Are Visual-Perceptual and Visual-Motor Skills Separate Abilities?

1988 ◽  
Vol 67 (2) ◽  
pp. 423-426 ◽  
Author(s):  
Penelope Leonard ◽  
Cheryl Foxcroft ◽  
Tertia Kroukamp
Keyword(s):  
Visual Perception ◽  
Motor Skills ◽  
Motor Ability ◽  
Motor Abilities ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Ability Measure ◽  
Visual Motor Abilities

This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.

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.

Comparison of Two Tests of Visual-Motor Development Used to Assess Children with Learning Disabilities

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1099-1103 ◽  
Author(s):  
Robert J. Palisano ◽  
Carol G. Dichter
Keyword(s):  
Learning Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Dysfunction ◽  
Test Results ◽  
Students With Learning Disabilities ◽  
Visual Motor Integration ◽  
Z Scores ◽  
Developmental Test ◽  
Visual Motor

To examine the validity and sensitivity of the Test of Visual-motor Skills and the Developmental Test of Visual-motor Integration, 38 students with learning disabilities were administered each test twice over a 6-mo. period. Correlations between age-equivalents, percentile ranks, and z-scores ranged from .58 to .71, supporting the construct validity of the Test of Visual-motor Skills. However, mean scores on the Developmental Test of Visual-motor Integration were significantly higher with all three methods of reporting test results and do not support concurrent validity. Subjects made a significantly greater mean change in age-equivalent score on the Test of Visual-motor Skills, suggesting that this score is preferable for measuring change in children receiving remedial programs for visual-motor dysfunction.

scholarly journals Exploring the Link between Visual Perception, Visual-Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP-2

Dyslexia ◽  
2017 ◽  
Vol 23 (3) ◽  
pp. 296-315 ◽  
Author(s):  
Stéphanie Bellocchi ◽  
Mathilde Muneaux ◽  
Andréa Huau ◽  
Yohana Lévêque ◽  
Marianne Jover ◽  
...  
Keyword(s):  
Visual Perception ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Impaired Children

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

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.

Wide Range Assessment of Visual-Motor Abilities

2013 ◽  
pp. 3377-3377
Author(s):  
James Luiselli ◽  
Francesca Happé ◽  
Hillary Hurst ◽  
Stephanny Freeman ◽  
Gerald Goldstein ◽  
...  
Keyword(s):  
Motor Abilities ◽  
Wide Range ◽  
Visual Motor ◽  
Wide Range Assessment ◽  
Visual Motor Abilities
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