Experimental Evaluation of Shared Control for Rehabilitation of Fine Motor Skills

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Govindarajan Srimathveeravalli ◽  
Venkatraghavan Gourishankar ◽  
Amrish Kumar ◽  
Thenkurussi Kesavadas
Keyword(s):  
Motor Skills ◽  
Shared Control ◽  
Fine Motor ◽  
Dominant Hand ◽  
Fine Motor Skills ◽  
Virtual Fixtures ◽  
Control Goal ◽  
Integration Test ◽  
Visual Motor ◽  
Complex Trajectories

We present the experimental results contrasting virtual fixtures (VFs) with a new shared control (SC) technique for rehabilitation of fine motor skills. The SC assistance algorithm used haptic attributes as the control goal. VF provided assistance based on trajectory. Shapes were chosen from the Visual Motor Integration test book and were used to train candidate’s nondominant hand, using samples recorded from their dominant hand. The results were analyzed using time, trajectory, forces, shape of trajectory, and haptic profiles as metrics. The results indicate that performance of VF and SC were comparable for simple trajectories and SC performed better for complex trajectories.

scholarly journals Hubungan physical activity dengan fine motor skills pada anak usia 4 tahun

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Nur Indri Rahayu ◽  
Aini Dewi Monica ◽  
Jajat Jajat ◽  
Kuston Sultoni
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Fine Motor ◽  
Dominant Hand ◽  
Fine Motor Skills ◽  
Spearman Correlation ◽  
Correlation Test ◽  
Purposive Sampling ◽  
Spearman Correlation Test ◽  
The Relationship

Tujuan penelitian ini adalah menguji hubungan antara physical activity dengan fine motor skills pada anak usia 4 tahun. Metode yang digunakan adalah metode penelitian kuantitatif dengan pendekatan korelasional. Populasi dalam penelitian ini yaitu anak usia 4 tahun yang sedang menempuh pendidikan anak usia dini di PAUD, TK, dan KB di Kota Bandung. Jumlah sampel sebanyak 53 anak dengan teknik pengambilan sampel menggunakan purposive sampling. Instrumen yang digunakan berupa Accelerometer Actigraph dan 9-Hole Peg Test. Accelerometer Actigraph digunakan untuk mengukur tingkat physical activity atau aktivitas fisik dengan hasil yang menunjukan bahwa anak – anak paling banyak menghabiskan waktu di skor light daripada sedentary, moderate-to-vigorous dan vigorous. 9-Hole Peg Test digunakan untuk mengukur tingkat kemampuan motorik halus atau fine motor skills anak dengan hasil menunjukan bahwa anak lebih terampil dalam menggunakan tangan yang dominan. Data kemudian dianalisis dengan menggunakan Spearman Correlation Test. Hasil analisis data menunjukan tidak terdapat korelasi antara physical activity dengan fine motor skills baik pada tangan dominan (p=0,678>0,05) maupun dengan tangan non dominan (p=0,167>0,05) yang berarti tidak terdapat hubungan yang signifikan antara physical activity dengan fine motor skills pada anak usia 4 tahun. The relationship between physical activity and fine motor skills in 4-year-old children Abstract:The purpose of this study was to examine the relationship between physical activity and fine motor skills in 4-year-old children. The method used is a quantitative research method with the correlation research approach. The population in this study were 4-year-old children who were taking early education in PAUD, TK, and KB in Bandung City. A total of 53 4-year-old children participated in this study by using a purposive sampling technique. The instrumen used were Accelerometer Actograph and 9-Hole Peg Test. The accelerometer actigraph is used to measure the level of physical activity and the results show that children spend the most time on the light score rather than sedentary, moderate-to-vigorous and vigorous score. 9-Hole Peg Test is used to measure the level of fine motor skills of children and the results showing that children are more skilled in using the dominant hand. Data were analyzed using the Spearman Correlation Test. The results of data analysis showed there is no correlation between physical activity and fine motor skills both in dominant hand (p=0.678>0,05) and with the non-dominant hand (p=0,167>0,05) which meant there are no significant relationship between physical activity and fine motor skills in 4-year-old children.

