The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties

Poon, Kin-Chiu; Li‐Tsang, Cecilia W. P.; Weiss, Tamar; Rosenblum, Sara

doi:10.1016/j.ridd.2010.06.001

Cited by 59 publications

(35 citation statements)

References 19 publications

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“…These results are consistent with previous research using the VMI as an outcome measure after handwriting and related interventions (Howe et al, 2013;McGarrigle & Nelson, 2006;Poon et al, 2010). In each of these cases, the VMI was not sensitive enough to measure changes in handwriting and related visual-motor integration skills after occupational therapy interventions.…”

Section: Discussionsupporting

confidence: 87%

“…Although research has demonstrated that VMI scores are a predictor of handwriting legibility (Brossard-Racine et al, 2011;Cornhill & Case-Smith, 1996;Volman et al, 2006), recent research has suggested that it is not an effective outcome measure for handwriting interventions (Howe et al, 2013;McGarrigle & Nelson, 2006;Poon, Li-Tsang, Weiss, & Rosenblum, 2010). McGarrigle and Nelson (2006) found that the VMI was not sensitive in detecting change in visual-motor coordination after a 6-wk occupational therapy intervention.…”

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confidence: 99%

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Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

Pfeiffer

Moskowitz

Paoletti

et al. 2015

The American Journal of Occupational Therapy

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MeSH TERMS handwriting motor skills outcome assessment (health care) visual perceptionWe determined whether a widely used assessment of visual-motor skills, the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest-posttest design was used with 207 kindergarten, first-grade, and secondgrade students. Two well-established handwriting measures and the VMI were administered pre-and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) 5 1.19, p 5 .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention.

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Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 99%

Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

Pfeiffer

Moskowitz

Paoletti

et al. 2015

The American Journal of Occupational Therapy

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“…However, there was one similar result indicating that cognitive intervention is more effective if it includes elements such as exercising extremities to enhance visual-motor integration [27]. Contrary to this result, one study revealed no significant effect on visual-motor integration after visual-motor integration training [28]. Poon et al [28] conducted a computerized visual-motor integration program for 6~7-year-olds with handwriting difficulties.…”

Section: Discussionmentioning

confidence: 98%

“…Poon et al [28] conducted a computerized visual-motor integration program for 6~7-year-olds with handwriting difficulties. In the program, children had trouble in controlling a small pen since the beginning, and these initial failed experiences decreased their motivation for goal achievement [28].…”

Section: Discussionmentioning

confidence: 99%

Effects of a Memory and Visual-Motor Integration Program for Older Adults Based on Self-Efficacy Theory

Kim

Suh

2017

J Korean Acad Nurs

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This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0)If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium. Purpose: This study was conducted to verify the effects of a memory and visual-motor integration program for older adults based on self-efficacy theory. Methods: A non-equivalent control group pretest-posttest design was implemented in this quasi-experimental study. The participants were 62 older adults from senior centers and older adult welfare facilities in D and G city (Experimental group=30, Control group=32). The experimental group took part in a 12-session memory and visual-motor integration program over 6 weeks. Data regarding memory self-efficacy, memory, visual-motor integration, and depression were collected from July to October of 2014 and analyzed with independent t-test and MannWhitney U test using PASW Statistics (SPSS) 18.0 to determine the effects of the interventions. Results: Memory self-efficacy (t=2.20, p=.031), memory (Z=-2.92, p=.004), and visual-motor integration (Z=-2.49, p=.013) increased significantly in the experimental group as compared to the control group. However, depression (Z=-0.90, p=.367) did not decrease significantly. Conclusion: This program is effective for increasing memory, visual-motor integration, and memory self-efficacy in older adults. Therefore, it can be used to improve cognition and prevent dementia in older adults.

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“…For instance, Bice (1995), Green (1995), and Loar (1992) pointed out that, using computers as an instructional tool sustains the attention of children and provides both consistent auditory and visual reinforcement. In a recent study, Poon, Li-Tsang, Weiss & Rosenblum (2010) showed that visual perception and visual-motor integration computerized training appeared to be effective in improving the handwriting in children with respective motor difficulties. Computerized training programs provide not only cognitive and perceptual training especially for visual, auditory and motor difficulties, but may be designed to present immediate and highly contingent visual or auditory feedback (Cardona, Martinez, & Hinojosa, 2000;Li-Tsang et al, 2005), a type of reinforcement that may be particularly beneficial for the young or challenged.…”

mentioning

confidence: 99%

Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?

Teleb¹,

Mohamed²,

Elbert³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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This work examines the effectiveness of two training programs (teacher-assisted versus computer-based) to enhance the visual perception of mild intellectually disabled children native Arabic children in Egypt. Subjects were randomly assigned to three groups: control group with treatment as usual (n=12), traditional/teacher-assisted training (n=12) and a computerized training (n=12). Groups were matched for socio-demographic variables controlling for age, gender, and the education of parents. The success of the different training procedures was evaluated by Frosting Developmental Test of Visual Perception and its transfer to other skills in the same modality (List of Reading Readiness Skills) and general improvement in cognitive abilities (The Stanford-Binet Test). Both programs significantly improved performances of the experimental groups compared to the control group. Yet, no significant differences were found between the two active training groups, suggesting that a computerized trainings may be an option to assist challenged children, particularly when there are no specialized teachers available for the highly time consuming trainings. These findings are discussed in terms of neurological plasticity as well as recommendations for integrated training programs.

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The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties

Cited by 59 publications

References 19 publications

Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

Effects of a Memory and Visual-Motor Integration Program for Older Adults Based on Self-Efficacy Theory

Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?

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