Visual Perceptual Motor Training on Kindergarteners

NCT05795738 | Recruiting

• 1 other identifier: A-ER-111-161
• Study Type: interventional
• Target: 180
• Locations: 1 country
• Sites: 1

Brief Summary

The study aims to investigate the effects of different visuomotor training programs on children's visuomotor skills and handwriting performance.

Conditions

Agraphia

Keywords

Visual; Kindergarten; Chinese

Outcome Measures

Primary Outcomes (5)

• The Chinese Handwriting Test

  the change of the handwriting performance

  baseline, after 12-week intervention, through study completion, an average of 1 year

• The Chinese character recognition Test

  the change of the Chinese character recognition ability

  baseline, after 12-week intervention, through study completion, an average of 1 year

• The Chinese Handwriting Evaluation Form (preschool version)

  the change of handwriting performance by kindergarten teacher's rating

  baseline, after 12-week intervention

• The Chinese Handwriting Evaluation Form (School-aged version)

  the change of handwriting skills by teacher's rating

  through study completion, an average of 1 year

• The Battery of Chinese Basic Literacy

  the change of reading and handwriting skills

  through study completion, an average of 1 year

Secondary Outcomes (3)

• Test of Visual Perceptual Skills-Fourth Edition (TVPS-4)

  baseline, after 12-week intervention, through study completion, an average of 1 year

• The Bruininks-Oseretsky Test of Motor Proficiency-Second Edition (BOT-2)

  baseline, after 12-week intervention, through study completion, an average of 1 year

• The Berry-Buktenica Developmental Test of Visual-Motor Integration- Forth Edition (VMI)

  baseline, after 12-week intervention, through study completion, an average of 1 year

Study Arms (3)

Control group

NO INTERVENTION

regular kindergarten education

Chinese characters-based visual-motor program

EXPERIMENTAL

visual perceptual motor activities using Chinese characters as activity materials.

Behavioral: Chinese character-based visuomotor training program

traditional visual-motor training program

EXPERIMENTAL

visual perceptual motor activities using commercial or self-designed toys and pencil-paper sheets as activity materials.

Behavioral: traditional visuomotor training program

Interventions

Chinese character-based visuomotor training program BEHAVIORAL

this program includes visual-perceptual-motor play, paper-pencil activities, and ipad games using Chinese character as activity materials

Chinese characters-based visual-motor program

traditional visuomotor training program BEHAVIORAL

this program includes play and paper-and-pencil activities, ipad games using commercial or self-designed stuffs as activity materials

traditional visual-motor training program

Eligibility Criteria

• Age: 5 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Kindergarten children who will study the first grade in coming September
• Both parents are native Mandarin Chinese speakers

You may not qualify if:

• A diagnosis of significant neurological, muscular, and skeletal system disorders
• Visual or hearing problems that cannot be corrected to be normal
• Genetic or chromosomal abnormality
• Significant neurological, muscular, and skeletal damage to the trunk or upper extremities
• moderate or severe intellectual disabilities

Sponsors & Collaborators

• National Cheng-Kung University Hospital: lead
• National Science and Technology Council: collaborator

Study Sites (1)

National Cheng Kung University

Tainan, 701, Taiwan

RECRUITING

Related Publications (17)

• Chen YN, Lin CK, Wei TS, Liu CH, Wuang YP. The effectiveness of multimedia visual perceptual training groups for the preschool children with developmental delay. Res Dev Disabil. 2013 Dec;34(12):4447-54. doi: 10.1016/j.ridd.2013.09.023. Epub 2013 Oct 11.

  PMID: 24120756 BACKGROUND

• Chang SH, Yu NY. Visual and Haptic Perception Training to Improve Handwriting Skills in Children With Dysgraphia. Am J Occup Ther. 2017 Mar/Apr;71(2):7102220030p1-7102220030p10. doi: 10.5014/ajot.2017.021311.

  PMID: 28218589 BACKGROUND

• Dankert HL, Davies PL, Gavin WJ. Occupational therapy effects on visual-motor skills in preschool children. Am J Occup Ther. 2003 Sep-Oct;57(5):542-9. doi: 10.5014/ajot.57.5.542.

  PMID: 14527116 BACKGROUND

• Daly CJ, Kelley GT, Krauss A. Relationship between visual-motor integration and handwriting skills of children in kindergarten: a modified replication study. Am J Occup Ther. 2003 Jul-Aug;57(4):459-62. doi: 10.5014/ajot.57.4.459.

