Visual Motor Integration CCSD Evidence Based Practice Anna

Visual Motor Integration CCSD Evidence Based Practice Anna Suchy, OTS

PICO Question • For children, 7 -10 years old, who are receiving school based occupational therapy services, does providing 15 minutes of visual motor training, with paper/pencil tasks or tangrams, once a week, for seven weeks, improve visual motor integration of spatial-relations and eyehand coordination, as determined by a pre and post eye-hand coordination and spatial relations subtests of the DTVP-2?

Research Article Findings Relationship Analysis Between Visual- Relationship between: Motor Integration Ability and • Visual Perception and Reading Academic Performance • Motor Coordination and Writing Relationship Between Visual Motor • Student’s Beery VMI score is Integration Skill and Academic significantly related to the Performance in Kindergarten Through teacher’s evaluation of the Third Grade student in each subject. Handwriting Difficulties in Primary School Children: A Search for Underlying Mechanisms 2 different underlying mechanisms that affect the quality of handwriting • Fine Motor Coordination • Visual Motor Integration

Pre-Post test Measurements – Visual Perception – Visual-Motor Integration Ages 4 -10 years old 8 subtests Eye-Hand Coordination Spatial Relations Figure Ground Visual-Motor Speed Copying Position in Space Visual Closure Form Constancy

Explaining the DTVP-2 • Eye-Hand Coordination Subtest- Requires student to to draw a line within a straight broad band. Subsequent bands are increasingly narrow and involve angles or curves. • Spatial Relations Subtest-Student is shown a grid of evenly spaced dots with lines drawn connecting some of the dots. Student must draw lines and connect dots to form the given pattern directly below the given pattern. Subtest Type of Visual Perception Measured Motor Involvement Eye-Hand Coordination Spatial Relations Motor Enhanced

DTVP-2 Standard Scores • • • 0 -3=Very Poor 4 -5 = Poor 6 -7=Below Average 8 -12=Average 13 -20 =Above Average

Week by Week Warm-Up Activity 1 None DTVP-2 Pre-test Subtests (Eye-Hand Coordination/Spatial Orientation) 2 Prone on Scooter T: Cards 1 -3 or 4 Board PP: R/L Car Worksheet Zoom Ball T: Cards 3 -4, 5, or 6 PP: Maze/ Figure Ground WS Dice Gross Motor T: Cards 3 -4 -8 Game PP: Maze/ Dot-to-Dot WS “Fipper” Game T: Cards 9 -18 PP: Copy figures, On/Off Worksheet Ball Game T: Choice PP: Hidden Picture, Maze, Copy figures GM coordination T: Choice PP: L/R WS, Patterns DTVP-2 Post -test 3 4 5 6 7

Subjects Name Classroom Grade School Tangrams Pencil/Paper Enjoyment 1 (Ry**) GE 4 Smalley X N 2 (Jo**) GE 4 Smalley X Y 3 (Isa**) SLD 2 Sewell X - 4 (Ar**) SLD 2 Sewell X N 5 (Ga**) Autism SC/GE 4 Morrow X Y 6 (Ty**) GE 4 Kesterson X Not Asked 7 (Jac**) GE 1 Morrow X Not Asked 8 (M**) SLD 3 Sewell X Not Asked 9 (Ch**) SLD 4 Sewell X Not Asked 10 (Li**) MCS 5 Sewell X Not Asked

d ar d n Sta re Sco Eye-Hand Coordination Tangrams and Pencil Paper Tasks 12 10 8 6 Pre-Test 4 Post-Test 2 St ud en 10 9 8 7 6 5 4 3 2 t 1 0

Eye-Hand Coordination Tangrams 12 10 8 6 Pre-Test Post-Test 4 2 0 Student 1 2 3 4 5

Eye-Hand Coordination Paper/Pencil Tasks 8 7 6 5 Pre-Test 4 Post-Test 3 2 1 0 Student 6 7 8 9 10

Spatial Relations Tangrams and Pencil/Paper 14 12 10 8 6 Pre-Test Post-Test 4 2 St ud en 10 9 8 7 6 5 4 3 2 t 1 0

Spatial Relations Tangrams 14 12 10 8 Pre-Test 6 Post-Test 4 2 0 Student 1 2 3 4 5

Spatial Relations Paper/Pencil 14 12 10 8 Pre-Test 6 Post-Test 4 2 0 Student 6 7 8 9 10

Variables • • • Time of Day Classroom Variables OTS Attention span Age Interest/Attention to Task and Subtests Worksheets Provided to Student Holiday break Absences Time Warm-up variations Test-familiarity

Conclusion • Variables • Tangrams versus Pencil/Paper

References Hammill, D. , Pearson. , & Voress, J. ( 1993). Developmental Test of Visual Perception Second Edition. Austin, Texas: Pro-ed. Kulp, T. (1999). Relationship between visual motor integration skill and academic skill and performance in kindergarten through third grade. Optometry and Vision Science: Official Publication of the Academy of American Optometry, 76 (3), 159 -63. Pereira, Debora M. , Araujo, R. , Braccialli, L (2011). Relationship analysis between visual-motor integration and academic perfromance. Journal of Human Growth and Development, 21 (3), 808 -17. Retrieved from http: //revistasusp. sibi. usp. br/pdf/rbcdh/v 21 n 3/en_07. pdf Volman, M. J. , Schendel, B. , & Jongsmans, M. J. , (2006). Handwriting Difficulties in Primary School Children: A Search for Underlying Mechanisms. American Journal of Occupational Therapy, 60 (4), 451 -60. doi: 10. 5014/ajot. 60. 4. 451