Motor deficiencies are observed in a large number of children with ADHD. Especially fine motor impairments can lead to academic underachievement, low self-esteem and frustration in affected children. ...Despite these far-reaching consequences, fine motor deficiencies have remained widely undertreated in the ADHD population. The aim of this review was to systematically map the evidence on existing training programs for remediating fine motor impairments in children with ADHD and to assess their effectiveness.
The scoping review followed the PRISMA-ScR guidelines. In March 2020, PsycINFO, MEDLINE (PubMed), Web of Science, Google Scholar and The Cochrane Database of Systematic Reviews were searched for evidence. The eligibility criteria and the data charting process followed the PICO framework, complemented by study design. The investigated population included children with a formal ADHD diagnosis (either subtype) or elevated ADHD symptoms aged between 4 and 12 years, both on and off medication. All training interventions aiming at improving fine motor skills, having a fine motor component or fine motor improvements as a secondary outcome were assessed for eligibility; no comparators were specified.
Twelve articles were included in the final report, comprising observational and experimental studies as well as a review. Both offline and online or virtual training interventions were reported, often accompanied by physical activity and supplemented by training sessions at home. The training programs varied in length and intensity, but generally comprised several weeks and single or multiple training sessions per week. All interventions including more than one session were effective in the treatment of fine motor deficiencies in children with ADHD and had a wide range of additional positive outcomes. The effects could be maintained at follow-up.
Fine motor training in children with ADHD can be very effective and multiple approaches including specific fine motor and cognitive training components, some kind of physical activity, feedback mechanisms, or multimodal treatments can be successful. Training programs need to be tailored to the specific characteristics of the ADHD population. A mHealth approach using serious games could be promising in this context due to its strong motivational components.
With the purpose of improving and instructing the educational community regarding the importance of psychomotor techniques and the influence on the education of road safety education, together with ...the intervention and assistance of Traffic and Road Safety agents of Ecuador, through an agreement inter-institutional framework between the Technical University of Manabí and the Ministry of the Interior, from the department of linkage with society in coordination with the Faculty of Philosophy, Letters and Education Sciences, School of Initial Education, the proposal of training for the personnel of the Traffic Police of the Portoviejo canton, for the application of psychomotor techniques in the teaching of road education to the children (as) of initial education. The training proposal addressed three dimensions: Basic concepts of psychomotricity; psychomotor techniques and practical application. The development of the workshops was carried out through the ludic-creative methodology. The topics discussed in the training sessions were: Psychomotricity, which plays a fundamental role in road safety education, developing fine and gross motor skills; body schema: laterality, importance of graphoplastic techniques. Once the socialization and analysis of the theoretical contents was completed, workshops on the practical application of psychomotor techniques were carried out. At the end of the work, the policemen explained their learning experiences according to the parameters previously established in the results systematization file. Among the main learning experiences manifested by the trained police officers, it was evident: a broad understanding about the importance of knowing the psychomotor techniques for the adequate application at the moment of working with the children of initial education and the importance of the playful for its application in the processes of Road Safety.
Con el propósito de mejorar e instruir a la comunidad educativa en cuanto a la importancia de las técnicas psicomotrices y la influencia en la enseñanza de la educación vial, junto con la intervención y ayuda de agentes de Tránsito y Seguridad Vial de Ecuador, mediante un convenio marco interinstitucional entre la universidad Técnica de Manabí y el Ministerio del Interior, desde el departamento de vinculación con la sociedad en coordinación con la Facultad de Filosofía, Letras y Ciencias de la Educación, escuela de Educación Inicial, surgió la propuesta de capacitación al personal de la Policía de Tránsito del cantón Portoviejo, para la aplicación de técnicas psicomotrices en la enseñanza de educación vial a los niños(as) de educación inicial. La propuesta de capacitación abordó tres dimensiones: Conceptos básicos de psicomotricidad; técnicas psicomotrices y aplicación práctica. El desarrollo de los talleres se lo realizó mediante la metodología lúdico-creativa. Los temas que se abordaron en las jornadas de capacitación fueron: Psicomotricidad, la misma qué juega un papel fundamental en la educación vial, desarrollando la motricidad fina y gruesa; el esquema corporal: lateralidad, importancia de las técnicas grafoplásticas. Concluida la socialización y análisis de los contenidos teóricos, se realizaron los talleres de aplicación práctica de las técnicas psicomotrices. Al finalizar el trabajo los señores policías expusieron sus experiencias de aprendizaje de acuerdo a los parámetros previamente establecidos en la ficha de sistematización de resultados. Entre las principales experiencias de aprendizaje manifestadas por los señores policías capacitados se pudo evidenciar: una comprensión amplia sobre la importancia de conocer las técnicas psicomotrices para la adecuada aplicación al momento de trabajar con los niños de educación inicial y la importancia de la lúdica para su aplicación en los procesos de Educación Vial.
