Visual-motor integration in children with and without Developmental disorders

Vizuomotorna integracija je složeni proces koji nastaje spajanjem motoričkog izlaza i vizuelnog ulaza, odnosno to je sposobnost povezivanja pokreta oka i ruke sa vizuelnim informacijama. Deca sa problemima vizuomotorne integracije mogu da imaju teškoće sa motoričkim aktivnostima koje zahtevaju vizuelni input i povratnu spregu. Cilj istraživanja je bio da se proceni vizuomotorna integracija kod dece sa i bez smetnji u razvoju, koja pohađaju prvi razred osnovne škole. Uzorak istraživanja je formiran od 105 učenika oba pola. Prosečan uzrast učenika je Mdn = 7,7 godina. U odnosu na tip razvoja bilo je 28,6% učenika tipičnog razvoja i 71,4% učenika sa smetnjama i poremećajima u razvoju (učenici sa motoričkim smetnjama i poremećajima, učenici sa senzornim smetnjama i poremećajima i učenici sa kognitivnim smetnjama i poremećajima). Za procenu vizuomotorne integracije korišćen je subtest 2, Fina motorička integracija iz baterije testova Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2; Bruininks & Bruininks, 2005). U statističkoj obradi podataka primenjene su mere prebrojavanja, mere centralne tendencije i mere varijabilnosti, a za utvrđivanje razlike između grupa primenjena je jednofaktorska analiza varijanse sa naknadnim Post-hoc testovima. Rezultati pokazuju da sve grupe ispitanika ostvaruju niža prosečna postignuća u odnosu na maksimalno moguće postignuće. Istovremeno, statistički značajna razlika (p ≤ .05) je otkrivena između ispitanika tipičnog razvoja i svih grupa ispitanika sa smetnjama u razvoju, dok između grupa ispitanika sa smetnjama u razvoju ta razlika nije na nivou statističke značajnosti. Ovi rezultati upućuju na značaj i potrebu stimulacije vizuomotorne integracije, kako kod dece sa smetnjama u razvoju, tako i kod dece tipičnog razvoja. Ukoliko ova sposobnost ne bude na vreme podvrgnuta preventivno – korektivnim programima može da utiče na smanjenu fizičku aktivnost i participaciju dece u vršnjačkim igrama, ali i da ostavi posledice na usvajanje akademskih veština, poput čitanja i pisanja.Visual-motor integration is a complex process that arises by merging motor output and visual input. This is the ability that connect eye and hand movements with visual information. Children with visual-motor integration problems may have difficulty with motor activities that require visual input and feedback. The aim of the research was to evaluate the visual-motor integration in children with and without developmental disorders, who attend the first grade of elementary school. The research sample was formed of 105 participants of both sexes. The average age of participants was Mdn = 7.7 years. In relation to the type of development, there were 28.6% of children with typical development and 71.4% of children with developmental disorders (children with motor, sensory and cognitive disorders). Subtest 2, Fine Motor Integration from the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2; Bruininks & Bruininks, 2005) was used to assess visual-motor integration. Counting measures, measures of central tendency and measures of variability were applied in statistical data processing, and one-factor analysis of variance with subsequent Post-hoc tests was used to determine the difference between groups. The results showed that all groups of participants achieved lower average achievements compared to the maximum possible achievement. At the same time, a statistically significant difference (p ≤ .05) was detected between participants with typical development and all groups of participants with developmental disorders, while between groups of participants with developmental disorders this difference was not at the level of statistical significance. These results indicate the importance and need to stimulate visualmotor integration, both in children with developmental disorders and in children of typical development. If this ability is not subjected to preventive and corrective programs in time, it can affect the reduced physical activity and participation of children in peer games, but it can also have consequences for the acquisition of reading and writing skills