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Objective The integration of various senses with each other in the form of perceptual-motor activities can lead to the promotion of different aspects of physical, perceptual, cognitive, and psychosocial development. Decreased visual acuity in children with visual impairment makes it difficult to develop motor skills, including gross motor skills. A few studies have used perceptual-motor interventions in these children with no specific framework. The purpose of this study is to evaluate the effect of a perceptual-motor intervention based on Johnstone and Ramon's method on the gross motor skills of children with visual impairment. Materials & Methods In this randomized controlled trial, the study population consisted of children aged 7-10 years with visual impairment (blind or with low vision) studying in three schools of Narjes (Girls' school), Shaid Mohebbi, and Shahid Khazaeli (Boys' schools) in Tehran City, Iran in 2018 (n=140). Of these children, 24 who had met inclusion criteria were selected and randomly assigned into two intervention (n=12) and control (n=12) groups. The perceptual-motor program was designed based on Johnstone and Ramon's method and validated by a panel of experts that included four members of the Department of Occupational Therapy, the University of Social Welfare and Rehabilitation Sciences, and one optometrist from the Baqiyatallah University of Medical Sciences. The intervention group received the perceptual-motor program for two months, three 45-min sessions per week (24 sessions in total). The gross motor skills of both groups were measured by the second edition of Movement Assessment Battery for Children (MABC-2) test (aiming/catching and balance subscales) and the second edition of Test of Gross Motor Development (TGMD-2) (locomotor and object control subscales) in three stages: Pre-test, post-test, and 1-month follow-up. Data analysis was performed using the Shapiro-Wilk test, Mann-Whitney U test, Friedman test, Bonferroni test, and generalized estimating equation in SPSS V. 22. The significance level was set at 0.05. Results The Mean±SD ages of children in the intervention and control groups were 9.2±1.1 and 8.3±1.2 years, respectively. The Mean±SD scores of aiming/catching skill in the intervention group reached from 4.17±2.82 in the Pre-test phase to 11.17±1.95 in the post-test and 10.92±1.62 in the follow-up phases. In the control group, the Mean±SD scores were 3.83±2.79 in the Pre-test, 4.25±3.08 in the post-test, and 4.67±2.93 in the follow-up. The Mean±SD scores of the balance skill

ObjectiveFunctional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment.MethodsThis study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children’s level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework.ResultsDuring the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment.ConclusionA comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.

For children with Attention Deficit Hyperactivity Disorder (ADHD), different types of play therapy may have different effects. The aim of this study was to compare the effect of two types of play therapy intervention methods, including a child-parents therapy named Filial Therapy (FT) and a child-therapist therapy known as Adlerian Therapy (AT) on the attention and hyperactivity of these children. Methods: In this randomized clinical trial, which lasted from February 20 to May 5, 2014, 51 boys and girls aged 6-12 years with ADHD were randomly selected and allocated to 3 groups by blocked method (17 subjects in each group). Two of the groups received FT and AT intervention and one group remained as a control group. Participation's parents in the FT group received one session of training play therapy per week for 10 weeks and played with their children at home every day during this time. The AT group received 3 sessions of play therapy for 10 weeks in the clinics. The data of attention and hyperactivity of the subjects were collected in the pre-test, post-test, and a 3-month follow-up by Child Symptom Inventory-4 (CSI-4) and Test of Everyday Attention for Children (TEA-Ch). The Mean, Standard Deviation (SD), and frequency were used as descriptive statistics and the Chi-squared, one-way ANOVA, Man-Whitney, and Kruskal-Wallis tests, as well as Generalized Estimating Equation, were used as analytical statistics in the SPSS V. 22. The P-value of 0.05 was considered significant. Results: Half of the subjects were male and the Mean±SD age of the subjects was 8±2 years old.

Objectives: The use of standard tools can show the exact effects of interventions in children and adolescents with visual impairment (CYP-VI). However, to date, no comprehensive review study has evaluated the general characteristics and psychometrics of the instruments used in CYP-VI. Therefore, the present study investigated the psychometric properties of the tools used for CYP-VI. Methods: Databases of Cochrane, Scopus, PubMed, Web of Science, Iran Medex, Magiran, National Library of Iran (INL) and Google Scholar were searched using Persian and English keywords until 2021. The studies and tools used in CYP-VI were reviewed by two people in terms of inclusion criteria. Relevant information and quality assessment of the tools were checked with the adapted Casmin checklist (COSMIN) and Critical Review Form – Quantitative Studies. Psychometric properties of the studied instruments in the narrative categories were analyzed with face, content, criterion-dependent and reliability with internal and external reliability subgroups. Results: Out of 1738 articles found, 39 studies were analyzed. Out of 39 articles, 26 were of high quality and others were of medium level. Study design included tool development / cultural adaptation, experimental, longitudinal or cross-sectional studies. Assessments were categorized into developmental (general skills, cognitive and social skills), Activities of Daily Living (ADL), Quality of Life (QoL) and Functional Vision (FV). Among the developmental tools; Only Decker intelligence test, vision related quality of life, Cardiff visual acuity questionnaire for children, first and second versions of LV Prasad functional vision questionnaire and functional vision questionnaire for children and young people with desirable psychometric properties have been reported. In relation to adaptive instruments, the changes made included the use of auditory, tactile, olfactory and motor aids, vocabulary changes, instrumental methods and the use of assistive devices, only a few of which reported psychometric properties. Conclusion: This review study shows that limited tools have been designed for CYP-VI whose validity and reliability have not been fully evaluated and reported. However, to improve the quality of studies and control systematic errors, we need standard tools.