrical
• Noticeable asymmetry in movements (always uses the same side)
• Excessive muscle stiffness or floppiness
• Persistent difficulty with tummy time
• At around 6 months, the baby does not put objects in his mouth to explore them

Primitive reflexes are automatic reactions that occur early in life, such as certain movements triggered without voluntary control. A healthcare professional interprets these reactions based on the child’s age and the results of the examination. A single observation is not sufficient to diagnose a disorder.

An analysis of studies involving children aged 3 to 11 with no known neurodevelopmental disorders found associations between certain persistent reflexes and difficulties with movement or learning. These associations do not prove that the reflexes cause the difficulties. Nor do they allow for the diagnosis of an infant.⁵

Signs in Toddlers (1-3 years)

At this age, motor difficulties become more noticeable in daily activities:

• Walking or weight-bearing that worries the family or is not improving
• Falls much more frequently than other children of the same age
• Around age 2, cannot climb a few steps even with help
• Consistently avoids activities that involve movement
• Significant and persistent clumsiness
• Around age 2, does not run; around 30 months, does not lift both feet off the ground to jump

Signs in Preschoolers (3-5 years)

Challenges can affect fine motor skills (precise finger movements) and independence:

• Difficulty with fine motor tasks (buttons, zippers, crayons)
• Avoids games involving movement (biking, ball games, climbing)
• Gets tired very quickly during physical activities
• Difficulty dressing themselves despite repeated attempts
• Clumsiness that interferes with play and learning

Parental Intuition Matters

Parents know their child better than anyone. If something about your child's development seems 'different' to you, this observation should be taken seriously. You don't need a diagnosis to seek professional advice. It's better to be reassured by a professional than to live with persistent worry.

Warning Signs Requiring Prompt Consultation:

• Loss of previously acquired skills (regression)
• Marked and persistent asymmetry
• Total absence of progress for several months
• Extreme stiffness or floppiness
• Difficulties with feeding or swallowing

What is the difference between a developmental delay and a developmental disorder?

A delay refers to skills acquired later than expected, while a disorder refers to a condition defined by diagnostic criteria. These terms can overlap: global developmental delay is itself a diagnosis. The term used alone is not sufficient to predict the course of development or the services that will be needed.

A history of development, assessment, and sometimes testing help clarify the difficulties and their causes. Repeated evaluations may be helpful when the situation remains unclear. Services are based on observed needs; physical therapy focuses primarily on movement and physical activities.

Characteristic	Delay	Disorder
What the word describes	Some skills are acquired later than expected	A condition that meets diagnostic criteria
Progression	Progression varies depending on the cause and the patient's profile	Progression varies depending on the diagnosis and activities
Cause	Cause to be evaluated; several possibilities	Variable and sometimes unknown
Intervention	Support tailored to individual challenges and needs	Services selected based on the diagnosis and goals

Why this distinction is important

Distinguishing between a delay and a disorder helps guide intervention and set realistic expectations. Tummy time is associated with certain motor outcomes in healthy infants, but it does not explain a delay or predict catch-up.³

For a condition such as developmental coordination disorder, the type of support is determined based on the activities affected, the goals, and the child’s response. The diagnosis alone does not determine the intensity of the intervention or the expected outcome.

What causes developmental disorders in children?

Genetic or neurological conditions, as well as certain issues during pregnancy or at birth, can explain developmental disorders. Sometimes the cause remains unknown. A medical evaluation determines whether tests or other services are needed.⁶

Opportunities to Be Active in Everyday Life

Daily life influences opportunities for physical activity. This alone does not explain a developmental disorder. Here are some situations to discuss with a professional:

• Lack of motor stimulation and opportunities for movement
• Excessive time spent in restrictive equipment (car seats, bouncers, swings)
• Limited time on the floor or on their stomach
• An environment that restricts exploration

Encouraging a variety of opportunities for physical activity can be part of the advice given to a family. This does not prove the cause of a developmental delay, nor does it guarantee that the child will catch up.

Medical factors

Certain medical factors can contribute to developmental delays:

• Prematurity (birth before 37 weeks)
• Birth complications (lack of oxygen, trauma)
• Genetic conditions
• Neurological Conditions
• Infections during pregnancy

This history alone does not predict future outcomes. However, it may warrant monitoring and assessments tailored to the child's profile.

Why is early intervention important?

