Visual Motor Integration

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Introduction[edit | edit source]

The concept of visual-motor integration (VMI) is complex and influenced by various factors, including visual receptive functions, visual cognitive functions, fine motor ability and the coordination of visual, cognitive and motor processess[1].

Background[edit | edit source]

The integration of visual and motor skills holds significance in the development of children. It is closely linked to various functional abilities and the capacity to engage in daily tasks[2]. For instance, visual-motor integration plays a crucial role in the acquisition of handwriting skills[3]. Approximately 10% to 30% of school-aged children are estimated to encounter difficulties with handwriting[4].Various research has noted that visual-motor integration is a significant predictor of handwriting performance[1][5].This is especially in the early grades, as younger students often depend more on visual feedback and motor information to guide their movements when forming and replicating letters[6][7]. Beyond its impact on the development of handwriting, difficulties in visual-motor integration are likely to have repercussions on academic performance in areas such as reading and mathematics[8].

Clinical Presentation[edit | edit source]

There are different diagnosis that may influence the visual-motor integration:

  • Children born preterm[9]
  • Children with Cerebral Palsy (CP): several studies were at a consensus that CP negatively impacts VMI skills[10][11][12]
  • Children with Brachial Plexus Injury: several studies were at consensus that brachial plexus injury may have a negative impact on VMI skills[13][14]. The extent of impairment in Brachial Plexus Injury is associated with adverse effects on physical functioning, particularly affecting tasks related to VMI[15].
  • Children and adults with Autism Disorder (ASD): studies are at consensus that ASD negatively impacts VMI skills[16][17][18].

Diagnostic Procedures[edit | edit source]

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Diagnostic instruments[edit | edit source]

add links to outcome measures here (see Outcome Measures Database)

Therapy interventions[edit | edit source]

  • The utilization of visual perception exercises, whether motor-independent or motor-dependent, can serve as an effective intervention to enhance the visual-motor integration of children with ADHD[19]
  • Engaging in visual perceptual interventions positively impacted the VMI skills and performance in daily activities for children with Cerebral Palsy[10][11][12]

Differential Diagnosis
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Resources
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References[edit | edit source]

  1. ↑ 1.0 1.1 Dankert HL, Davies PL, Gavin WJ. Occupational therapy effects on visual motor skills in preschool children. American Journal of Occupational Therapy. 2003; 57(5): 542-549
  2. ↑ Marr D, Cermak S. Predicting handwriting performance of early elementary students with the developmental test of visual-motor integration. Perceptual and Motor Skills. 2002; 95(1): 661-669
  3. ↑ Volman MJM, van Schendel B, Jongmans MJ. Handwriting difficulties in primary school children: A search for underlying mechanisms. American Journal of Occupational Therapy. 2006; 60(4): 451-460
  4. ↑ Karlsdottir R, Stefansson T. Problems in developing functional handwriting. Perceptual and Motor Skills. 2002; 94(2): 623-662
  5. ↑ Feder KP, Majnemer A. Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology. 2007; 49(4): 312-317
  6. ↑ Klein S, Guiltner V, Sollereder P, Cui Y. Relationships between fine-motor, visual-motor, and visual perception scores and handwriting legibility and speed. Physical & Occupation Therapy in Pediatrics. 2011; 31(1): 103-114
  7. ↑ Overvelde A, Hulstijn W. Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics. Research in Developmental Disabilities. 2011; 32(2): 540-548
  8. ↑ Sortor JM, Kulp MT. Are the results of the Beery-Buktenica developmental test of visual-motor integration and its subtests related to achievement test scores? Optometry and Vision Science. 2003; 80(11): 758-763
  9. ↑ Pereira FL, Gaspardo CM. Neonatal pain and developmental outcomes in children born preterm: An updated systematic review. Psychology & Neuroscience. 2024; 17(1):1-15
  10. ↑ 10.0 10.1 Alwhaibi RM, Alsakhawi RS, ElKholi SM. Augmented biofeedback training with physical therapy improves visual-motor integration, visual perception, and motor coordination in children with spastic hemiplegic cerebral palsy: a randomised control trial. Physical & Occupational Therapy in Pediatrics. 2020; 40(2): 134-151
  11. ↑ 11.0 11.1 Alwhaibi RM, Alsakhawi, ElKholi SM. Effects of auditovisual feedback on eye-hand coordination in children with cerebral palsy. Research in Developmental Disabilities. 2020; 101: 103635
  12. ↑ 12.0 12.1 Cho M, Kim D, Yang Y. Effects of visual perceptual interventions in visual motor integration and activities of daily living performance of children with cerebral palsy. Journal of Physical Therapy Science. 2008; 27(2): 411-413
  13. ↑ van der Holst M, Steenbeek D, Pondaag W, Nelissen RGHH, Vliet Vlieland TPM. Neonatal Brachial Plexus Palsy in Children Aged 0 to 2.5 Years; Parent-Perceived Family Impact, Quality of Life, and Upper Extremity Functioning. Pediatric Neurology. 2016; 62: 34-42
  14. ↑ Bellows D, Bucevska M, Verchere C. Coordination and balance in children with birth-related brachial plexus injury: a preliminary study. Physiotherapy Canada. 2015; 67(2): 105-112
  15. ↑ Lazzeri de Medeiros D, Agistinho NB, Mochizuki L, Siriani de Oliveira A. Quality of life and upper limb function of children with neonatal brachial plexus palsy. Revista Paulista de Pediatria. 2020; 38: 2018304
  16. ↑ Dowd A, McGinley J, Taffe J, Rinehart N. Do planning and visual integration difficulties underpin motor dysfunction in autism? A kinematic study of young children with autism. Journal of Autism & Developmental Disorders. 2012; 42(8): 1539-1548
  17. ↑ Englund JA, Decker SL, Allen RA, Roberts AM. Common cognitive deficits in children with attention-deficit/hyperactivity disorder and Autism. Journal of Psychoeducational Assessment. 2014; 32(2): 95-106
  18. ↑ Green RR, Bigler ED, Froehlich A, Prigge MBD, Travers BG, Cariello A, Anderson JS, Zielinski BA, Alexander A, Lange N, Lainhart JE. Beery VMI performance in autism spectrum disorder. Child Neuropsychology. 2016; 22(7): 795-817
  19. ↑ Sherejini NA, Molanorouzi K, Vakili S. Comparison of the Effect of Motor Independent/Dependent Visual Perception Practice on Visual-Motor Activity Disorder. Journal of Medical Council. 2023; 41(2): 152-159
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