臨床上不同介入策略的使用，可以改善發展協調障礙兒童動作技巧和日常生活功能。本研究回顧近年來國內外相關文獻，整理出多種介入策略與原則，以提供專業人員採用及參考。介入策略可歸納為兩種方式：(1)「由下而上」(bottom-up)：在「國際功能分類模式」中，主要是改變「身體機能」，包括：感覺統合治療(sensory integration therapy)、過程導向方式(process-oriented treatment)、知覺動作訓練(perceptual motor training)；(2)「由上往下」(top-down)：在「國際功能分類模式」中，強調「環境因素」和「個人因素」上的表現，包括：工作導向方式(task-specific intervention)、認知策略介入(cognitive approaches)、認知導向日常職能表現(cognitive orientation to daily occupational performance, CO-OP)。有些學者建議教師使用「教學指導方針」於發展協調障礙兒童身上，包括：重複的練習、正向回饋，及可達成的目標設定。加拿大兒童障礙研究中心編製的建議手冊，提供有關策略調整方式、環境改造及科技輔具運用的建議，以改善發展協調障礙兒童參與家裡和學校課堂運動及休閒活動能力。國內對於發展協調障礙兒童的介入研究，則包括工作導向訓練計畫、感覺統合治療、個別動作特性所設計的團體動作訓練計畫，以及團體遊戲運動創意教學，皆有其實質效果。各種介入策略皆可以滿足發展協調障礙兒童的需要，介入策略的種類廣泛有趣，介入的成效也因而相形益彰。

There are many intervention strategies for children with developmental coordination disorder, which can improve the motor skills and the activities of daily living. This review analyzes different strategies to intervention in children with developmental coordination disorder. The intervention strategies are divided into two ways: (1) bottom-up: including sensory integration therapy, process-oriented treatment and perceptual motor training, and (2) top-down: task-specific intervention, cognitive approaches and cognitive orientation to daily occupational performance were included. The teaching guidelines suggested for the intervention in children with developmental coordination disorder include the practice distribution, positive feedback and achievable goal setting. The adaptation for strategies, environment and assistive devices are also emphasized, which would improve the performance and capacity of children with developmental coordination disorder.