Early intervention can help a child practice the skills they need and allow the family to adapt their activities. For a coordination disorder, the exercises focus on the tasks that are difficult.² For an infant at risk of cerebral palsy, recommendations call for early support tailored to this condition.⁷ The choice and effects of intervention vary depending on individual needs.

Assessment helps identify which activities to focus on and measure progress. The recommendations for coordination and cerebral palsy apply to different groups; they do not guarantee the same outcome for every child.^{2, 7}

Brain Plasticity: Your Ally

A young child’s brain has the ability to adapt. Repeated experiences and movements can alter the connections between brain cells, strengthening some connections and weakening others. Learning and adaptive abilities vary from child to child and depending on the situation. They do not allow us to predict the outcome of an activity or to conclude that a child needs more practice.

The ability to learn persists throughout development. A persistent concern can be assessed without assuming that a specific window of opportunity is closing.

What the research says

The appropriate time to begin intervention depends on the diagnosis, the child's needs, and the specific goal.

The short- and long-term effects depend on the diagnosis, the intervention, and the outcome being measured; they must be assessed rather than assumed.

How does physiotherapy help children with developmental delays?

Pediatric physical therapy helps children work on movements and activities that they find difficult. The physical therapist assesses the child’s abilities, selects games or exercises in collaboration with the family, and monitors progress. Depending on the child’s needs, the program may focus on strength, coordination, balance, or mobility.

Assessment: Understanding Your Child's Current Stage

Assessment in pediatric physiotherapy is a fundamental step. The physiotherapist observes the child in movement and play, in a suitable and safe environment. They use standardized tests to compare the child's abilities to the developmental norms expected for their age.

For a comprehensive overview of this approach, see our guide on Physical therapy for children.

The assessment also includes an in-depth discussion with parents. Your daily observations, concerns, and your child's developmental history are valuable information that guides the intervention.

Treatment: Play as a Therapeutic Tool

In pediatric physical therapy, play is not a reward—it is the primary therapeutic tool. Play-based activities are designed to achieve specific goals while keeping the child engaged and motivated.

An obstacle course, for example, can simultaneously work on balance, coordination, motor planning, and muscle strengthening. The child has fun while their body develops the skills they need.

Activities are adapted to each child's age and interests. A baby will work through floor games and positioning exercises. A preschooler will participate in motor courses, ball games, and creative activities.

The Physioactif approach: family-centered

The family's observations, priorities, and constraints help in choosing a realistic plan. The child's response is reassessed without attributing the outcome to the parents.

Each session includes time for discussion and instruction. We show you the exercises to do at home, answer your questions, and adjust the program based on your observations. These discussions connect the sessions to what is observed at home and allow us to adjust the plan.

Our Greater Montreal clinics offer pediatric physiotherapy services for children aged 0 to 7. Visit our page on pediatric pain to learn more about our approach.

What therapeutic approaches are used?

Physical therapy focuses on activities aimed at measurable goals, such as moving around, playing, maintaining balance, or participating in a daily routine. The choice of activities depends on the diagnosis, the child's preferences, and the child's response; no single combination guarantees a specific outcome.

Neurodevelopmental Therapy

Neurodevelopmental therapy is based on an understanding of normal motor development. Certain techniques guide the child during an activity. Their effectiveness must be measured against a specific goal; no single method is suitable for all diagnoses or muscle tone profiles.

For a neurological condition or a difference in muscle tone, the choice of activities is based on the diagnosis, the activities the child wants or needs to perform, and the changes observed.

Integration of Primitive Reflexes

Primitive reflexes are automatic reactions that appear early in life. An analysis of studies involving children aged 3 to 11 with no known neurodevelopmental disorders examines their links to movement and learning. Five studies tested interventions targeting these reflexes; the majority reported improvements, but results varied and the evidence remains limited. These findings do not demonstrate the effectiveness of these exercises in children with developmental disorders.⁵

Some physical therapists recommend specific movement exercises. Their effectiveness depends on the child’s diagnosis and goals.

Sensorimotor Approaches

Some sessions combine movement with sensory experiences, such as maintaining balance on different surfaces. The therapist selects the activity based on the child’s needs and assesses whether it helps the child with a specific task.

A sensorimotor activity can be tried if it aligns with a specific objective and if its effect on the activity is measured.

Directed Play

Structured play involves activities chosen to develop a specific skill. An obstacle course, a balancing game, or a ball-throwing activity can be used to practice movements that are difficult for the child.

The physical therapist selects games that interest the child and adjusts their difficulty to encourage the child's participation.

