Visual Perception, Fine Motor, and Visual-Motor Skills in Very Preterm and Term-Born Children before School Entry–Observational Cohort Study

Very preterm children (<32 weeks gestation at birth; VP) are at risk of developmental difficulties. Specific functional difficulties and delays in visual perception, fine motor, and visual-motor skills have received little research attention, although they are critical for daily life and school readiness. Our aim was to assess these skills in a contemporary cohort of 60 VP and 60 matched term-born children before school entry. We administered the Movement Assessment Battery for Children (M-ABC-2) and the Developmental Test of Visual Perception (DTVP-2). Linear and logistic regressions were run to test group differences in performance and rates of developmental delay in visual perception, fine motor, and visual-motor skills. Very preterm children had lower scores than term-born children in visual perception (β = −0.25; p = 0.006), fine motor (β = −0.44; p < 0.001), and visual-motor tasks (β = −0.46; p < 0.001). The rate of developmental delay (<−1 SD) was higher among VP in visual perception (odds ratio (OR) = 3.4; 95% confidence interval (CI 1.1–10.6)), fine motor (OR = 6.2 (2.4–16.0)), and visual-motor skills (OR = 13.4 (4.1–43.9)) than in term-born controls. VP children are at increased risk for clinically relevant developmental delays in visual perception, fine motor, and visual-motor skills. Following up VP children until preschool age may facilitate early identification and timely intervention.

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Experimental Evaluation of Shared Control for Rehabilitation of Fine Motor Skills

Journal of Computing and Information Science in Engineering ◽

10.1115/1.3086031 ◽

2009 ◽

Vol 9 (1) ◽

Cited By ~ 10

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.

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Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills

Hong Kong Journal of Occupational Therapy ◽

10.1177/1569186119888698 ◽

2019 ◽

Vol 32 (2) ◽

pp. 118-126

Author(s):

Ling-Yi Lin

Keyword(s):

Preschool Children ◽

Visual Perception ◽

Motor Skills ◽

Motor Development ◽

Visual Memory ◽

Occupational Therapists ◽

Underlying Mechanism ◽

Fine Motor ◽

Fine Motor Skills ◽

Perceptual Skills

Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

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Pretreatment Neuropsychological Status and Associated Factors in Children with Primary Brain Tumors

Neurosurgery ◽

10.1227/00006123-199012000-00005 ◽

1990 ◽

Vol 27 (6) ◽

pp. 887-891 ◽

Cited By ~ 23

Author(s):

Bonnie Brookshire ◽

Donna R. Copeland ◽

Bartlett D. Moore ◽

Joann Ater

Keyword(s):

Brain Tumors ◽

Motor Skills ◽

Neuropsychological Test ◽

Fine Motor ◽

Tumor Type ◽

Primary Brain Tumors ◽

Normal Limits ◽

Neuropsychological Status ◽

Motor Tests ◽

Visual Motor

Abstract We report on the neuropsychological status of 31 children with primary brain tumors who underwent assessment before receiving therapy. Overall, the children performed within normal limits in all test areas. The exception was the group with anterior hemispheric tumors who demonstrated deficits in executive cognitive functions. Also, when compared according to tumor type, children with midline tumors and hydrocephalus performed more poorly than others on measures of intelligence, executive abilities, visual-motor skills, and fine-motor functions. Although one-half to two-thirds of the children with supratentorial midline and infratentorial tumors had cranial nerve, oculomotor, or cerebellar deficits, only the latter were associated with specific neuropsychological deficits (poorer performance on fine-motor and visual-motor tests). Age did not appear to be a factor in these children's neuropsychological test performances.

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

Perceptual and Motor Skills ◽

10.2466/pms.1988.67.2.423 ◽

1988 ◽

Vol 67 (2) ◽

pp. 423-426 ◽

Cited By ~ 18

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.

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Visual-motor integration, visual perception, and fine motor coordination in a population of children with high levels of Fetal Alcohol Spectrum Disorder

Research in Developmental Disabilities ◽

10.1016/j.ridd.2016.05.009 ◽

2016 ◽

Vol 55 ◽

pp. 346-357 ◽

Cited By ~ 8

Author(s):

Robyn Doney ◽

Barbara R. Lucas ◽

Rochelle E. Watkins ◽

Tracey W. Tsang ◽

Kay Sauer ◽

...

