Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

2013 ◽  
Vol 174 (5) ◽  
pp. 514-533 ◽  
Author(s):  
Abby G. Carlson ◽  
Ellen Rowe ◽  
Timothy W. Curby
Keyword(s):  
Academic Achievement ◽  
Motor Skills ◽  
Motor Coordination ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Spatial Integration ◽  
Visual Motor Coordination ◽  
Visual Spatial ◽  
Visual Motor

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.

Longitudinal evaluation of fine motor deficits in children with leukemia

2006 ◽  
Vol 24 (18_suppl) ◽  
pp. 8559-8559
Author(s):  
M. J. Hockenberry ◽  
K. Krull ◽  
I. M. Moore ◽  
A. Pasvogel ◽  
M. Gregurich ◽  
...  
Keyword(s):  
At Risk ◽  
Motor Skills ◽  
Lymphoblastic Leukemia ◽  
Fine Motor ◽  
Motor Deficits ◽  
Motor Speed ◽  
Visual Motor Integration ◽  
Visual Spatial ◽  
Visual Motor

8559 Background: Fine motor assessments are important tools to use in screening children undergoing treatment for acute lymphoblastic leukemia (ALL) that may provide decisive data that can reveal subtle changes in neurodevelopment over time. Methods: Fine motor and visual-motor skills were assessed longitudinally in a group of 83 children receiving treatment for ALL. Children in this study had the first fine motor assessment at an average of 8 weeks into treatment and had already received several doses of Vincristine. Fine motor and visual-motor skills assessments were repeated at years 1 and 2 into therapy. The mean age at time of first assessment was 7.2 years and 58% were female. Results: Fine motor speed deficits were evident at the first assessment, and for many, continued to be problematic at Years 1 and 2. In addition to fine motor speed deficits, a significant decline in visual motor integration skills was noted from the baseline level (p = 0.019). Visual motor integration skills observed at Years 1 and 2 were predicted by the baseline performance on the Purdue Pegboard test. Our results indicate that the factors underlying these declines in higher-level skills begin within six months of the onset of chemotherapy. Conclusions: Early reductions in fine motor speed, possibly due to Vincristine, steroids and/or acute Methotrexate toxicity, may lead to reduced visual motor integration and construction abilities. The reduced fine motor skills, which predict eventual declines in visual motor integration, may be part of the underlying process for reduced perceptual abilities and nonverbal intellect often reported in long-term follow-up studies. For children with ALL, motor and sensory-perceptual examinations during treatment may identify those most at risk for significant long-term effects interfering with integration of visual spatial construction. These basic processing skills are necessary elements to the development of higher-level cognitive abilities, including nonverbal intelligence and academic achievement, particularly in arithmetic and written language. Early identification of reduced processing skills can provide an opportunity to identify at risk patients and intervene prior to reduction in these higher-level skills. Supported by NIH/NICHD RO-1 Funding: Grant number HD 37816 No significant financial relationships to disclose.

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 Characteristics of Executive Functions in Patients With Cognitive Impairments in the Presence of Depressive Disorders

2020 ◽  
Vol 3 (31) ◽  
pp. 46-52
Author(s):  
S. Yaroslavtsev ◽  
Keyword(s):  
Cognitive Impairment ◽  
Executive Functions ◽  
Depressive Disorders ◽  
Motor Coordination ◽  
Bipolar Affective Disorder ◽  
Cumulative Effect ◽  
Visual Motor Coordination ◽  
Visual Spatial ◽  
Visual Motor ◽  
Depressive Episodes

