Relationship between Visual Perception and Imitation in School Function among Autism

Vetrayan, Jayachandran; Zin, Mohd; Paulraj, Smily Jesu Priya Victor

doi:10.1016/j.sbspro.2015.08.209

Cited by 7 publications

(5 citation statements)

References 43 publications

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“…As previously mentioned, the effective methods for training self-care skills currently in use are picture schedules, modeling, and observational learning. Imitation places high demands on motor perception and sequential memory ( Lopes and Santos-Victor, 2005 ; Jones and Herbert, 2006 ; Martin, 2006 ; Hammill et al, 2014 ; Vetrayan et al, 2015 ; Loucks et al, 2016 ; Brown et al, 2019 ). Thus, sequential memory and visual spatial relationships are the main factors related to performing self-care tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Interventions and training programs for self-care skills for ASD mainly use visually assisted learning strategies ( Carothers and Taylor, 2004 ; Jasmin et al, 2008 ; Suprajitno and Arisky, 2019 ), such as picture schedules, video modeling, demonstration, imitation, and observational learning ( Carothers and Taylor, 2004 ; Kenworthy et al, 2008 ; Vetrayan et al, 2015 ; Aldi et al, 2016 ; Brown et al, 2019 ). These strategies for learning and performing self-care skills greatly rely on visual perception, including aspects of visual discrimination, visual memory, visual sequential memory, figure-ground, visual closure, and eye-hand coordination ( Martin, 2006 ; Hammill et al, 2014 ; James et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

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Mediating effect of sequential memory on the relationship between visual-motor integration and self-care performance in young children with autism spectrum disorder

2022

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ObjectiveVisual perception is a skill that contributes to the performance of self-care and important development tasks in early childhood. The relationship between self-care and visual perception is especially significant for young children with autism spectrum disorder (ASD), who have been described as visual learners. However, this relationship is not clearly understood among young children with ASD. We investigated the role of motor-free visual perception on the relationship between self-care and visual-motor integration in young children with ASD.MethodsA sample of 66 children with ASD aged 48 to 83 months were recruited. Measurements included the Assessment of Motor and Process Skills, the Developmental Test of Visual Perception—Third Edition, and Test of Visual-Perceptual Skills—Third Edition.ResultsThe results indicated that self-care performance had significant positive correlations with visual-motor integration, visual discrimination, visual memory, visual spatial relationships, and visual sequential memory. Of these, visual sequential memory and visual spatial relationships were the main factors related to self-care performance. Sequential memory was a mediator of the relationship between visual-motor integration and self-care performance.ConclusionThis study establishes a deeper understanding of self-care and motor-free visual perception among young children with ASD. Understanding the relationship between visual perception and self-care in young children with ASD may aid professionals in providing self-care interventions for this population.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mediating effect of sequential memory on the relationship between visual-motor integration and self-care performance in young children with autism spectrum disorder

2022

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“…Furthermore, recent investigations into the relationship among all levels of visual perception, reading speed, and reading comprehension in first-grade children showed that higher reading speed, higher reading comprehension scores, and less reading errors were as a result of better general visual perception, motor-independent visual perception, and visual-motor perception (Memiş and Sivri, 2016). Another investigation into how visual perception factored into performance in school for children with autism, reported that visual perception affected school performance due to its high function as a requisite for performing drawing, attention, reading, and other tasks (Vetrayan et al., 2015).…”

Section: Discussionmentioning

confidence: 99%

Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective

Ammawat

Attanak

Kornpetpanee

et al. 2019

Heliyon

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Naming speed is considered to be one of the essential components used to predict reading capacity in school. The current study examined how visual perception and attention networks influence naming speed, and analyzed the relationship between visual perception and attention networks. The total number of participants was 163 Thai preschool children between the ages of five and seven years selected through multistage random sampling. Visual perception, attention networks, and naming speed were assessed using the Developmental Test of Visual Perception 3 (DTVP-3), Attention Network Task (ANT), and Rapid Automatized Naming (RAN), respectively. Structural equation modeling was used to test naming speed hypotheses. The hypothesis of a causal model was supported by the evidence generated by this study. A direct positive association between both visual perception and attention networks to naming speed was observed. Compared with attention networks, visual perception had a higher significant effect on naming speed performance. Consequently, children who have higher visual perception are more likely to demonstrate a better naming speed performance. These results indicate that visual perception is strongly urged to naming speed, as doing so can help predict children's reading readiness before they start learning to read.

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“…School function is necessary for students to learn basic and new skills (2). These functional activities refer to the non-academic aspects of the school program that are completely different from academic activities.…”

Section: Introductionmentioning

confidence: 99%

“…In order to participate and perform all the activities in the curriculum, a student needs a baseline performance of functional skills such as manipulating books and tools (1). Fortunately, improvement in homework skills affects a student's interests, self-confidence, and reduces their abnormal behaviors (2). As active participation in school activities is a critical factor in social and cognitive development, the child's school function should be assessed (3).…”

Section: Introductionmentioning

confidence: 99%

Translation, Face and Content Validity of the Persian Version of School Function Assessment

Shojaee

Zarei

Mehraban

2017

Middle East J Rehabil Health Stud

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Background: School function assessment (SFA) is a criterion-referenced assessment that uses functional tasks to determine the level of participation and performance of students. The purpose of this study is to assess the face and the content validity of the Persian version of SFA for normal Iranian 6 -12-year-old children. Methods: This study has a methodological and psychometric design. We used a standard protocol, international quality of life assessment (IQOLA), for translating the SFA test. This protocol includes translation to Persian and backward-translation to English as well; both of these translation qualities are estimated. In order to ensure content validity, 20 occupational therapists, who are experts in the field of pediatrics, completed the content validity index (CVI) and the content validity ratio (CVR) forms through 11 sessions using the IQOLA scale. Twenty elementary school teachers completed these forms as well. Results:The results of face validity showed that all the terms were clear and simple, and all the terms except one were higher than 1.5 in the impact score. The content validity results showed that five item's score was lower than the acceptable score (< 0.7). Finally, in the expert panel, all the CVI and the CVR items achieved an acceptable score. In this panel, the experts negotiated about the clarity, the simplicity, and the necessity of all the items. Therefore, the Persian version of SFA can evaluate the school function of Iranian children. Conclusions:The Persian version of the SFA achieved a good match in terms of cultural and face validity. Agreements above 80% in the results of face validity confirm that the Persian version of SFA is clear, simple, and understandable for its target population. The content validity results indicate different cultural perceptions for certain items. To determine and construct the validity and the reliability of the Persian version of SFA, other studies are required.

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Relationship between Visual Perception and Imitation in School Function among Autism

Cited by 7 publications

References 43 publications

Mediating effect of sequential memory on the relationship between visual-motor integration and self-care performance in young children with autism spectrum disorder

Mediating effect of sequential memory on the relationship between visual-motor integration and self-care performance in young children with autism spectrum disorder

Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective

Translation, Face and Content Validity of the Persian Version of School Function Assessment

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