Development of Fine Motor Coordination and Visual-Motor Integration in Preschool Children

Many learning disabled students demonstrate psychological/behavioral and perceptual motor characteristics that affect physical education placement and programming. Among the characteristics exhibited by these students are hyperactivity, disorders of attention, impulsivity, poor self-concept, social imperception, delay in social play development, and deficiencies in body equilibrium, visual motor control, bilateral coordination, repetitive finger movements, and fine motor coordination. Activities found to benefit learning disabled students are jogging, relaxation, highly structured teacher-directed routines, and noncompetitive games, all of which must be carefully sequenced. Testing must be done to determine the type and extent of the learning disabled students’ problems, and activities must be selected on the basis of the results of such tests.

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Assessing the Share of Impaired Visual Function, Fine Motor Coordination and Visual-motor Integration in Dyslexic Children with the Eta/Mu Model

Archives of Current Research International ◽

10.9734/acri/2019/v18i230134 ◽

2019 ◽

pp. 1-13

Author(s):

Carlo Aleci ◽

Francesca Vai

Keyword(s):

Motor Coordination ◽

Motor Impairment ◽

Rehabilitation Program ◽

Second Order ◽

Motor Domain ◽

Fine Motor ◽

Motor Deficits ◽

First Order ◽

Visual Motor Integration ◽

Visual Motor

Aims: A computational model aimed to estimate the proportion of visual/motor deficits (first-order defects) and visual-motor abnormal integration (second-order defect) in dyslexic children is described. Study Design: Single-masked case-control study. Place and Duration of Study: Sample: Service of Neuro-Ophthalmology, University of Turin, between December 2017 and November 2018. Methodology: Twenty subjects (age 8-10) were administered a set of tests that recruit the visual and motor domain in different proportions. The score obtained in each trial is weighed by the correspondent share of visuoperceptive and motor recruitment. This way two indexes are obtained: Eta (h) and Mu (m), that quantify the expected and estimated damage of the two functions across the range of average performance. The difference between the expected and estimated level of damage in the two domains represents the quota of selective visuoperceptive / motor impairment of the subject. In turn, no or negligible difference in the presence of abnormal z-score would reveal impaired visual-motor integration with no evident visual or motor damage. Results: The model detected a prevalent first-order defect in the visuo perceptive or motor domain in 58% of the cases (visuo perceptive alteration: 27%, motor alteration: 73%), and a prevalent second-order defect in the remaining 42% of the subjects. Internal consistency was adequate for research and screening purpose (Cronbach’s coefficient alpha: from 0.77 to 0.84). Conclusion: The Eta/Mu model seems a promising tool to detect cases of visual and motor alteration as well as the level of visual-motor integration in dyslexic children. Further effort is needed to improve test-retest reliability by examining larger samples, so as to make it suitable to customize the rehabilitation program of children suffering from learning disabilities.

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Visual motor integration: generation, development, and its importance for ophthalmology

Clinical ophthalmology ◽

10.32364/2311-7729-2021-21-1-14-17 ◽

2021 ◽

Vol 21 (1) ◽

pp. 14-17

Author(s):

E.A. Egorov ◽

◽

T.B. Romanova ◽

E.G. Rybakova ◽

◽

...

Keyword(s):

Motor Coordination ◽

Human Life ◽

Head Injuries ◽

Cerebrovascular Disorders ◽

Fine Motor ◽

Visual Functions ◽

Visual Motor Coordination ◽

Visual Motor Integration ◽

Optical Correction ◽

Visual Motor

Visual motor coordination (VMC) is the coordination of the motions and their elements resulting from the collaborative and simultaneous activity of the visual and motor analyzers required for daily activities, sports, and professional activities. The development of VMI begins in the early childhood and proceeds throughout human life being the most active within the first 10 years. VMC is a part of visual motor integration (VMI) defined as a complex combination of skills to correctly execute the movements of arms, legs, and body. The potential causes of impaired VMI are arrested development due to living conditions, organization of teaching, individual developmental or health characteristics; nervous system diseases (i.e., head injuries, cerebrovascular disorders, intoxication etc.); and, in particular, visual impairments. Since the quality of visual functions is an important component of good VMC, its generation and development require adequate vision correction. It was demonstrated that the degree of myopia may affect school performance in the areas requiring VMI. Optical correction of ametropias improves VMC. This should be considered when managing patients (in particular, children) with refractive errors. Keywords: visual motor coordination, visual and motor analyzers, visual functions, optical correction, micro-level orientation, fine motor skills, synchronization. For citation: Egorov E.A., Romanova T.B., Rybakova E.G. Visual motor integration: generation, development, and its importance for ophthalmology. Russian Journal of Clinical Ophthalmology. 2021;21(1):14–17. DOI: 10.32364/2311-7729-2021-21-1-14-17.