scholarly journals Evaluation of the fine motor skills of children with DCD using the digitalised visual-motor tracking system

2018 ◽  
Vol 2018 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Ruimin Li ◽  
Bin Li ◽  
Shixiong Zhang ◽  
Hong Fu ◽  
Wai-Lun Lo ◽  
...  
Keyword(s):  
Motor Skills ◽  
Tracking System ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Visual Motor

scholarly journals Gender and hand dominance on fine motor skills among Grade 1–7 learners with attention-deficit hyperactivity disorder

2019 ◽  
Vol 50 (1) ◽  
pp. 92-102
Author(s):  
Refilwe Gloria Pila-Nemutandani ◽  
Basil Joseph Pillay ◽  
Anneke Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Motor Skills ◽  
Attention Deficit ◽  
Finger Tapping ◽  
Fine Motor ◽  
Dominant Hand ◽  
Hand Dominance ◽  
Fine Motor Skills ◽  
Motor Speed ◽  
Hyperactivity Disorder

Children diagnosed with attention-deficit/hyperactivity disorder encounter difficulties in many activities in their daily lives that require motor coordination skills. The aim of this study was to establish whether children with attention-deficit/hyperactivity disorder have deficits in fine motor skills. Eighty male and female learners diagnosed with attention-deficit/hyperactivity disorder matched with 80 non-attention-deficit/hyperactivity disorder from the North West and Limpopo provinces (South Africa), aged 7–13  years, participated in the study. All participants completed the grooved pegboard test, the maze coordination task, and the finger tapping test. These instruments measure various functions of motor speed and eye–hand coordination. The findings reveal that children with attention-deficit/hyperactivity disorder performed significantly poorer than the control group with regard to the grooved pegboard and maze coordination tasks, but not with the finger tapping task. There were no gender differences in all the tests. Performance on the maze coordination task with the non-dominant hand was poorer for the attention-deficit/hyperactivity disorder group with regard to the time taken to complete the task. However, no hand dominance differences were found on the grooved pegboard and finger tapping tests. The study revealed a relationship between attention-deficit/hyperactivity disorder symptomatology and motor problems with regard to complex tasks of accuracy, but not on a simple task of motor speed. It is, therefore, recommended that since children with attention-deficit/hyperactivity disorder show motor deficiencies, motor skill training should be considered as part of the intervention, as these skills are needed for many daily activities and academic competencies.

scholarly journals Fine motor skills in patients with Parkinsons disease: effect of auditory cueing

2021 ◽  
Vol 6 (9) ◽  
pp. 04-12
Author(s):  
Anchal Sandillya ◽  
Deepti Sharma ◽  
Praveen Gupta
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Motor Skills ◽  
Hand Function ◽  
Fine Motor ◽  
Dominant Hand ◽  
Fine Motor Skills ◽  
Parkinsons Disease ◽  
Function Test ◽  
Auditory Cueing

Background and purpose - Parkinson’s disease with cardinal feature of bradykinesia is a movement disorder. The effect of cueing in disorders like parkinsons patients ,stroke, spinal cord injury for improving motor skills and gait and lower limb functions have long been investigated by the Researchers, but there are dearth of studies evaluating the effect of cueing on fine motor skills in patients with parkinson’s disease. Hence this study tries to investigate the effect of auditory cueing on fine motor skills in Parkinson’s disease. Methodology - 25 diagnosed Parkinson’s patients having primary level of education, with mean age 72±5 yrs in Hoehn and Yahr stages 1 to 3 of disease and MMSE score above 24 were included in the study. Two groups were formed; one group performing activities with auditory cueing and other group performing activities without auditory cueing. Scores were calculated using Jebsen Taylor Hand Function Test. Results - Mean values of pre and post intervention timings on Jebsen Taylor Hand Function Test were calculated. Group with auditory cueing showed improvement in total sores of subtests of Jebsen Taylor Hand Function Test with mean and standard deviation (58.51±2.69) seconds in dominant hand and (54.59±2.43) seconds in non-dominant hand, whereas, Group without auditory cueing showed improvement in total sores of subtests of Jebsen Taylor Hand Function Test with mean and standard deviation of (13.39±2.07) seconds in dominant hand and (13.52±1.96) seconds in non-dominant hand. Conclusion- Auditory cueing is proved to be an effective method in improving fine motor skills in patients with Parkinsons disease.

