Volume 12 - Articles-1401                   MEJDS (2022) 12: 237 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Haerifar A, Soltani A, Kamyabi M, Manzari Tavakoli H. Studying The Effectiveness of Sensory-Motor Functions on Visual-motor Control Skills of 5-6 Years Old Children with Developmental Coordination Disorder. MEJDS 2022; 12 :237-237
URL: http://jdisabilstud.org/article-1-2618-en.html
Studying The Effectiveness of Sensory-Motor Functions on Visual-motor Control Skills of 5-6 Years Old Children with Developmental Coordination Disorder
Azar Haerifar1 , Amanollah Soltani *2 , Mitra Kamyabi2 , Hamdollah Manzari Tavakoli2
1- PhD Student in Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
2- Assistant Professor of Psychology. Department of Humanistic Science, Kerman Branch, Islamic Azad University, Kerman, Iran
Abstract:   (757 Views)

Abstract
Background & Objectives: Developmental coordination Disorder is one of the neuro-motor disabilities that causes problems in children's daily life activities or academic achievement. Children with developmental coordination disorder have more problems when assessed regarding academic achievement and psychosocial adjustment. In recognition of the importance of the sensory-motor system of the brain, Aires (1974) proposed a model of sensory-motor integration in children with learning disabilities. According to Aires' theory, integrated processing arises from perception, and the ability to combine sensory information helps interact effectively with the environment. Between the ages of 5 and 10, visual perception grows a lot. Disruption of visual skills will often cause trouble in children's academic performance. So, the current study aimed to evaluate the effectiveness of enhancing sensory-motor functions in strengthening the visual-motor control skills of children with developmental coordination disorders.
Methods: The current study has a pretest-posttest design with a control group. The study's statistical population included all children aged 5-6 years with developmental coordination disorder living in Yazd Township, Iran, in 2019. Of whom, 30 children with developmental coordination disorder were selected using a Developmental Coordination Disorder Questionnaire (Wilson et al., 2009) via random cluster sampling. They were randomly divided into two groups of 15 (experimental and control groups). In the pretest and posttest, their visual-motor control was assessed using the visual-motor control subscale of the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978). Interventions related to enhancing sensory-motor functions were carried out in the experimental group. The intervention sessions were designed as 24 sessions, in which 2 sessions of 60 minutes were presented each week alternately. The sessions were performed by the study's first author and two assistant psychologists (MSc holders). The intervention design was done according to the weaknesses of children with developmental coordination disorders. In this way, the research background on the problems of children with developmental coordination disorders was examined. The needs assessment was done through interviews with 20 mothers of children with developmental coordination disorders. Then based on the book of activities related to sensory integration, games related to the treatment program were designed and approved by 3 experts in the field of childhood disorders. Descriptive and inferential statistical methods were used to analyze the data according to the type of research variables. At the level of descriptive statistics, minimum, maximum, average, and standard deviation indicators were calculated. The research data was analyzed using univariate covariance analysis. All data were analyzed at a significance level of 0.05. The collected data were analyzed in SPSS version 16 software.
Results: The analysis of covariance showed that after adjusting the pretest scores, there was a significant difference between the posttest of the experimental and control groups in the scores of motor vision control in children with developmental coordination disorder (p<0.001). The effect size of sensory-motor enhancement on visual-motor control was 0.651. In other words, the effect of sensory-motor training on the degree of motor vision control in children with developmental coordination disorder was 65.1%.
Conclusion: According to the results, sensory-motor training positively and significantly increased visual-motor control and strengthened sensory-motor functions. It improves the visual-motor control skills of children with developmental coordination disorders.

Keywords: Sensory-motor functions, Visual-motor control skill, Developmental coordination disorder
Full-Text [PDF 385 kb]   (286 Downloads)    
Type of Study: Original Research Article | Subject: Rehabilitation
References
1. Pless M, Carlsson M. Effects of motor skill intervention on developmental coordination disorder: a meta–analysis. Adapted Physical Activity Quarterly. 2000;17(4):381–401. [DOI]
2. Poulsen AA, Ziviani JM, Johnson H, Cuskelly M. Loneliness and life satisfaction of boys with developmental coordination disorder: the impact of leisure participation and perceived freedom in leisure. Hum Mov Sci. 2008;27(2):325–43. [DOI]
3. Visser J. Developmental coordination disorder: a review of research on subtypes and comorbidities. Hum Mov Sci. 2003;22(4–5):479–93. [DOI]
4. Smits–Engelsman BCM, Blank R, van der Kaay AC, Mosterd-van der Meijs R, Vlugt–van den Brand E, Polatajko HJ, et al. Efficacy of interventions to improve motor performance in children with developmental coordination disorder: a combined systematic review and meta–analysis. Dev Med Child Neurol. 2013;55(3):229–37. [DOI]
5. Missiuna C, Rivard L, Bartlett D. Early identification and risk management of children with developmental coordination disorder. Pediatr Phys Ther. 2003;15(1):32–8. [DOI]
6. Alfailakawi A. The effects of visual training on vision functions and shooting performance level among young handball players. Science, Movement and Health. 2016;16(1):19–24.