How can I support my child's development at home?

Playtime on the floor, tummy time for babies, gross motor skills activities, and limiting screen time promote development. The exercises demonstrated to parents can be repeated at home. The frequency and effects vary depending on the child and the program.

For babies (0-12 months)

During wakeful periods and under direct supervision, tummy time provides an opportunity to move the head and trunk. The cited systematic review focuses on healthy infants and consists primarily of observational studies; it reports associations with certain outcomes, without establishing a universal threshold or guaranteeing skill acquisition.³

• Choose a frequency and duration that fit your baby's tolerance and your family's routine
• Vary positions: on their tummy on the floor, on your chest, on your lap
• Make tummy time interesting with eye-level toys
• If your baby reacts strongly, change the position or stop and ask for advice if the problem persists

Floor play is just as important. Limit time spent in restrictive equipment like car seats, bouncers, and swings. While these items have their uses, too much time in fixed positions limits opportunities for movement and exploration.

For Young Children (1-3 years old)

At this age, children learn through movement. Encourage gross motor activities:

• Running, climbing, jumping
• Simple obstacle courses using cushions and chairs
• Ball games (throwing, rolling, catching)
• Dancing and movement games
• Outdoor exploration

These activities provide opportunities to practice strength, balance, and coordination. Tailor the challenge to your child’s abilities and interests.

For Preschool Children (3-5 years old)

Children of this age benefit from more structured activities:

• Age-appropriate sports (soccer, swimming, gymnastics)
• Coordination games like biking or scootering
• Fine motor activities (crafts, playdough, drawing)
• Active games with other children

Encourage physical activities that your child enjoys, and adapt them to your child's abilities so that your child can participate.

General Tips

A few principles apply to all ages:

• Limit screen time, which often replaces active play time
• Encourage without comparing your child to others
• Celebrate progress, even the smallest steps
• For the prescribed exercises, follow the professional's instructions and adjust them based on your child's response.
• Integrate exercises into daily routines for greater consistency

Common Mistakes to Avoid:

• Too much time in equipment (swings, seats, Jolly Jumpers)
• Comparing your child to other children
• Waiting for it to "correct itself"
• Continue having the baby lie on their stomach despite a strong reaction from the baby, without adjusting the position or seeking advice
• Overprotecting the child by limiting their opportunities to explore

When should you consult a pediatric physiotherapist?

Consult a professional if your child is not meeting the expected motor milestones for their age, shows asymmetry in their movements, avoids certain positions or activities, or if you have concerns about their development. You can request an evaluation if you are concerned about your child’s development or if certain activities are becoming difficult for them.

Situations requiring prompt consultation

A loss of motor skills or a new weakness requires prompt medical evaluation. Significant stiffness or weakness also warrants medical attention. Do not wait for a physical therapy appointment if you notice these signs. For other motor concerns, a pediatric physical therapist can assess the difficulties and refer you as needed:

• Key milestones not met according to the development roadmap
• Marked or persistent asymmetry in movements
• Absence of progress despite stimulation

Situations where you can consult for reassurance

You don't need a confirmed problem to seek consultation. Here are situations where an evaluation can provide clarity:

• Parental concern, even if it seems vague
• Comparison with siblings or other children
• Recommendation from a doctor, daycare, or your social circle
• Family history of developmental disorders
• Persistent doubts about your child's development

Why not wait?

An evaluation may be requested when a concern persists. Each child’s needs and response to interventions vary.

A consultation does not constitute a commitment to treatment. The physical therapist may describe appropriate movements and physical activities, suggest follow-up care, or refer the patient to a doctor or other professionals if the patient’s condition is beyond the physical therapist’s scope of practice.

What happens during a pediatric physiotherapy assessment?

The physical therapist uses specific exercises to help integrate these reflexes, enabling the child to develop better control over his or her movements. Our evaluation also assesses the maturation of certain primitive reflexes, such as the amphibian reflex.

The evaluation includes a discussion about your child's developmental history, observation of the child in movement and play, and standardized tests adapted to their age. The physiotherapist then explains their observations and, if necessary, proposes a personalized treatment plan.

Before the appointment

To prepare for the consultation:

• Gather relevant documents (health record, reports from other professionals)
• Note your observations and questions
• Ensure your child wears comfortable clothing
• Bring a change of clothes and a snack if needed.

During the Assessment

The assessment generally proceeds as follows:

Initial Discussion The physiotherapist will ask you questions about your child's pregnancy, birth, first months of life, and development. Your concerns are the focus of this discussion. Observation : The physical therapist observes your child while they are moving and playing. This observation provides information about their movement patterns, posture, balance, and coordination during the activities performed. Age-Appropriate Tests Standardized assessments help to determine your child's abilities in relation to developmental norms. These tests are non-invasive and designed to be comfortable. Ongoing Discussion Your questions are welcome throughout the evaluation. The physiotherapist will explain what they observe and what it means.

After the assessment

The physiotherapist will share their observations and findings with you. They will answer your questions and discuss available options. If treatment is recommended, they will explain the goals, the suggested frequency, and what you can expect.

Even if no formal treatment is required, the physiotherapist can offer practical advice to support your child's development at home.

What are some common questions parents have about developmental disorders?

Parents mainly ask whether their child will develop normally, whether a developmental disorder can be cured, how often they should schedule appointments, whether insurance covers pediatric physical therapy, and whether their child can still participate in sports and attend daycare.

Will my child develop "normally"?

Every child follows their own developmental path. Progress varies depending on the diagnosis, initial abilities, targeted activities, and response to support. The goals focus on specific activities and on participation chosen in consultation with the child and their family.

Can developmental disorders be cured?

The term "recovery" is not always appropriate when it comes to developmental disorders. Goals may focus on a specific skill, activity, or environmental adaptation. Long-term changes and needs vary from child to child.

How often should one consult?

The frequency of sessions depends on the child’s condition and needs. The frequency is determined in consultation with the family based on the goals, targeted activities, other services, and the child’s response. The physical therapist adjusts the frequency based on your child’s progress.

Does insurance cover pediatric physiotherapy?

Coverage for pediatric physical therapy, reimbursement limits, and eligibility requirements vary depending on your private insurance plan. In Quebec, you can see a physical therapist without a doctor’s prescription. However, some insurers require a prescription to cover the cost of treatment; be sure to check the terms of your plan.

Can my child continue sports activities and daycare?

In most cases, yes. Participation can be encouraged and adapted based on the child’s abilities, safety, interests, and the advice of their care team. The physical therapist may recommend adjustments if necessary. Daycare and after-school activities provide important opportunities for stimulation and socialization.

Next step: If you have concerns about your child’s development, our pediatric physical therapists can assess their movement and physical activities and then refer you if further testing or other specialists are needed. Call 911 if your child is having severe difficulty breathing or if a seizure lasts 5 minutes or longer. A first seizure, even a brief one, requires urgent medical evaluation. A loss of skills, new weakness, or new difficulty drinking or swallowing also requires prompt medical evaluation. Contact Us to book an appointment.

References

The references for this article include the following studies and recommendations.

Links open in a new tab.

1. Boyle CA, Boulet S, Schieve LA, Cohen RA, Blumberg SJ, Yeargin-Allsopp M, et al. Trends in the prevalence of developmental disabilities among U.S. children, 1997–2008. Pediatrics. 2011;127(6):1034–42. (Back to section: 1)
2. Blank R, Barnett AL, Cairney J, Green D, Kirby A, Polatajko H, et al. International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Dev Med Child Neurol. 2019;61(3):242-285. (Back to sections: 1, 2, 3, 4)
3. Hewitt L, Kerr E, Stanley RM, Okely AD. Tummy Time and Infant Health Outcomes: A Systematic Review. Pediatrics. 2020;145(6). (Back to sections: 1, 2, 3)
4. Section on Complementary and Integrative Medicine, Council on Children with Disabilities, American Academy of Pediatrics, Zimmer M, Desch L. Sensory integration therapies for children with developmental and behavioral disorders. Pediatrics. 2012;129(6):1186-9. (Back to section: 1)
5. Provazník A, Musálek M, Bob P, Větrovský T, Malambo C, Silva AF, et al. Persisting primitive reflexes and motor and cognitive development in children: A systematic review. Acta Psychol (Amst). 2026;266:106915. (Back to sections: 1, 2)
6. Assessing Children and Youth with Global Developmental Delay and Intellectual Developmental Disorder | Canadian Pediatric Society. (Back to section: 1)
7. Novak I, Morgan C, Adde L, Blackman J, Boyd RN, Brunstrom-Hernandez J, et al. Early, Accurate Diagnosis and Early Intervention in Cerebral Palsy: Advances in Diagnosis and Treatment. JAMA Pediatrics. 2017;171(9):897-907. (Back to sections: 1, 2)