Relationship Between Visual-Motor Integration and Spatial Organization of Written Language and Math

Barnhardt, Carmen; Borsting, Eric; DeLand, Paul N.; Pham, Nicole; Vu, Tina

doi:10.1097/01.opx.0000153266.50875.53

Cited by 52 publications

(22 citation statements)

References 15 publications

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“…Recent studies have identified fine motor skills to be a significant predictor of mathematical ability in Western populations (Becker et al, 2014; Cameron et al, 2016; Pitchford et al, 2016). However, the tasks used to measure fine motor skills in these studies often include an aspect of spatial processing (Barnhardt et al, 2005; Simms et al, 2016), making it difficult to determine if it is the spatial or fine motor skills that are predictive of early mathematical ability. Whilst the two tasks of fine motor skill included here have limited spatial processing, only the task of manual processing speed predicted mathematical ability.…”

Section: Discussionmentioning

confidence: 99%

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Pitchford

Outhwaite

2016

Front. Psychol.

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Assessment of cognitive and motor functions is fundamental for developmental and neuropsychological profiling. Assessments are usually conducted on an individual basis, with a trained examiner, using standardized paper and pencil tests, and can take up to an hour or more to complete, depending on the nature of the test. This makes traditional standardized assessments of child development largely unsuitable for use in low-income countries. Touch screen tablets afford the opportunity to assess cognitive functions in groups of participants, with untrained administrators, with precision recording of responses, thus automating the assessment process. In turn, this enables cognitive profiling to be conducted in contexts where access to qualified examiners and standardized assessments are rarely available. As such, touch screen assessments could provide a means of assessing child development in both low- and high-income countries, which would afford cross-cultural comparisons to be made with the same assessment tool. However, before touch screen tablet assessments can be used for cognitive profiling in low-to-high-income countries they need to be shown to provide reliable and valid measures of performance. We report the development of a new touch screen tablet assessment of basic cognitive and motor functions for use with early years primary school children in low- and high-income countries. Measures of spatial intelligence, visual attention, short-term memory, working memory, manual processing speed, and manual coordination are included as well as mathematical knowledge. To investigate if this new touch screen assessment tool can be used for cross-cultural comparisons we administered it to a sample of children (N = 283) spanning standards 1–3 in a low-income country, Malawi, and a smaller sample of children (N = 70) from first year of formal schooling from a high-income country, the UK. Split-half reliability, test-retest reliability, face validity, convergent construct validity, predictive criterion validity, and concurrent criterion validity were investigated. Results demonstrate “proof of concept” that touch screen tablet technology can provide reliable and valid psychometric measures of performance in the early years, highlighting its potential to be used in cross-cultural comparisons and research.

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Section: Discussionmentioning

confidence: 99%

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Pitchford

Outhwaite

2016

Front. Psychol.

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“…It allows the use of eyes and hands in a coordinated and efficient way, enabling, for example, one to perceive and copy shapes, letters, and numbers. Thus, visual-motor integration is important for learning and academic achievement including reading, writing, and mathematics [27, 28]. …”

Section: Discussionmentioning

confidence: 99%

Neonatal Glycaemia and Neurodevelopmental Outcomes: A Systematic Review and Meta-Analysis

