Development of an Instrument to Measure Manual Dexterity in Children with Visual Impairments Aged 6–12

Reimer, A.M.; Smits-Engelsman, B.C.M.; Siemonsma-Boom, Marieke

doi:10.1177/0145482x9909301003

Cited by 15 publications

(16 citation statements)

References 9 publications

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“…This delay often results in low body awareness, deficits in manual operations, as well as deficits in the two-handed object manipulation (Brambring, 2007;Jan et al, 1990). Problems in the area of bilateral coordination can have an important influence on mastering more complex motor skills (Brambring, 2007;Houwen, Visscher, Hartman, & Lemmink, 2007;Houwen et al, 2008;Reimer et al, 1999). Bouchard and Tetreault (2000) found that children with severe visual impairment mastered motor skills later than sighted children.…”

Section: Discussionmentioning

confidence: 99%

“…The analysis of motor skills and the diagnosis of children with visual impairment, especially of children with blindness, are more complex than for their sighted peers; thus, the available research on this topic is limited. Some studies have indicated that the level of motor skills in children and young people who are blind and visually impaired is lower than in their sighted peers (Atasavun Uysal & Dulge, 2011;Bouchard & Tetrault, 2000;Brambring, 2007;Houwen, Visscher, Lemmnik, & Hartman, 2008;Reimer et al, 1999). However, other studies have indicated that the development of compensatory mechanisms in children with visual impairment allowed children with partial sight and blindness to achieve outcomes on some coordination tests similar to those of their able-bodied peers (Navarro et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Bilateral Coordination of Children who are Blind

et al. 2016

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The purpose of this study was to evaluate the bilateral coordination in children and adolescents with visual impairments aged 7 to 18 years in comparison to their sighted peers. An additional objective was to identify the influence of sex and age on bilateral coordination. Seventy-five individuals with congenital severe visual impairment (40 girls and 35 boys) comprised the visually impaired group. The Sighted group comprised 139 youth without visual impairment. Subtest 4 of the Bruininks-Oseretsky Test of Motor Proficiency was administered to test bilateral coordination. To analyze the effect of the independent variables in the results obtained in the Subtest 4, four linear regression models were applied according to group and sex. The results indicated that severe visual impairment and lack of visual sensation had a negative effect on the development of participants' bilateral coordination, which however did not depend on sex or age.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bilateral Coordination of Children who are Blind

et al. 2016

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“…5,6 Earlier studies have shown that children with VI generally have lower motor performance than their peers without VI, but also that some motor tasks are a more difficult than others. [7][8][9] However, as previous studies have either focused on a subset of motor skills 8,9 (e.g. manual dexterity) or have compared motor skill areas 7 (e.g.…”

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confidence: 99%

“…13 Although studies showed primarily that some residual vision is facilitative for motor performance, 7,14,15 there are also examples where children with more residual vision do not necessarily perform better than children with little or no vision. 8 Furthermore, the majority of previous research on the effect of the degree of VI has primarily focused on blind children versus children with residual vision, 9,16 making it difficult to conclude in which way different degrees of VI are associated with motor performance.…”

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confidence: 99%

“…From the literature, it has been established that children with VI perform worse than children without VI on these skills. [7][8][9] Although a disadvantage for children with VI can be expected, it would be interesting to know whether the disadvantage is the same for different types of motor skills. We believe that although children with VI generally have an overall impairment compared with peers without VI, their motor problems vary both in nature and severity.…”

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Motor skill performance of school‐age children with visual impairments

Houwen

Visscher

Lemmink

et al. 2008

Develop Med Child Neuro

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The aim of this study was to examine the performance of children with visual impairments (VI) aged 7 to 10 years on different types of motor skills. Furthermore, the association between the degree of the VI and motor performance was examined. The motor performance of 48 children with VI (32 males, 16 females; mean age 8y 10mo [SD 1y 1mo]) was assessed using the Movement Assessment Battery for Children (MABC). Their performance was compared with 48 children without VI (33 males, 15 females; mean age 8y 9mo [SD 1y 1mo]). Children with VI showed the poorest performance compared with peers without VI on unimanual speed, eye-hand coordination, catching, static balance, and dynamic balance while moving slowly. There was no significant difference between children with moderate and severe VI, except for bimanual coordination in 7-to 8-yearolds and eye-hand coordination in both the 7-to 8-year-olds and 9-to 10-year-olds, favouring the children with moderate VI. The poor performance compared with children without VI is related to vision, but the degree of the VI does not appear to relate to motor performance, except when associated with bimanual and eye-hand coordination. For children with VI, it seems very important to adjust the environmental context and task to enhance motor performance.Motor skill performance can be seen as the interaction between a child's characteristics and capabilities with environmental and task characteristics. 1-3 For children with visual impairments (VI; best corrected visual acuity ≤ 6/18 [0.3] in the better eye), 4 their visual impairment may act as a constraint, slowing down motor skill acquisition or leading to qualitatively different motor skills. 5,6 Earlier studies have shown that children with VI generally have lower motor performance than their peers without VI, but also that some motor tasks are a more difficult than others. 7-9 However, as previous studies have either focused on a subset of motor skills 8,9 (e.g. manual dexterity) or have compared motor skill areas 7 (e.g. gross motor skills vs fine motor skills) without focusing on specific motor skills, the question remains whether all motor skills cause difficulty for children with VI or only more visually demanding motor skills.That some motor tasks lead to more problems for children with VI may be related to the extent to which visual information is necessary for successful performance. 10 This depends on the environmental context and type of task. Children with VI may be more adversely affected in environments with changing conditions, as visual information is important for updating representations of body, motion, location, and orientation. 10,11 Similarly, the demands of the task may increase or decrease the need for visual information for successful performance. 12 If children cannot accurately use visual information, intuitively one might expect the greater the VI the worse the motor performance. The association between the degree of VI and motor performance is, however, not clear. 13 Although studies showed primarily that...

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16 Motoriek en visuele stoornissen

Reimer¹,

Siemonsma-Boom²

2016

Kinderfysiotherapie

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Development of an Instrument to Measure Manual Dexterity in Children with Visual Impairments Aged 6–12

Cited by 15 publications

References 9 publications

Bilateral Coordination of Children who are Blind

Bilateral Coordination of Children who are Blind

Motor skill performance of school‐age children with visual impairments

16 Motoriek en visuele stoornissen

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