scholarly journals Visual motor integration in children with and without reading disability

2020 ◽  
Vol 11 (4) ◽  
pp. 6486-6489
Author(s):  
Ganapathy Sankar U ◽  
Monisha R
Keyword(s):  
Learning Disabilities ◽  
Reading Disability ◽  
Primary Schools ◽  
Peer Group ◽  
Full Range ◽  
Early Years ◽  
Assessment Procedure ◽  
Typically Developing ◽  
Visual Motor Integration ◽  
Visual Motor

Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.

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.

Cross-cultural Validation of the Full Range Test of Visual Motor Integration Used with Children in Four Arab Countries

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Mahmoud Mohamed Emam ◽  
Asma A. Al-Attiyah ◽  
Amthal Alhuwilah ◽  
Huda Shaaban Awed ◽  
Ehab Omara
Keyword(s):  
Full Range ◽  
Arab Countries ◽  
Cross Cultural ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Range Test ◽  
Cultural Validation

Comparison of the Bender-Gestalt and Revised Developmental Test of Visual-Motor Integration

1982 ◽  
Vol 55 (1) ◽  
pp. 164-166 ◽  
Author(s):  
Barbara B. Armstrong ◽  
Karen F. Knopf
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
Learning Disabled ◽  
Mean Difference ◽  
Visual Motor Integration ◽  
Developmental Age ◽  
Regular Classrooms ◽  
Developmental Test ◽  
Visual Motor ◽  
Regular Students

The Bender-Gestalt and the Developmental Test of Visual-motor Integration were administered to two groups of 40 children each, ages 7 through 10 yr. Developmental age scores (Koppitz scoring) and age equivalents (Revised Beery manual) were obtained. Children screened for learning disabilities were selected for one group and children enrolled in regular classrooms were selected for another group. The correlation of .74 between the Bender and Beery test scores was high and statistically significant for the learning-disabled group. The correlation of .36 was low though statistically significant for the regular students, which suggests the groups performed differently on the tests. A significant mean difference of 9 mo. was noted between the Bender and Beery scores.

scholarly journals Effect of Executive Function on Event-Based Prospective Memory for Different Forms of Learning Disabilities

2021 ◽  
Vol 12 ◽  
Author(s):  
Lili Ji ◽  
Qi Zhao ◽  
Huang Gu ◽  
Yanan Chen ◽  
Junfeng Zhao ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Executive Function ◽  
Executive Functioning ◽  
Reading Disability ◽  
Prospective Memory ◽  
Typically Developing ◽  
Students With Learning Disabilities ◽  
Wide Range ◽  
Different Types ◽  
Event Based

Students with learning disabilities (LDs) suffer from executive function deficits and impaired prospective memory (PM). Yet the specificity of deficits associated with different types of LDs is still unclear. The object of the present research was to compare subgroups of students with different forms of LDs (<25th percentile) on executive function and PM. Students with a mathematics disability (MD, n = 30), reading disability (RD, n = 27), both (RDMD, n = 27), or neither (typically developing, TD, n = 30) were evaluated on a set of executive functioning tasks (e.g., updating, inhibition, and shifting) and on PM. The results showed that students with MDs and RDMDs suffered from PM deficits. Among the subtypes of LDs, the deficit is different. The students with RDMDs showed a wide range of defects in PM, shifting, inhibition, and updating. In comparison, students with MDs experienced deficits in PM and shifting, while students with RDs experienced a deficit only in updating. For the RD group, the RDMD group and the TD group, updating, and shifting significantly predicted PM. For the MD group, only shifting significantly predicted PM performance, but PM deficits were not completely confined to shifting deficits.

Dual Motor Task Coordination in Children with and Without Learning Disabilities

2005 ◽  
Vol 22 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Nancy Getchell ◽  
Susan McMenamin ◽  
Jill Whitall
Keyword(s):  
Learning Disabilities ◽  
Motor Coordination ◽  
Phase Locking ◽  
Motor Task ◽  
Typically Developing ◽  
Gross Motor ◽  
Task Coordination ◽  
Systems Perspective ◽  
Motor Problems ◽  
Visual Motor

This study examines gross motor coordination in children with and without learning disabilities using a dynamical systems perspective. In a dual motor task paradigm (walk/clap, gallop/clap), we measured and compared frequency and phase locking and consistency within and across trials in 12 children with learning disabilities and 12 age-matched typically developing children. In the walk/clap condition, groups differed in consistency and in entrainment (increased frequency of 4 limb coupling) over short-term practice. In the gallop/clap condition, groups differed in consistency; neither group showed entrainment. Comparisons within the LD group of participants with and without diagnosed visual-motor problems showed differences in classification, consistency, and entrainment. These results suggest that gross motor coordination tasks provide information about as well as a novel opportunity for early identification of learning disabilities.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document