Keyword(s):

Visual Perception ◽

Fetal Alcohol Spectrum Disorder ◽

Motor Coordination ◽

Spectrum Disorder ◽

Fine Motor ◽

Fetal Alcohol ◽

Visual Motor Integration ◽

Fine Motor Coordination ◽

Visual Motor ◽

Fetal Alcohol Spectrum

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PERCEPTIVE-MOTOR SKILLS IN CHILDREN WITH DEVELOPMENTAL DISABILITIES

Research in Education and Rehabilitation ◽

10.51558/2744-1555.2021.4.1.27 ◽

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

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A Journey Towards 1st Step of Life – A Case Report on Vision Therapy for A Patient with Global Developmental Delay and Nystagmus

Vision Development & Rehabilitation ◽

10.31707/vdr2019.6.4.p295 ◽

2020 ◽

pp. 295-303

Keyword(s):

Case Report ◽

Developmental Delay ◽

Motor Skills ◽

Treatment Plan ◽

Fine Motor ◽

Global Developmental Delay ◽

Additional Support ◽

Age Range ◽

Vision Therapy

Introduction: Children with Global Developmental Delay (GDD) fail to achieve developmental milestones expected for their age range as compared to their peers. They typically have visual problems in addition to poor gross and fine motor skills. Developmental delays extend to speech, language, cognition, and personal-social domains, and impact activities of daily living. Case Summary: A 4-year-old child presented with chief concerns from his parents that he had difficulty making eye contact was unable to stand and walk. He was not making adequate progress in physiotherapy. Neuro-developmental assessment resulted in a diagnosis of GDD. Visual Evoked Potential showed decreased visual acuity, and nystagmus. Comprehensive examination showed that the patient had a face tilt and head turn. Spectacle lenses with prism was prescribed. A therapy treatment plan was recommended and it was divided into three phases, with the primary goal of improving visual functions through vision therapy. At the end of the therapy, the child developed the confidence to stand and walk without any support. Conclusion: This case report demonstrates the importance of vision therapy in improving the patient’s overall visual performance. In particular, it demonstrates the role of visual intervention in aiding motor skills to the extent that standing and walking was enabled without the need for additional support.

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Longitudinal evaluation of fine motor deficits in children with leukemia

Journal of Clinical Oncology ◽

10.1200/jco.2006.24.18_suppl.8559 ◽

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.

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Developmental examination

The MRCPCH Clinical Exam Made Simple ◽

10.1093/oso/9780199587933.003.0017 ◽

2011 ◽

Author(s):

Stanley Tamuka Zengeya ◽

Tiroumourougane V Serane

Keyword(s):

Developmental Delay ◽

Motor Skills ◽

Comprehensive Evaluation ◽

Fine Motor ◽

Global Developmental Delay ◽

Developmental Assessment ◽

Gross Motor ◽

Social And Emotional ◽

Developmental Regression ◽

Developmental Domains

All doctors working with children should have good knowledge of normal developmental milestones, as early diagnosis of developmental problems and appropriate intervention is desirable to improve the outcome. Candidates should be able to identify key warning signals and know the practical relevance of the milestones. ‘Developmental assessment’ is the comprehensive evaluation of a child’s physical, intellectual, language, emotional, and social development, and is an area where most candidates lack competence and confidence. It should be distinguished from ‘developmental screening’, which is a brief, formal, standardized evaluation for the early identification of children at risk of a developmental disorder. In the developmental assessment station, a candidate can be assessed in different ways: a developmental history with the parent and child; assessment of specific developmental domains (such as gross motor skills, fine motor skills, speech, language skills, etc.); or global assessment of an infant or older child. Occasionally, the candidate might be asked to just ‘observe the child’s play’ and comment on the development. The candidate should anticipate and be prepared for these scenarios. In the exam, a detailed assessment of development is impossible, as it is complicated and time consuming. Ideally, observations of the child should take place with several people in varied settings, which is not feasible in the exam. However, useful assessment of a child’s development can be easily performed as part of routine examination. The main purpose of the developmental assessment in the exam is to identify the child’s strengths and weaknesses, the developmental problem, and, if possible, the cause of the problem. The candidate is expected to give an approximate developmental age at the end of the assessment. Before we continue, it is important to understand the commonly used terminology. A child is said to have ‘developmental delay’ when he or she shows a significant lag (more than two standard deviations) in acquiring milestones in one or more domains. Global developmental delay is defined as a delay in two or more developmental domains. ‘Developmental deviance’ occurs when a child develops milestones outside or apparently ahead of the typical acquisition sequence. ‘Developmental regression’ is the loss of previously acquired milestones. Children develop skills in various areas, also called developmental domains: gross motor, speech and language, fine motor, cognitive, personal–social, and emotional.

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