Factors of graphomotor skills may serve as indicators to determine a writer’s handwriting proficiency or acclimation to different writing surface textures. This study examines differences in ...children’s graphomotor skills based on types of writing medium and gender. Participants were 97 six-year-old Korean preschool children who had not received formal writing training prior to the study. Writing tasks were completed on a tablet screen and paper. Writing samples were analyzed using the Eye and Pen software to investigate spatial, temporal, and pressure exertion exhibited during the writing tasks. A repeated measures ANOVA revealed differences in graphomotor skills such as print size, writing speed, and writing pressure. Writing on a tablet screen decreased clarity of writing; print size and speed increased as the stylus slides across the tablet surface with relatively less friction, thereby decreasing the exertion of writing pressure. Analysis of writing differences according to gender indicated that boys generated larger print sizes than girls. Results suggest that while simple writing tasks may be feasible on the tablet screen, providing children with a larger writing medium and encouraging larger print sizes for writing practice, especially for boys, may be beneficial in the development of graphomotor skills among young learners.
Children with fine-motor problems and handwriting difficulties often are referred for occupational therapy. The objective of this study was to test the efficacy of a short-term treatment on the ...fine-motor and graphomotor skills of first-grade students.
We recruited 52 first-grade students who had scored below the 21st percentile on the Visual-Motor Integration test from schools in a city with a low socioeconomic, mixed (Arab and Jewish) population. The children were randomly divided into an intervention group and a control group. Before and after the intervention, we administered two tests to both groups.
Students in the intervention group made significant gains both in the total score on the graphomotor test (Developmental Test of Visual Perception) and on the fine-motor test (Bruininks-Oseretsky Motor Development Scale).
This study provided preliminary evidence of the efficacy of a short-term graphomotor intervention. The results increased the feasibility of implementing occupational therapy intervention in the Israeli school system, allowing treatment of more children using the same resources.
La lectoescritura es uno de los procesos que debe desarrollar y aprender el niño y la niña desde los primeros años de vida, proceso en el que influye varios factores, sean internos y externos. El ...presente estudio tiene como propósito establecer la relación que existe entre la grafomotricidad y la lectoescritura para lo cual se plantea la siguiente pregunta de investigación, apoyándose en el método PICO: ¿El aprendizaje de la lectoescritura se genera con mayor impacto a través de la grafomotricidad? En el desarrollo de la investigación se utilizó la investigación bibliográfica, desde diversas fuentes, principalmente apoyándose en trabajos investigativos previos sobre el objeto de investigación, mismos que permitieron responder a la pregunta de investigación de una forma efectiva.
Este estudo teve como objetivo avaliar a relação existente entre o déficit de atenção e o desempenho de uma conduta grafo-motora necessária à aquisição da linguagem lecto-escrita em cinco estudantes ...com Síndrome de Down, de ambos os sexos, com idade compreendida entre 17 e 21 anos, matriculados na Escola Estadual Presidente Costa e Silva em Belém-PA. A metodologia de trabalho foi própria de uma avaliação de contexto que permitiu elaborar um estudo descritivo e correlacional. Como estratégia metodológica foram realizados dois testes: um de Processamento Mental para avaliar o tempo de reação a um estímulo programado e outro de avaliação das variáveis relacionadas à conduta grafo - motora. Os resultados indicaram uma estreita relação entre as duas variáveis pesquisadas, ou seja, estudantes que apresentaram um longo tempo de reação alcançaram um baixo escore no teste grafo motor e aqueles que tiveram rápido tempo de reação obtiveram um alto escore no teste grafo-motor.
