Fahimeh Adibsaber; Soleyman Ansari Kolachahi; Akbar Allahyari Karnagh; Rajab Ali Ahmadi; Babak Barkadehi
Abstract
.Introduction: This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.Methods: The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers ...
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.Introduction: This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.Methods: The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers for special needs in Rasht City in 2022. One hundred people (25 participants for each group) were considered as statistical samples. Eight sub-tests of the shortened form of Bruininks-Oseretsky Test of Motor Proficiency - Second Edition (BOT-2) were used to collect data. Analysis of variance test was used to analyze the research data at the significance level of 0.05.Results: The results showed that in the sub-tests of movement speed and agility, balance, strength, reaction time, upper limb dexterity, and the total score of motor proficiency, the performance of children with autism spectrum and Down syndrome was weaker than the other two groups (P=0.001). There was no significant difference between the two groups of normal and intellectually disabled children in the balance and strength subtests (P>0.05). Also, in bilateral coordination and visual-motor control subtests, children with autism had a weaker performance than the other three groups (P=0.001), and no significant difference was observed between the other three groups (P>0.05).Conclusion: Considering the poor motor skills of children with autism spectrum and Down syndrome, and the effect of motor skills on social, academic, and learning skills, it seems necessary to include motor skills training and exercises for children with special needs at younger ages in educational programs of special schools and occupational therapy centers.
Ghamar Mehri; Hasan Mohammadzadeh; Malek Ahmadi
Abstract
Introduction: Hearing impairment is a type of children's sensory disorder that cause problems in the daily life of children and parents. This research aimed to determine the effect of sensory-motor training on fine motor skills and the psychological well-being of children with hearing impairment.Methods: ...
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Introduction: Hearing impairment is a type of children's sensory disorder that cause problems in the daily life of children and parents. This research aimed to determine the effect of sensory-motor training on fine motor skills and the psychological well-being of children with hearing impairment.Methods: This applied research was a quasi-experimental type with a pre-test and post-test design. The statistical population included children with a hearing impairment from the elementary exceptional student education center in Ardabil City. To participate in this research, the hearing threshold of each student was measured using an audiometer. By using the convenience sampling method, 20 samples were selected and assigned to two control (N=10) and experimental (N=10) groups. The measurement tools included Peabody Developmental Motor Scale (PDMS) for fine motor skills and the Strengths and Difficulties Questionnaire (SDQ) for psychological well-being assessment. No training was given to the groups before the intervention. The experimental group performed 45-minute sessions of sensory-motor integration training for eight weeks and six days a week, by imitating the coach's movements and trying to coordinate with the group at the same time. The control group participated in daily activities. The analysis of the covariance (ANCOVA) test was used for statistical analysis.Results: sensory-motor integration training had a significant effect on improving children's fine motor skills and well-being and cause improvement in the levels of both factors.Conclusion: Participating in sensory-motor training can be of great help in reducing motor and psychological problems of children with hearing impairment.
Farnaz Torabi; Matine Razavi
Abstract
The aim of this study was to investigate the effect of fine motor skills on stereotyped movements of children with autism aged 7 to 15 years in Khomein in 1399. In this quasi-experimental study, 20 children with autism were selected by available sampling method from Khomein Sustained Autism Rehabilitation ...
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The aim of this study was to investigate the effect of fine motor skills on stereotyped movements of children with autism aged 7 to 15 years in Khomein in 1399. In this quasi-experimental study, 20 children with autism were selected by available sampling method from Khomein Sustained Autism Rehabilitation Center. Then the subjects were randomly divided into two control groups (n = 10) with mean age (10 ± 16/3) and mean height (118 ± 42/23) and mean weight (42 ± 16/7) and experimental group (n = 10) With mean age (12 ± 79/2) and mean height (116 ± 67/34) and mean weight (38 ± 34/8). The experimental group received 15 sessions of 40 minutes (three sessions per week) of fine motor skills training, and the control group performed their daily activities during this period. The Gilliam (Garz) autism test was used to assess stereotyped movements. Data analysis was performed by Leven, Kolmogorov-Smirnov test and multivariate variance at the significant level of P
Sogand Ghasemzadeh; Nayereh Naghdi; Gholam.Ali Afrooz
Abstract
The present study aimed at investigating the effect of games and activities based on Sher’s Project on slow-paced children’s fine and gross motor skills. The population of the study consisted of all slow-paced children aged between 6 and 8 in the city of Isfahan during the 2015-2016 ...
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The present study aimed at investigating the effect of games and activities based on Sher’s Project on slow-paced children’s fine and gross motor skills. The population of the study consisted of all slow-paced children aged between 6 and 8 in the city of Isfahan during the 2015-2016 academic year. The sample included 30 male slow-paced students selected by the convenience sampling method. Then, they were randomly divided into two groups: experimental (15 participants) and control (15 participants). To assess their fine and gross motor skills, the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) was employed. The experimental group was trained with games and activities based on Sher’s Project during 24 one-hour sessions, and the control group received no training. To analyze the data, SPSS-21 and MANCOVA were used. The results indicated that games and activities based on Sher’s Project affected gross motor skills (P=0.001) and fine motor skills (P=0.001) in slow-paced children. Accordingly, it can be inferred that games and activities based on Sher’s Project are appropriate to improve fine and gross motor skills in slow-paced children and can be used in educational and rehabilitation centers.
Alireza Farsi; Behroz Abdoli; Maryam Kaviani; Akram Kaviani
Volume 2, Issue 2 , July 2010
Abstract
The purpose of this study was to investigate the effect of perceptual – motor experience on motor development quotient of fine and gross motor skills in infants. Fifteen 5-8-month-old healthy infants participated randomly in this study and were divided homogenously into two groups (experimental and ...
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The purpose of this study was to investigate the effect of perceptual – motor experience on motor development quotient of fine and gross motor skills in infants. Fifteen 5-8-month-old healthy infants participated randomly in this study and were divided homogenously into two groups (experimental and control) according to their age. Experimental group had 36 training sessions, each session an hour at a perceptual – motor enriched environment. Peabody motor development scale was used to evaluate fine and gross motor skills. Data were analyzed by independent t test. Results indicated a significant difference in mean score of motor development quotient between fine motor skills (p=0.004) and gross motor skills (p=0.02). These findings showed that training and experience had a positive effect on motor development generally and on motor development quotient of fine and gross motor skills specifically. In other words, training and experience were positive factors of fundamental and basic motor skills development of the infants in both groups. These results are in line with the perspective of dynamic systems of motor development.
