Motor skills intervention research of children with disabilities

2018 ◽  
Vol 74 ◽  
pp. 14-30 ◽  
Author(s):  
Jason C. Bishop ◽  
Melissa Pangelinan
Keyword(s):  
Motor Skills ◽  
Children With Disabilities ◽  
Intervention Research

scholarly journals Research on Hippotherapy Effects in Children whith Disabilities

2017 ◽  
Vol 74 (1) ◽  
pp. 59 ◽  
Author(s):  
Zamfir MARCHIS ◽  
Camelia RADUCU ◽  
Daniela LADOSI ◽  
Eugen JURCO ◽  
Aurelia COROIAN ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Special Needs ◽  
Motor Skills ◽  
Perceptual Organization ◽  
Children With Disabilities ◽  
Final Evaluation ◽  
Initial Assessment ◽  
Temporal Orientation ◽  
Post Evaluation ◽  
Starting Point

This paper presents a study on the interaction of children with special needs and horses, which attempts to demonstrate the effects of hipoterapy in helping children with disabilities. The research was conducted on a group of 20 children with disabilities who participated in this type of therapy for 8 months (January-August 2015) in Leorinţ Leisure Center and Riding Therapy, which owns 6 horses. This study was conducted by a psychologist pre- and post-evaluation and there were followed skills and cognitive function, motor skills, spatial-temporal orientation skills, sensory-perceptual organization, examining language and personality of children. In the first stage an initial assessment of children was made representing the starting point to see to what extent children are, what special needs they have and what gaps need to be recovered or what skills and qualities may be based in therapy. After 3 months of hippotherapy, in April 2015, there was made intermediar evaluation of beneficiaries to see if the intended results were achieved and where to optimise the therapy. The final evaluation was conducted in August 2015, after four months from the intermediar evaluation. Applying hippotherapy for children with various disabilities, it was found that children moving better, move better, speak more easily, communicate and become more careful. Besides outcomes of hippotherapy and results are measurable and easily to observe such as satisfaction to participate in hippotherapy sessions and getting  into contact with the horses.

First steps to literacy: from drawing to writing

2019 ◽  
Author(s):  
Елена Кинаш ◽  
Elena Kinash
Keyword(s):  
Motor Skills ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Elementary Graph

Materials of the manual are relevant and timely methodical literature. The relevance is due to the importance of preparing children with disabilities to master the basic educational activities. This manual can serve as one of the preparatory stages of the formation of children with ovz elementary graph-motor skills for successful mastery of the initial skills of writing. The advantage of this work is its appeal to the needs of practice, detailed elaboration of the specifics of the development of children's graphic skills, as well as the availability of the proposed tasks for children with special educational needs.

scholarly journals PERCEPTIVE-MOTOR SKILLS IN CHILDREN WITH DEVELOPMENTAL DISABILITIES

2021 ◽  
Vol 4 (1) ◽  
pp. 27-42
Author(s):  
Adelisa Salkić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Everyday Life ◽  
Motor Skills ◽  
Children With Disabilities ◽  
Academic Skills ◽  
Fine Motor ◽  
Research Review ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Children With Developmental Disabilities

Perceptual-motor skills (PMS) are very important for the functioning of children in general, including children with developmental disabilities, and enable a person to, based on the stimulus through movement it acts on the space that is surrounded. This paper aims to review the research of enriched knowledge of PMS of children with disabilities, which emphasized the importance of performing activities of everyday life and the acquisition of academic skills. The papers collected a search of electronic databases using the keywords: PMS, children with disabilities, visual perception, gross and fine motor skills, visual-motor coordination, visual-motor integration. Criteria for the selection of papers have been published in full and in the last 10 years. A total of 12 works met the criteria. The results of the research review showed that children with disabilities have a limitation in PMS, and showed that PMS differ separately from the type and degree of difficulty, but differences also exist within the same category of children with disabilities. Implementation of education and rehabilitation programs improves PMS. The results showed that there is a correlation between PMS and activities of everyday life and a correlation between visual perceptions and the acquisition of reading skills. It is important to point out that PMS can be practiced and it is important to implement incentive programs for children with disabilities, but also children at risk for some difficulty, to prevent possible difficulties that children may have in performing daily life activities and in acquiring academic skills. The results of the presented research should be considered concerning the limitations of the presented research, but also to the limitations of this research. Keywords: visual-motor integration, fine and gross motor skills, developmental difficulties

Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time

2020 ◽  
pp. 002246692094080
Author(s):  
W. Catherine Cheung ◽  
Hedda Meadan ◽  
Sa Shen
Keyword(s):  
Motor Skills ◽  
Cognitive Skills ◽  
Children With Disabilities ◽  
Fine Motor ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Socioemotional Skills ◽  
Over Time

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.

Clinical Validity of the Test of Gross Motor Development-3 in Children With Disabilities from the U.S. National Normative Sample

2021 ◽  
Vol 38 (1) ◽  
pp. 62-78
Author(s):  
E. Andrew Pitchford ◽  
E. Kipling Webster
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Disabilities ◽  
Autism Spectrum ◽  
Fundamental Motor Skills ◽  
Hyperactivity Disorder ◽  
Gross Motor Development ◽  
Articulation Disorders

The Test of Gross Motor Development (TGMD) measures fundamental motor skills competency and is frequently used for eligibility determination of adapted physical education services in children with disabilities. The purpose of this study was to determine if the TGMD-3 is clinically sensitive to detect deficits in the fundamental motor skills of children with disabilities (i.e., intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, language and articulation disorders). Eighty-five children with disabilities and 85 matched controls (i.e., typically developing, individually matched on age, sex, ethnicity, and race) completed the TGMD-3. Mann–Whitney U tests identified significant differences in the total TGMD-3 scores for children with intellectual disability (p < .001), autism spectrum disorder (p < .001), and attention deficit hyperactivity disorder (p = .032). No differences were identified for children with language and articulation disorders. Comparisons of subscales (i.e., locomotor and ball skills) differed across disability groups. This study provides evidence that the TGMD-3 is clinically sensitive to identify deficits in fundamental motor skills competency.

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

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