Visual-motor integration, visual perception and motor coordination in a population with Williams syndrome and in typically developing children

2016 ◽  
Vol 60 (10) ◽  
pp. 945-955 ◽  
Author(s):  
J. Heiz ◽  
K. Barisnikov
Keyword(s):  
Visual Perception ◽  
Williams Syndrome ◽  
Motor Coordination ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Visual Motor Integration ◽  
Visual Motor

scholarly journals Proximal and distal movement patterns during a graphomotor task in typically developing children and children with handwriting problems

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Shoshana Steinhart ◽  
Patrice L. Weiss ◽  
Jason Friedman
Keyword(s):  
Upper Extremity ◽  
Research Group ◽  
Motor Coordination ◽  
Movement Patterns ◽  
Control Group ◽  
Typically Developing ◽  
Joint Movement ◽  
Typically Developing Children ◽  
Visual Motor Integration ◽  
Visual Motor

Abstract Background Therapists specializing in handwriting difficulties in children often address motor problems including both proximal and distal movements in the upper extremity. Kinematic measures can be used to investigate various aspects of handwriting. This study examined differences in movement patterns in proximal and distal joints of the upper extremity during graphomotor tasks between typically developing children with and without handwriting problems. Additionally, it explored relationships between movement patterns, speed, and legibility of writing. Methods Forty-one children, aged 7–11 years, were assessed with the Aleph Aleph Ktav Yad Hebrew Handwriting assessment and the Beery Test of Visual Motor Integration and, based on their scores, were divided into a research group (with handwriting difficulties) and a control group (without handwriting difficulties). Upper extremity joint movement patterns were analyzed with a motion capture system. Differences in the quality of shapes traced and copied on a graphics tablet positioned horizontally and vertically were compared. Between-group differences and relationships with speed and legibility were analyzed. Results In both groups, there was greater movement in the distal compared to the proximal joints, greater movement when performing the task in a horizontal compared to a vertical plane, and greater movement when tracing than copying. Joint movements in the arm executed scaled-down versions of the shapes being drawn. While the amount of joint displacement was similar between groups, children in the research group showed greater dissimilarity between the drawn shape and the shape produced by the proximal joints. Finally, the drawing measure on the tablet was a significant predictor of legibility, speed of writing, visual motor integration and motor coordination, whereas the dissimilarity measure of joint movement was a significant predictor of speed of writing and motor coordination. Conclusions This study provides support for the role of the distal upper extremity joints in the writing process and some guidance to assist clinicians in devising treatment strategies for movement-related handwriting problems. While we observed differences in proximal joint movements between the children with and without handwriting difficulties, the extent to which they are responsible for the differences in drawing quality remains to be determined. Further studies should use a similar methodology to examine additional tasks such as drawing shapes of varying sizes.

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

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.

scholarly journals Longitudinal influences of socio-economic status on visual-motor integration: The North-West Child Health, Integrated with Learning and Development study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Dané Coetzee ◽  
Anita E. Pienaar ◽  
Yolanda Van Wyk
Keyword(s):  
Visual Perception ◽  
Motor Coordination ◽  
Economic Status ◽  
Low Ses ◽  
North West ◽  
Socio Economic Status ◽  
Visual Motor Integration ◽  
The North ◽  
Integration Test ◽  
Visual Motor

Background: Visual motor integration plays an important role in academic skills of learners in the early school years and can have an impact on their overall academic performance.Aim: This study aimed to determine the influence of socio-economic status (SES) on changes in visual-motor integration, visual perception and motor coordination over a period of three years.Setting: Four school districts in the North West province of South Africa were used.Methods: Five hundred and seventy-three learners (282 boys, 291 girls) were randomly selected (representing different SES schools) and evaluated at baseline during 2010 when they were in Grade 1 (6.9 years ±0.38) and again three years later in 2013 (9.9 years ±0.42) as part of a longitudinal research study. The Beery Visual-Motor Integration Test 4th edition was used to evaluate the visual-motor integration, visual perception and motor coordination skills at baseline and three years later.Results: Baseline measurements were higher among high SES learners in all three skills. Although learners from high SES still outperformed the learners from low SES three years later, low SES learners showed statistically significant improvements over the three years in visual-motor integration (88.24 to 89.85, p=0.041) and visual perception (89.69 to 90.04, p≤0.001).Conclusion: Age-related development and improvement of the visual-motor integration skills were reported over the three year period. However, more learners from the low SES still showed delays in these skills. Delays in the development of these skills could contribute to poorer academic and learning-related achievements.

Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis

2018 ◽  
Vol 125 (4) ◽  
pp. 696-717 ◽  
Author(s):  
Haris Memisevic ◽  
Mirjana Djordjevic
Keyword(s):  
Intellectual Disability ◽  
Meta Analysis ◽  
Mean Difference ◽  
Fine Motor ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Visual Motor Integration ◽  
Analytic Review ◽  
Visual Motor ◽  
Standardized Mean Difference

Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child’s overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges’ g) between scores on VMI tests of these children with mild ID and either typically developing children’s VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.

scholarly journals The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Ying Fang ◽  
Jingmei Wang ◽  
Ying Zhang ◽  
Jinliang Qin
Keyword(s):  
Executive Function ◽  
Visual Perception ◽  
Motor Coordination ◽  
Childhood Development ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship

Visual motor integration (VMI) is a vital ability in childhood development, which is associated with the performance of many functional skills. By using the Beery Developmental Test Package and Executive Function Tasks, the present study explored the VMI development and its factors (visual perception, motor coordination, and executive function) among 151 Chinese preschoolers from 4 to 6 years. Results indicated that the VMI skills of children increased quickly at 4 years and peaked at 5 years and decreased at around 5 to 6 years. Motor coordination and cognitive flexibility were related to the VMI development of children from 4 to 6 years. Visual perception was associated with the VMI development at early 4 years and inhibitory control was also associated with it among 4-year-old and the beginning of 5-year-old children. Working memory had no impact on the VMI. In conclusion, the development of VMI skills among children in preschool was not stable but changed dynamically in this study. Meanwhile the factors of the VMI worked in different age range for preschoolers. These findings may give some guidance to researchers or health professionals on improving children’s VMI skills in their early childhood.

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