• The Journal of Korean Academy of Sensory Integration
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• v.3 no.1
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• pp.13-21
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• 2005

Objective : The purpose of this study was to investigate the correlation between hand dexterity and visual-motor skills of preschoolers. We searched for the correlation between two test results, which were the 9-Hole Peg Test performance time and the visual motor integration test(VMI) performance score. Then, we also compared the 9-Hole Peg Test performance times with the VMI performance scores according to sex and age. Method : The participants were fifty normal children ranging in age from four to six years living in Busan. We used two test methods which have high reliability and validity. One was the 9-Hole Peg Test to evaluate hand dexterity, and the other was the VMI to the evaluate visual-motor skills of these young children. Results : First, over the entire range of the participating children, there was a high correlation between the performance times from the 9-Hole Peg Test and the VMI performance scores(r=-.682). Second, there was not a statistically significant difference between the performance times from the 9-Hole Peg Test and the VMI scores according to sex. Third, there were significant differences between the hand dexterity and visual-motor skills according to the children's age(p<.001). Conclusion : This study proved that there is high correlation between hand dexterity and visual-motor skills of the preschooler. Occupational therapists in preschool service should consider that visual-motor skills need to be compatible with hand dexterity in both evaluation and therapy. In addition, hand dexterity and visual-motor skills improved according to advances in age, so we must give graded tasks to proper age groups through concrete analysis of activity. By doing this, children can get the better therapeutic effects.

• Journal of The Korean Society of Integrative Medicine
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• v.3 no.1
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• pp.1-10
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• 2015

Purpose: This study investigated the relationships of handwriting legibility and perceptual-motor skills, and handwriting speed and perceptual-motor skills. And identified the predictors that most affect the handwriting of preschool children. Methods: Twenty-three typically developing preschool aged children (mean age: 68.61 months, SD=2.04) were selected through the Korean-Denver Developmental Screening Test-2(K-DDST-2). The children were tested with regard to handwriting legibility, visual perception, visual-motor integration and fine-motor coordination. Results: First, a significant relationship was not found among handwriting legibility, visual perception, visual-motor integration and fine-motor coordination. Second, a significant relationship was found among handwriting speed, visual perception and fine-motor coordination. Third, stepwise multiple regression analyses showed that general visual perception were significant predictors for handwriting speed. Conclusion: Occupational therapists should evaluate children's visual perception levels utilizing a standardized test, and focus on general visual perception in order to improve handwriting skill(speed). Also, occupational therapists are expected to play an important role in the management and treatment of children's handwriting skills.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.1
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• pp.119-128
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• 2022

Purpose : The purpose of this study was to examine the effects of applying occupational therapy that uses motion recognition on the physical self-efficacy, visual-motor integration ability, and play skills of children who have neurodevelopmental disorder before and after treatment. Methods : This The study chose 16 children with neurodevelopmental disorder as research subjects who were randomly and evenly allocated into an experimental group and a control group. The experiment followed a pretest-posttest design. As an intervention, the experimental group received motion recognition-based occupational therapy and a separate sensory integration program. The control group only participated in the separate sensory integration program. The eight-week experiment duration included 24 intervention sessions where the a 50-minute session was implemented three times a week for eight weeks. To compare the physical self-efficacy, visual-motor integration ability, and play skills before and after the intervention, measurement tools including the Physical self efficacy, Beery VMI-6, and Penn interactive peer play scale were used. All measured variables were analyzed and expressed as mean, standard deviation and percentage. Results : The motion recognition-based occupational therapy demonstrated a significant effect on improving the physical self-efficacy, visual-motor integration ability, and play skills of the experimental group. The intervention also caused a significant difference between the experimental group and control group in terms of the physical self-efficacy, visual-motor integration ability, and play skills. Conclusion : We confirmed the possibility motion recognition-based occupational therapy could be effective in improving the physical self-efficacy, visual-motor integration ability, and play skills for patients who have neurodevelopmental disorder. Based on the study result, further future studies are expected based on this study result that prove the application effect of the motion recognition-based occupational therapy using disabled and non- disabled children as subjects are expected in the future.

• The Journal of Korean Academy of Sensory Integration
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• v.8 no.1
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• pp.61-72
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• 2010

Objective : This study tried to identify evaluation tools and intervention approaches that have been used regarding visual motor skills of children, in order to suggest the best evaluation method and intervention strategy. Methods : This study employed a systemic review. Papers researched for the review were selected from the PubMed which is a web engine to search academic articles. For search, time period of publication was limited from January 2001 to Jun 2010, and key words used were "visual motor and occupational therapy", "visuomotor and occupational therapy", and "perception and motor and occupational therapy". 13 papers among total 161 findings were selected for data analysis. Results : Through literature review, followings were founded. For population targeted in studies, children with developmental disorder are majority(20.00%) and those with handwriting problems are another major group(13.33%). DTVP(33.33%) and VMI(26.67%) are most common tools used to evaluate visual motor skills. Most frequently used intervention method is developmental skill based program(58.82) and the second common method is sensory integration therapy and sensory-based intervention(23.53%). Regarding the effectiveness of occupational therapy for visual motor skill, positive evidences with statistical power take 72.73%. Conclusion : The results imply that occupational therapy is effective for visual motor skill in children. It is suggested that further studies are needed to encompass effectiveness of occupational therapy in terms of children's occupational performance.