et al. 2018

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Background: Hypoglycaemia is the most common metabolic problem in neonates but there is no universally accepted threshold for safe blood glucose concentrations due to uncertainty regarding effects on neurodevelopment. Objective: To systematically assess the association between neonatal hypoglycaemia on neurodevelopment outcomes in childhood and adolescence. Methods: We searched MEDLINE, EMBASE, CINAHL, and PsycINFO from inception until February 2018. We included studies that reported one or more prespecified outcomes and compared children exposed to neonatal hypoglycaemia with children not exposed. Studies of neonates with congenital malformations, inherited metabolic disorders and congenital hyperinsulinism were excluded. Two authors independently extracted data using a customized form. We used ROBINS-I to assess risk of bias, GRADE for quality of evidence, and REVMAN for meta-analysis (inverse variance, fixed effects). Results: 1,665 studies were screened, 61 reviewed in full, and 11 included (12 publications). In early childhood, exposure to neonatal hypoglycaemia was not associated with neurodevelopmental impairment (n = 1,657 infants; OR = 1.16, 95% CI = 0.86–1.57) but was associated with visual-motor impairment (n = 508; OR = 3.46, 95% CI = 1.13–10.57) and executive dysfunction (n = 463; OR = 2.50, 95% CI = 1.20–5.22). In mid-childhood, neonatal hypoglycaemia was associated with neurodevelopmental impairment (n = 54; OR = 3.62, 95% CI = 1.05–12.42) and low literacy (n = 1,395; OR = 2.04, 95% CI = 1.20–3.47) and numeracy (n = 1,395; OR = 2.04, 95% CI = 1.21–3.44). No data were available for adolescents. Conclusions: Neonatal hypoglycaemia may have important long-lasting adverse effects on neurodevelopment that may become apparent at later ages. Carefully designed randomized trials are required to determine the optimal management of neonates at risk of hypoglycaemia with long-term follow-up at least to school age.

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“…Their findings indicated that visual perception and motor skills in timed tasks were significantly correlated and it was noted that motor-reduced visual perception appears to be significantly related to most motor performances having a speed component. Barnhardt, Borsting, Deland, Pham, & Vu (2005) investigated the type and frequency of errors of a group of American children presenting with below average VMI skills during a written language and math task. Their findings indicated that children with poor VMI skills made significantly more errors related to the alignment of numbers, organisation of math problems, and spacing errors of letters and wordsdall skills that have a visual perceptual component.…”

Section: Visual Perceptual and Vmi Constructs As Related Skill Setsmentioning

confidence: 99%

Are Motor-free Visual Perception Skill Constructs Predictive of Visual-motor Integration Skill Constructs?

Brown

2012

Hong Kong Journal of Occupational Therapy

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Background: Theoretical perspectives vary in considering whether visual perceptual skills and visual-motor integration (VMI) skills are related, interdependent skill sets, or two discrete skill constructs. Objective: This study investigated whether motor-reduced/free visual perceptual skill constructs were predictive of motor-enhanced VMI skill constructs. Method: A total of 45 typically developing children aged 6e12 years completed the Developmental Test of Visual Perception-Second Edition (DTVP-2) and the Test of Visual Perceptual Skills-Third Edition (TVPS-3). Four multiple linear regression analyses were completed with the four DTVP-2 motor-enhanced VMI subscales being the dependent (criterion) variables and the seven TVPS-3 motor-reduced subscales being the independent variables. Results: The total variance accounted for in the four DTVP-2 VMI skill constructs by all the seven TVPS-3 skill constructs ranged from 29.3% to 60.10%. In the first regression analysis, the TVPS-3 Visual Sequential Memory and TVPS-3 Visual FigureeGround constructs explained 5.40% and 4.90%, respectively, of the variance in the DTVP-2 EyeeHand Coordination construct. In the second regression, the TVPS-3 Visual Sequential Memory and TVPS-3 Visual FigureeGround constructs accounted for 5.60% and 3.10%, respectively, of the DTVP-2 Copying construct's variance. The third analysis revealed that the TVPS-3 Visual Memory and TVPS-3 Visual Form Constancy constructs represented 6.20% and 7.90%, respectively, of the DTVP-2 Spatial Relations construct's variance. In the fourth and final regression analysis, the TVPS-3 Visual Sequential Memory and TVPS-3 Visual FigureeGround construct explained 14.60% and 4.90%, respectively, of the variance in the DTVP-2 Visual-Motor Speed construct.

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Relationship Between Visual-Motor Integration and Spatial Organization of Written Language and Math

Abstract: The results suggest that reduced visual-motor integration may contribute to poor spatial organization of written work.

Cited by 52 publications

References 15 publications

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Neonatal Glycaemia and Neurodevelopmental Outcomes: A Systematic Review and Meta-Analysis

Are Motor-free Visual Perception Skill Constructs Predictive of Visual-motor Integration Skill Constructs?

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