Introduction. The urgency of the problem of affective pathology and, above all, depression, due to a number of factors: the growing prevalence of depression, reaching 10.0 % in the population, the high risk of chronic such conditions, their maladaptive impact on social functioning, efficiency and quality of life, the burden of economic costs etc. According to epidemiological indicators in Ukraine over the past 10 years, the incidence of affective disorders has increased by 6.13 %, and the prevalence – by 13.16 %. Impaired thinking and executive functions, decreased concentration and difficulty making decisions are key diagnostic signs of depression. Cognitive impairment (CI) has a cumulative effect on the functionality of patients with depression and is associated with a longer duration of depressive episodes, which indicates the need for its diagnosis and treatment. At the present stage, there are no systematic ideas about the specifics of disorders of executive functions in the presence of different types of depressive disorders (DD), which determines the relevance of the study in this direction. The aim of the study. Describe the executive functions in patients with CI in the presence of DD. Materials and methods. The study included 362 patients with CI in the presence of DD, which were stratified into three groups of comparisons by the mechanism of DD: 123 patients with recurrent depressive disorders (RDD), 141 patients with bipolar affective disorder (BAD) and 98 people with prolonged depressive reaction (PDR). The predominant numbers (38.12 %) of patients with CI in the presence of DD were in adulthood (30-44 years). There were more young people (18-29 years) among patients with PDR (21.43 %, DC = 8.19) and among patients with BAD (31.21 %, DC = 9.82), and middle-aged people (45-59 years) (37.40 %, DC = 1.54) and the elderly (60-74 years) (17.07 %, DC = 4.78) – among patients with RDD. A set of research methods was used: clinical-psychopathological, psychodiagnostic and statistical. Results. Peculiarities of executive functions in patients with CI in the presence of DD were established: the moderate and severe disorders of visual-motor coordination (39.84 % and 19.51 %, respectively) and impaired visual-spatial functions (13.72 %), moderate and severe violations of executive functions (54.47 % and 13.01 %, respectively), moderate, severe and weak violations of the executive function of the lexical system (39.84 %, 32.52 % and 23.58 %, respectively) were present in patients with RDD; the moderate violations of verbal performance (58.54 %); moderate and severe violations of visual-motor coordination (41.13 % and 26.24 %, respectively), executive functions (65.96 % и 21.38 %, respectively), executive functions of the lexical system (47.52 % и 39,01 %, respectively) and verbal productivity (58.16 % and 21.28 % respectively) were found in BAD; absence and weak impairments of visual-motor coordination (45.92 % and 36.73 %, respectively), executive functions (23.47 % and 66.33 %, respectively), executive functions of the lexical system (31.63 % and 45.92 %, respectively) and verbal productivity (26.53 % and 58.16 %, respectively) were presented in patients with PDR. Conclusions. The study revealed the features of executive functions in patients with cognitive impairment in the presence of depressive disorders, which should be taken into account in the algorithm of their psychosocial rehabilitation.

scholarly journals Developmental Coordination Disorder, Impact of Fine Motor Skills on Handwriting and Academic Performance in School Going Children: A Research Protocol

2021 ◽  
pp. 847-852
Author(s):  
Shwetambari Morghade ◽  
Mohammed Irshad Qureshi ◽  
Rakesh Krishna Kovela
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Everyday Life ◽  
Motor Skills ◽  
Developmental Coordination Disorder ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Developmental Status ◽  
Neurodevelopmental Disease ◽  
Coordination Disorder

Introduction: Developmental Coordination Disorder (DCD) is a neurodevelopmental disease that inhibits muscle coordination that affects everyday life tasks and academic achievement. Children with DCD are often characterized as "clumsy" and "uncoordinated" and often lead to performance problems that most often create (TD) children can easily execute. Generally, treatments for DCD are not expected to succeed and the disease has no treatment. Therapies, on the other hand, will include skills, solutions, and accommodations that make it simpler for children with DCD to execute the motor activities required in everyday life and school settings. Some studies emphasize that child’s developmental status plays an important role in academic performance, but there is limited evidence which focuses on fine motor performance in children suspected of DCD, and its effect on their handwriting and academic performance. Methodology: This observational cross-sectional study will be conducted at several schools around Wardha, with 1511 school-aged children of both genders ranging in age from 8 to 14 years participating. Discussion: Some studies stress the importance of a child's developmental status in academic achievement, however, there is minimal data that focus on fine motor skills in children suspected of having DCD and its impact on handwriting and academic performance. Conclusion: This study will help us in determining the prevalence of developmental coordination disorder and the relationship between handwriting and academic performance in these children.

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.

Fine Motor Skills and Academic Achievement

2021 ◽  
pp. 55-69
Author(s):  
Onofre Ricardo Contreras Jordán ◽  
Álvaro Infantes-Paniagua
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Primary Education ◽  
Motor Skills ◽  
Preschool Education ◽  
Skills Development ◽  
Fine Motor ◽  
Special Focus ◽  
Fine Motor Skills

Fine motor skills are key in preschool education. These skills refer to those that require the movement of little muscles in hands, such as picking up pieces with tweezers or handwriting. Recent evidence has shown that those children with an appropriate fine motor skills development in the early childhood are expected to obtain a better academic achievement during the first years of primary education than those with delays or impairments in their fine motor skills. Thus, this chapter provides with an overview of the literature on this area, based on the most recent reviews, with a special focus on the graphomotor skills (i.e., handwriting) in the association between fine motor skills and academic achievement. Furthermore, the latest proposals aimed to improve fine motor skills and graphomotor skills are reviewed and assessed according to certain aspects which are considered relevant in the literature. Some guidelines for practitioners may be extracted.

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