Rehabilitation and management of visual dysfunction following traumatic brain injury
Mark J. Ashley, David A. Hovda in Traumatic Brain Injury, 2017
Manipulatives are objects that can be used on the tabletop so that they can be handled, rotated, rearranged, and examined in a very concrete way. They allow for learning higher-order visual concepts, such as visual discrimination, form perception, and spatial orientation and organization, with very concrete tools. These include blocks and puzzles specifically designed to teach perceptual skills. Other common examples of manipulatives are flannel boards (used with felt shapes of varied sizes and colors), geo boards (i.e., boards with evenly spaced pegs on which designs are made by stretching rubber bands between the pegs), or Peg-BoardsTM, which can be used for reproducing patterns with or without rotations in orientation. Manipulatives also provide excellent eye–hand coordination activity.
Sensory Development and Motor Control in Infants and Children
Mark De Ste Croix, Thomas Korff in Paediatric Biomechanics and Motor Control, 2013
Piaget (1953) considered that reflexes were the infant’s first sensorimotor experiences and believed it was through these reflexes that infants gained knowledge. However, there is considerable evidence that newborns have coordinated sensorimotor experiences that are not related to reflexes. One key study that identified early intentional movements was that of von Hofsten (1982). He provided evidence that three-day-old infants extend their arm towards an object they fixate on, providing evidence for eye–hand coordination. Furthermore, hand-to-mouth movements have been identified in utero (de Vries et al. 1982) and continue at birth. Piaget would consider these movements unintentional and not involving sensory-motor coordination. However, a study by Butterworth and Hopkins (1988) using motion analysis found that newborns opened their mouth as the hand approached the face. This demonstrated intention, hence eye–hand coordination.
Vocational Services
Diane Gibson in Group Protocols: A Psychosocial Compendium, 2014
Cognitive and Fine Motor Skills Demonstrate an ability to make decisions concerning the selection of task sequence, proper tools, and method occasionally.Identify and solve problems utilizing resources in an appropriate manner occasionally.Demonstrate an ability to perform tasks of gradually increased complexity.Set an appropriate pace in relation to task frequently.Consult with group leader and/or other group members (when appropriate) for needed assistance frequently.Demonstrate ability to manipulate tools and materials frequently.Demonstrate eye-hand coordination most of the time.
Combining Action Observation and Motor Imagery Improves Eye–Hand Coordination during Novel Visuomotor Task Performance
Published in Journal of Motor Behavior, 2020
Ben Marshall, David J. Wright, Paul S. Holmes, Greg Wood
In this study, we compared the effects of three types of AO viewing instructions (AO + MI; AO; PO) and PP on the development of eye-hand coordination and performance of a novel visuomotor task. It was predicted that AO + MI instructions would lead to greater improvements in performance (i.e., reductions in completion time) and facilitate an earlier shift to a proactive gaze strategy than AO or PO instructions. The results of this experiment partially support our hypotheses. The AO + MI group improved their performance to a significantly greater extent than the control group, and these improvements were underpinned by changes in proactive gaze behavior. Specifically, after training, the AO + MI group exhibited higher target locking scores that were not significantly different to the PP group but significantly higher than the control group. A positive shift in target locking score indicates that more time is spent fixating targets than the cursor and is representative of increased top-down attentional control and superior eye-hand coordination (Sailer et al., 2005). Finally, the importance of the improvement in target locking score for the AO + MI group was reflected in the regression analysis that revealed a significant positive relationship between target locking score and task performance. This evidence suggests that the AO + MI intervention helped participants to develop more proactive, feedforward, gaze behavior and that this helped to improve their rate of visuomotor adaptation, compared to a control group.
Psychomotor, Psychosocial and Reading Skills in Children with Amblyopia and the Effect of Different Treatments
Published in Journal of Motor Behavior, 2021
Hernández-Andrés Rosa, Alacreu-Crespo Adrián, Insa-Sánchez Beatriz, Luque-Cobija María-José, Serrano Miguel-Ángel
Amblyopia does not affect only VA and stereopsis, but also other abilities based on visual perception that have an important impact on children’s life (Webber, 2018), as ocular movement control (Wang et al., 2015), contrast sensitivity (Hess et al., 2009; 2010) or accommodation (Manh et al., 2015; Singman et al., 2013). Therefore, the impact of amblyopia on vision-related skills is observed through the relationship of fine motor skills, reduced VA and stereopsis (Webber, 2018). In addition, deficits in visual skills, along with deficiencies in binocular vision cause alterations in the execution of other daily activities (Grant & Moseley, 2011). Several studies report deficits in tasks that require eye-hand coordination (Birch et al., 2015;; O’Connor et al., 2010a). Reaching and manipulating static or moving objects require this ability and involve a series of actions influenced by the visual information provided by the object and its environment (Grant & Moseley, 2011). In fact, these tasks are performed faster and more accurately when binocular vision is used, so they affect children with amblyopia (Grant et al., 2007; Suttle et al., 2011; Webber et al., 2008).
Learnings in developmental and epileptic encephalopathies: what do we know?
Published in Expert Review of Neurotherapeutics, 2023
Martina Giorgia Perinelli, Antonella Riva, Elisabetta Amadori, Roberta Follo, Pasquale Striano
Neuro-visual rehabilitation strategies may be also proposed to improve dorsal stream processing [80,91], which is frequently impaired in children with DEEs. For instance, neuro-visual rehabilitation must deal with all aspects of visual function through both the maintenance and enhancement of visual potentials (visual-motor training) and the identification, recognition and processing of the image perceived visually in the brain (visual-perceptive training). This improves the quality of the perceived image and consequently increases eye-hand coordination. The recovery of oculomotor functions can occur through the stimulation of eye movements and the implementation of exploration to obtain a first awareness of visual skills. Exercises for fixation and eye motility (tracking, climbing, attraction and exploration saccharides), visual-motor coordination exercises and exercises to activate visual attention may be present. In addition, exercises to improve overall motility must be proposed.
Related Knowledge Centers
- Motor Coordination
- Eye Movement
- Visual Perception
- Proprioception
- Multisensory Integration
- Fitts'S Law
- Bálint'S Syndrome
- Parkinson's Disease
- Motor Skill
- Neuroplasticity