  PMID: 12911088 BACKGROUND

• Feder KP, Majnemer A, Bourbonnais D, Platt R, Blayney M, Synnes A. Handwriting performance in preterm children compared with term peers at age 6 to 7 years. Dev Med Child Neurol. 2005 Mar;47(3):163-70. doi: 10.1017/s0012162205000307.

  PMID: 15739720 BACKGROUND

• Feder KP, Majnemer A. Handwriting development, competency, and intervention. Dev Med Child Neurol. 2007 Apr;49(4):312-7. doi: 10.1111/j.1469-8749.2007.00312.x.

  PMID: 17376144 BACKGROUND

• Hwang YS, Su PF, Hsiao YL, Tsai WH, Hung JY. Developing a Nomogram Model to Predict the Risk of Poor Chinese Handwriting in First Grade. Am J Occup Ther. 2020 Sep/Oct;74(5):7405205080p1-7405205080p8. doi: 10.5014/ajot.2020.038711.

  PMID: 32804626 BACKGROUND

• Lee TI, Howe TH, Chen HL, Wang TN. Predicting Handwriting Legibility in Taiwanese Elementary School Children. Am J Occup Ther. 2016 Nov/Dec;70(6):7006220020p1-7006220020p9. doi: 10.5014/ajot.2016.016865.

  PMID: 27767941 BACKGROUND

• Ohl AM, Graze H, Weber K, Kenny S, Salvatore C, Wagreich S. Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students. Am J Occup Ther. 2013 Sep-Oct;67(5):507-14. doi: 10.5014/ajot.2013.008110.

  PMID: 23968788 BACKGROUND

• Poon KW, Li-Tsang CW, Weiss TP, Rosenblum S. The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties. Res Dev Disabil. 2010 Nov-Dec;31(6):1552-60. doi: 10.1016/j.ridd.2010.06.001.

  PMID: 20621444 BACKGROUND

• Prunty M, Barnett AL, Wilmut K, Plumb M. Visual perceptual and handwriting skills in children with Developmental Coordination Disorder. Hum Mov Sci. 2016 Oct;49:54-65. doi: 10.1016/j.humov.2016.06.003. Epub 2016 Jun 18.

  PMID: 27327259 BACKGROUND

• Ratzon NZ, Efraim D, Bart O. A short-term graphomotor program for improving writing readiness skills of first-grade students. Am J Occup Ther. 2007 Jul-Aug;61(4):399-405. doi: 10.5014/ajot.61.4.399.

  PMID: 17685172 BACKGROUND

• Taverna L, Tremolada M, Dozza L, Zanin Scaratti R, Ulrike D, Lallo C, Tosetto B. Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders? Int J Environ Res Public Health. 2020 Mar 24;17(6):2166. doi: 10.3390/ijerph17062166.

  PMID: 32214003 BACKGROUND

• Tse LF, Thanapalan KC, Chan CC. Visual-perceptual-kinesthetic inputs on influencing writing performances in children with handwriting difficulties. Res Dev Disabil. 2014 Feb;35(2):340-7. doi: 10.1016/j.ridd.2013.11.013. Epub 2013 Dec 11.

  PMID: 24333804 BACKGROUND

• Tseng MH, Chow SM. Perceptual-motor function of school-age children with slow handwriting speed. Am J Occup Ther. 2000 Jan-Feb;54(1):83-8. doi: 10.5014/ajot.54.1.83.

  PMID: 10686631 BACKGROUND

• van Hartingsveldt MJ, Cup EH, Hendriks JC, de Vries L, de Groot IJ, Nijhuis-van der Sanden MW. Predictive validity of kindergarten assessments on handwriting readiness. Res Dev Disabil. 2015 Jan;36C:114-124. doi: 10.1016/j.ridd.2014.08.014. Epub 2014 Oct 16.

  PMID: 25462472 BACKGROUND

• Volman MJ, van Schendel BM, Jongmans MJ. Handwriting difficulties in primary school children: a search for underlying mechanisms. Am J Occup Ther. 2006 Jul-Aug;60(4):451-60. doi: 10.5014/ajot.60.4.451.

  PMID: 16915876 BACKGROUND

MeSH Terms

Conditions

Agraphia

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Specific Learning Disorder; Learning Disabilities; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Yea-Shwu Hwang, ScD

  National Cheng Kung University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Yea-Shwu H Hwang, ScD

CONTACT

886-62353535; yshwang@mail.ncku.edu.tw

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The assessors are blinded to the assigned group of participants
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: March 5, 2023
• First Posted: April 3, 2023
• Study Start: November 1, 2022
• Primary Completion (Estimated): August 31, 2026
• Study Completion (Estimated): August 31, 2026
• Last Updated: March 26, 2024

Record last verified: 2023-05

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)