scholarly journals Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Children ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. 27 ◽  
Author(s):  
Livia Taverna ◽  
Marta Tremolada ◽  
Barbara Tosetto ◽  
Liliana Dozza ◽  
Zanin Scaratti Renata
Keyword(s):  
Pilot Study ◽  
Motor Skills ◽  
Intervention Program ◽  
First Graders ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Educational Activities ◽  
Children's Writing ◽  
Name Writing ◽  
Visual Motor

This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

scholarly journals Adding up fine motor skills: developmental relations between manual dexterity and numerical abilities

2022 ◽  
Author(s):  
Venera Gashaj ◽  
Dragan Trninic
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Age Groups ◽  
Manual Dexterity ◽  
Fine Motor ◽  
Dominant Hand ◽  
Fine Motor Skills ◽  
Math Skills ◽  
Cross Sectional ◽  
Mathematical Skills

We explore the relationship between mathematical skills and motor skills across three age groups of normally developing children. The existence of such a relationship is postulated in classical accounts of human development. In contemporary research, the existence of a relationship between motor development and the development of abstract concepts may form a crucial piece of evidence for theories of embodied cognition. Existing studies suggest a link between fine motor skills and various numerical and mathematical tasks in young children; however, there are few attempts to measure the strength of this relationship across different ages. We use a cross-sectional design to investigate the link between fine motor and mathematical skills in children in Kindergarten, 2nd grade, and 4th grade. The results show that correlational patterns vary in the three ages; while in Kindergarten manual dexterity of the dominant hand is related to math skills, in 2nd grade the manual dexterity of the nondominant hand is related to math skills, and finally, in 4th grade no such correlations are observable.

scholarly journals THE INFLUENCE OF THE EXERCISES OF GROSS AND FINE MOTOR SKILLS ON VISUO-MOTOR COORDINATION OF THE CEREBRAL PALSY CHILDREN

2013 ◽  
Vol 3 (2) ◽  
pp. 19-22
Author(s):  
Almira Mujkić ◽  
◽  
Zlata Paprić ◽  
Keyword(s):  
Cerebral Palsy ◽  
Motor Skills ◽  
Motor Coordination ◽  
The Body ◽  
Fine Motor ◽  
Dominant Hand ◽  
Fine Motor Skills ◽  
Visuomotor Coordination ◽  
Gross Motor Skills

Visuomotor coordination is reffered to eye coordination and to various parts of the body in different activities and games. The aim of the research was to establish the influence of the exercises of gross and fine motor skills on visuomotor coordination of the cerebral palsy children. The sample was the case study where a male person of 3 and a half years old was an examinee. Measuring instrument used was the Test of visuomotor coordination of the gross motor skills of the dominant hand. Data were analyzed by t-test.

Follow-up Assessment of Children Receiving Sensory Integration Treatment

1994 ◽  
Vol 14 (4) ◽  
pp. 244-266 ◽  
Author(s):  
Brenda N. Wilson ◽  
Bonnie J. Kaplan
Keyword(s):  
Motor Skills ◽  
Sensory Integration ◽  
Motor Performance ◽  
Reading Skills ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Behavioral Factors ◽  
Significant Difference ◽  
Visual Motor

Following the completion of a study of the efficacy of sensory integration (SI) treatment compared with tutoring, the question raised was whether a greater difference between the two groups would exist after a period of time had elapsed after treatment ended. Twenty-two of the original 29 subjects completed follow-up assessment two years after the completion of their treatment. Only one significant difference between the two groups was seen at follow-up: The gross motor performance of the group who received SI treatment was significantly greater than that of children who received tutoring. There was no difference between the groups on measures of reading skills, fine motor skills, visual motor skills, or behavioral factors. There were no significant correlations between the amount of improvement a child made during treatment and the maintenance of the gains.

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