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Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

Journal of Education and Learning ◽

10.5539/jel.v8n5p193 ◽

2019 ◽

Vol 8 (5) ◽

pp. 193

Author(s):

Fatma Ozkur ◽

Gokhan Duman

Keyword(s):

Preschool Children ◽

Social Relations ◽

Education Program ◽

Motor Coordination ◽

Self Regulation ◽

Preschool Education ◽

Control Group ◽

Movement Education ◽

Visual Motor Coordination ◽

Visual Motor

Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.

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THE EFFECT OF CO-OP APPROACH IN IMPROVING VISUAL MOTOR INTEGRATION SKILLS IN CHILDREN WITH LEARNING DISABILITY

International Journal of Advanced Research ◽

10.21474/ijar01/13320 ◽

2021 ◽

Vol 9 (08) ◽

pp. 716-722

Author(s):

Sheetal S. Gupta ◽

◽

Pritam V. Mehta ◽

Keyword(s):

Visual Perception ◽

Learning Disability ◽

Motor Coordination ◽

Autism Spectrum ◽

Global Strategy ◽

P Value ◽

Occupational Performance ◽

Visual Motor Integration ◽

Significant Difference ◽

Visual Motor

The importance of visual perception, motor coordination and visual motor integration (VMI) skills for school achievements has been shown in various studies. Cognitive orientation to daily occupational performance or CO-OP is an evidence-based approach that has been effective in children with developmental coordination disorder and autism spectrum. The present study evaluated the effect of CO-OP approach in improving VMI skills in children with learning disability. Sample of 58 children were included in the study. National Centre for Learning Disabilities (NCLD) Checklist was used as a screen tool and pre and post intervention Beery VMI and Canadian Occupational Performance Measures (COPM) was used as outcome measures.Occupational therapy program using CO-OP approach, based on each childs individualized goals. children were thought global strategy of GO-PLAN-DO-CHECK the sessions were conducted for 12 weeks one hour a day three times a week. After 12 weeks post assessment was done using t test. There significant difference in pre and post CO-OP intervention. p-value was found to be less than 0.0001 for VMI, COPM performance and satisfaction whereas, there was significant difference in motor coordination and visual perception component of Beery VMI. The result shows that CO-OP approach is effective in improving visual motor integration skills of children with learning disability.

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Performance of the Visual-Motor Integration of Preschool Children in Hong Kong

Hong Kong Journal of Occupational Therapy ◽

10.1016/j.hkjot.2015.06.002 ◽

2015 ◽

Vol 25 (1) ◽

pp. 7-14 ◽

Cited By ~ 4

Author(s):

Miranda Ng ◽

Mandy Chui ◽

Lenzs Lin ◽

Anita Fong ◽

Donna Chan

Keyword(s):

Hong Kong ◽

Preschool Children ◽

Visual Motor Integration ◽

Visual Motor

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A-170 Socioeconomic Status as a Predictor of Fine Motor and Graphomotor Outcomes in Patients with Pediatric Brain Tumor

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acab062.188 ◽

2021 ◽

Vol 36 (6) ◽

pp. 1225-1225

Author(s):

Viannae Carmona ◽

Dianne Kong ◽

Ashley M Whitaker

Keyword(s):

Socioeconomic Status ◽

Brain Tumor ◽

Pediatric Brain Tumor ◽

Fine Motor ◽

Visual Motor Integration ◽

Visual Motor ◽

Motor Dexterity ◽

Motor Outcomes ◽

Pediatric Brain

Abstract Objective As the field of neuropsychology strives to provide equitable care among diverse and disadvantaged populations, disparities in treatment and long-term outcomes continue to disproportionately impact individuals of lower socioeconomic status (SES). Motor deficits are common following pediatric brain tumor (PBT) diagnoses. However, while the relationship between SES and cognitive outcomes in this population is well documented, the role of SES in predicting more basic motor outcomes is not yet understood. This retrospective cross-sectional study was designed to determine the impact of SES on fine motor and graphomotor outcomes in PBT patients to ensure appropriate interventions and accommodations for those at higher risk. Method 225 patients with PBT (52.9% male; $ \overset{-}{\textrm{x}} $ age = 12 yrs; SD = 5.3 yrs) underwent neuropsychological evaluation, including assessment of graphomotor speed/coordination, visual-motor integration, and fine motor dexterity. Estimated median household income was used as a proxy for SES ($ \overset{-}{\textrm{x}} $=$71,543; SD = $23,480). Linear regression analyses were used to explore the role of SES in predicting motor outcomes. Results Lower SES predicted poorer graphomotor speed, F(1,96) = 5.205, p = 0.013, graphomotor coordination, F(1,60) = 3.890, p = 0.027, visual-motor integration, F(1,88) = 8.116, p = 0.003, and fine motor dexterity, F(1,166) = 3.755, p = 0.027. All analyses were significant even after implementing false discovery rates. Conclusions Consistent with lower SES predicting poorer cognitive late effects, SES also plays a role in motor-related outcomes of PBT. Unfortunately, lower SES is also associated with barriers in accessing formal evaluations and services required to mitigate such deficits. Therefore, patients with lower SES should be considered higher risk and receive interventions and accommodations even in the absence of formal assessment to prevent delays in care.

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