• Journal of the Korea Convergence Society
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• v.11 no.7
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• pp.59-71
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• 2020

The purpose of this study is to determine whether vision therapy improves symptom and visual perceptual skills in children with attention deficit hyperactivity disorder tendency who have visual problems. The subjects of this study were 10 children. Before and after vision therapy, the visual function test, developmental test of visual-motor integration, test of visual perceptual skills, and ADHD rating scale test were performed. Vision therapy was conducted twice a week for a period of 6 months to 1 year. After vision therapy, all subjects achieved normal ranges of visual function, sensory fusion, stereoacuity, vergence function, and convergence. The visual function and visual perceptual skill were improved and the score for ADHD symptoms was reduced. Therefore, it seems that vision therapy can be used to improve the symptoms and visual perception of children with ADHD.

• The Journal of Korean Academy of Sensory Integration
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• v.9 no.1
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• pp.21-31
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• 2011

Objective : This study investigated the relationships of handwriting legibility and perceptual-motor skills, and handwriting speed and perceptual-motor skills. And identified the predictors that most affect the handwriting of preschool children. Methods : Twenty-three typically developing preschool aged children (mean age: 68.61 months, SD=2.04) were selected through the Korean-Denver Developmental Screening Test-2(K-DDST-2). The children were tested with regard to handwriting legibility, visual perception, visual-motor integration and fine-motor coordination. Results : First, a significant relationship was not found among handwriting legibility, visual perception, visualmotor integration and fine-motor coordination. Second, a significant relationship was found among handwriting speed, visual perception and fine-motor coordination. Third, stepwise multiple regression analyses showed that general visual perception were significant predictors for handwriting speed. Conclusion : Occupational therapists should evaluate children's visual perception levels utilizing a standardized test, and focus on general visual perception in order to improve handwriting skill(speed). Also, occupational therapists are expected to play an important role in the management and treatment of children's handwriting skills.

• Therapeutic Science for Rehabilitation
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• v.9 no.1
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• pp.45-55
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• 2020

Objective : The purpose of this study was to investigate the effects of visual perception on driving performance and the importance of visual training for improving driving performance in patients with stroke. Methods : The evaluations, using MVPT(Motor-free Visual Perception Test), TMT A&B(Trail Making Test A & B), UFOV(Useful Field Of View test), and a driving simulator, were carried out with patients in department of physical medicine and rehabilitation in a rehabilitation hospital from October 2014 to November 2014. Results : Driving performance was related to the ability of various visual perceptions of patients with stroke, and the highest correlation was found in the UFOV subtest 2, TMT B, and MVPT. The results of discriminant analysis indicated a sensitivity of 100.0%, specificity of 80.0%, and predicted the results of the driving simulator with 89.5% accuracy. Conclusion : This study found that visual-perception skills influence driving performance and suggested the importance of visual-perception skill training for driving.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.80-86
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• 2018

The intervention of Autism Spectrum Disorder (ASD) is limited research focus on the effect of occupational-based intervention. This study sought to determine the effect of occupational-based intervention of chopstick skills for children with ASD. This study included a total of 3 children with ASD.Using single-subject study design, a changing criterion design and ABC design were implemented. The participants' behavior was observed and recorded throughout each session. In this study, the results were analyzed through visual graphs. The amount of food that was moved using the chopsticks was gradually increased. The results show that all participants significantly improved in their ability to use chopsticks in each intervention session. In addition, Assessment of Motor and Process Skills (AMPS) improved the generalization. According to the AMPS, both the overall motor and process skills increased from baseline an average of 0.7 logit. The results of this study showed occupational-based intervention on chopsticks skill to be effective in acquisition and generalization of chopstick skill in children with ASD.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.221-227
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• 2016

This study was conducted to identify sensory processing factors that affect motor and process skills of children with cerebral palsy. A total of 36 children with cerebral palsy who attended at the J pediatric development center and the N rehabilitation hospital in Seoul participated. Pearson's correlation coefficients were used to test the relationship between motor skills, process skills and sensory processing abilities of children. Moreover, hierarchical multiple regression was used to identify the sensory processing factors influencing motor and process skills. Motor skills of children with cerebral palsy were correlated with auditory filtering, low energy/weakness, and visual/auditory sensitivity of sensory processing items, whereas process skills were correlated with tactile sensitivity and taste/smell sensitivity. The hierarchical regression model for motor skills revealed movement sensitivity, auditory filtering, and low energy/weakness as significant factors influencing sensory processing items. However, no factors were shown to influence process skills. The results of this study will be useful as a basic resource for rehabilitation of children with cerebral palsy. However, further studies evaluating a larger population should be conducted to verify the results presented herein.

• Therapeutic Science for Rehabilitation
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• v.5 no.1
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• pp.77-87
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• 2016

Objective : The purpose of this study is to investigate the impact of task-oriented approach based on upper limb coordinated movement on the ability of the Korean handwriting in children with developmental coordination disorder(DCD). Methods/Design : This randomized controlled trial designed as a pre-/post- test will compare the effectiveness of task-oriented approach and process-oriented approach on handwriting performance for children with DCD aged 5 to 10. These interventions consist of 10 training sessions and 4 assessment sessions over 7weeks. Children will be measured regard to handwriting legibility, speed and pre-handwriting skills including upper limb movement skills, visual perception and visual motor coordination. Conclusion : This is the first attempt to investigate effects of a task-oriented approach in children with DCD. The significance of this study is to provide the clinical evidences to apply the task-oriented approach improves the children's handwriting performance. Furthermore it will also present a more effective intervention for handwriting by figuring out each approach's impact on the improvement of pre-handwriting skills.