Este estudo teve como objetivo avaliar a relação existente entre o déficit de atenção e o desempenho de uma conduta grafo-motora necessária à aquisição da linguagem lecto-escrita em cinco estudantes ...com Síndrome de Down, de ambos os sexos, com idade compreendida entre 17 e 21 anos, matriculados na Escola Estadual Presidente Costa e Silva em Belém-PA. A metodologia de trabalho foi própria de uma avaliação de contexto que permitiu elaborar um estudo descritivo e correlacional. Como estratégia metodológica foram realizados dois testes: um de Processamento Mental para avaliar o tempo de reação a um estímulo programado e outro de avaliação das variáveis relacionadas à conduta grafo - motora. Os resultados indicaram uma estreita relação entre as duas variáveis pesquisadas, ou seja, estudantes que apresentaram um longo tempo de reação alcançaram um baixo escore no teste grafo motor e aqueles que tiveram rápido tempo de reação obtiveram um alto escore no teste grafo-motor.This study aimed to evaluate the relationship between attention-deficit disorder and the development of graphomotor skills in language acquisition processes related to reading and writing readiness skills. The participants of the study were five students with Down syndrome, both sexes, aged 17-21, enrolled at Presidente Costa e Silva School, Belém-PA. The working methodology was a contextual evaluation within a descriptive and correlational study framework. As a methodological strategy, two tests were performed: a mental concentration processing test aimed to evaluate the reaction time to an input stimulus and a Graphomotor Developmental Test was designed to analyze the variables involved in the development of the graphomotor skills. The results indicated that there was a strict relationship between RT (reaction time) and the scores on the graphomotor tests. A low RT implied a low score on the graphomotor developmental test while a high RT implied a high score on the graphomotor developmental test.
The present study compared the cognitive and behavioral functioning of 3- to 7-year-old children (
n=33) whose mothers worked with organic solvents during pregnancy with a group of unexposed children ...(
n=28) matched on age, gender, parental socioeconomic status (SES), and ethnicity. Participants were recruited prospectively by the Motherisk Program, an antenatal counseling service in Canada. An exposure index was estimated using questionnaire data obtained at the time of initial contact. Groups were compared on a variety of tasks, including subtests from the NEPSY, a visual CPT, as well as on parent-rated measures of children's behavior. Regression analyses indicated lower composite scores in children with increased exposure on Receptive language (
P<.01), Expressive language (
P<.01), and Graphomotor ability (
P=.001), adjusted for demographics. No group differences were observed on measures of Attention (
P=.97), Visuo-spatial ability (
P=.33), and Fine-motor ability (
P=.33). On the Child Behavior Checklist (CBCL), overall mean differences on broad- and narrow-band scales were not significant, but significantly more exposed children were rated as having mild or severe problem behaviors. The findings suggest that maternal occupational exposure to organic solvents during pregnancy is associated with poorer outcome in selective aspects of cognitive and neuromotor functioning in offspring.
U radu su prezentirani rezultati istraživanja razvoja vizualno-motoričke integracije u djece dobi od 6 do 10 godina. Uzorak ispitanika činila su ukupno 163 učenika od prvog do četvrtog razreda ...osnovne škole od čega 92 dječaka i 71 djevojčica. Mikromotorička efikasnost grafomotoričkog tipa procijenjena je uporabom testa za procjenu vizualnomotoričke integracije (VMI). Dobiveni rezultati pokazuju kontinuirani napredak u polju grafomotoričkih vještina djece. Statistički značajna točka napretka u vizualnomotoričkoj integraciji utvrđena je između učenika prvog i drugog razred i to kod učenika i učenica. Rezultati pokazuju statistički značajnu razliku u grafomotoričkim vještinama između učenika prvog razreda u korist učenica. Nalazi impliciraju značajnost razvojnog razdoblja između 6. i 7. godine u procesu vizualnomotoričke integracije u području grafomotoričkih sposopnosti kao integrativnog dijela ontogenetskog razvoja.
Examined the possibility of effects of pencil diameter on preschoolers' pencil management and performance. Each child used pencils of large or regular diameter to perform graphomotor tasks. There ...were no apparent differences in pencil management and performance related to pencil diameter. (Author/BB)
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