7. Kordi M. Barrasi tasir barkhi az avamel mohite bar vazieat tavanaie–haye edraki–harekati danesh amoozan mantaghe 2 Tehran [The effect of environmental factors on the state of perceptual–motor abilities of students in Tehran Region 2]. Harakat. 2000;4(4):63–80. [Persian]
8. Khodabandeh VR, Farahbod M, Pishyareh E, Rahgozar M. Motor–independent visual perception skill indexes are related with reading skills in children with cerebral palsy. Archives of Rehabilitation. 2015;16(3):252–61. [Persian] [Article]
9. Schoemaker MM, van der Wees M, Flapper B, Verheij-Jansen N, Scholten-Jaegers S, Geuze RH. Perceptual skills of children with developmental coordination disorder. Hum Mov Sci. 2001;20(1–2):111–33. [DOI]
10. Jeannerod M. The neural and behavioural organization of goal-directed movements. New York, NY, US: Clarendon Press/Oxford University Press; 1988.
11. Sadati Firoozabadi S, Abaci SH. The effectiveness of sensory–motor integration on reading problems in students with learning disabilities. Journal of Learning Disabilities. 2019;8(2):26–37. [Persian] [Article]
12. Sadeghi S, Mohammadian F, Pouretemad H, Hasanabadi H. The effectiveness of sensory-motor integration on clumsiness in children with nonverbal learning disabilities. Journal of Research in Rehabilitation Sciences. 2016;12(4):210–5. [Persian] [Article]
13. Dadmehr A, Malekpour M, Ghamarani A, Rahimzadeh S. The effective of sensory-motor stimulation in educable mental retarded students with developmental coordination disorder. Exceptional Education Journal. 2014;2(124):25–32. [Persian] [Article]
14. Yu JJ, Burnett AF, Sit CH. Motor skill interventions in children with developmental coordination disorder: a systematic review and meta–analysis. Arch Phys Med Rehabil. 2018;99(10):2076–99. [DOI]
15. Aghdaei M, Azimzadeh E, Akbari D. The effect of local games on visual–motor skills in students with respect to the experience in computer games. Motor Behavior. 2017;9(29):169–82. [Persian] [Article]
16. Wilson BN, Crawford SG, Green D, Roberts G, Aylott A, Kaplan BJ. Psychometric properties of the revised Developmental Coordination Disorder Questionnaire. Phys Occup Ther Pediatr. 2009;29(2):182–202. [DOI]
17. Bruininks RH. Bruininks–Oseretsky Test of Motor Proficiency: examiner's manual. Circle Pines, Minn.: American Guidance Service; 1978.
18. Delavar A. Educational and psychological research. Tehran: Virayesh Pub; 2015. [Persian]
19. Salehi H, Afsorde Bakhshayesh R, Movahedi AR, Ghasemi V. Psychometric properties of a Persian version of the Developmental Coordination Disorder Questionnaire in boys aged 6–11 year–old. Psychology of Exceptional Individuals. 2012;1(4):135–61. [Persian] [Article]
20. Homanian D, Khezri A. The effect of paaryaad training on the development of motor skills of 6–8–year–old children suffering from high function autistic spectrum. Journal of Sports and Motor Development and Learning. 2016;8(3):531–45. [Persian] [DOI]
21. Fink BE. Sensory–motor integration activities. Tucson, Ariz: Therapy Skill Builders; 1989.
22. Hamboshi L, Arab Ameri E. The effect of motor independent/dependent visual perceptionpractice on depth perception and dynamic visual acuitywithin 7-8-year-old children. Journal of Sabzevar University of Medical Sciences. 2018;25(3):409–17. [Persian] [Article]
23. Wilson PH, McKenzie BE. Information processing deficits associated with developmental coordination disorder: a meta-analysis of research findings. J Child Psychol Psychiatry. 1998;39(6):829–40.
24. Sabbaghi A, Heirani A, Yousefi B. The effect of selected perceptual–motor training program on perceptual–visual portion in children. Sport Psychology. 2014;6(1):881–90. [Persian] [Article]
25. Babu RJ, Lillakas L, Irving EL. Dynamics of saccadic adaptation: differences between athletes and nonathletes. Optom Vis Sci. 2005;82(12):1060–5.
26. Reilly C, Nelson DL, Bundy AC. Sensorimotor versus fine motor activities in eliciting vocalizations in autistic children. Occupational Therapy Journal of Research. 1983;3:199–212.
27. González-Ortega D, Díaz-Pernas FJ, Martínez-Zarzuela M, Antón-Rodríguez M. A Kinect-based system for cognitive rehabilitation exercises monitoring. Computer Methods and Programs in Biomedicine. 2014;113(2):620–31. [DOI]
28. Radovanovic V. The influence of computer games on visual–motor integration in profoundly deaf children. British Journal of Special Education. 2013;40(4):182–8. [DOI]
29. Saneh A, Salman Z, Aghazadeh M. The impact of physical activities and plays on the development of mental abilities of preschool boys. Quarterly Journal of Educational Innovations. 2008;7(26):87–106. [Persian]
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2025 CC BY-NC 4.0 | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb