Department of Psychology, Florida State University, Tallahassee, FL, USA.
Programs in Occupational Therapy, Columbia University, New York, NY, USA.
Child Neuropsychol. 2022 Feb;28(2):224-243. doi: 10.1080/09297049.2021.1967913. Epub 2021 Sep 8.
Visual-motor integration, motor coordination, and visual perception are associated with academic achievement in early school-aged children; however, our understanding of these associations in older school-aged children and children with neurodevelopmental disorders is limited. A well-characterized, clinically evaluated sample of 39 children with and without ADHD ages 8-13 ( = 10.07, = 1.56; 14 girls; 67.5% White/non-Hispanic) were administered standardized academic and visual-motor integration tests. Results: Backward entry regression analyses that initially included age, sex, socioeconomic status, ADHD symptoms, comorbidities, and IQ revealed that better visual perception uniquely predicted better-developed reading (β = .38) and math skills (β = .21; both < .03), whereas better motor coordination was associated with better reading (β = .25), writing (β = .50), and math skills (β = .21 all < .05). The integration of visual perception and motor coordination processes was uniquely associated only with math skills (β = .28; = .007). Children with ADHD exhibited significantly lower visual-motor integration ( = 1.16) and potentially motor coordination ( = 0.51), but did not differ from Non-ADHD children in terms of visual perception ( = 0.03). These findings extend prior evidence from younger, neurotypical samples, and indicate that underdeveloped visual-motor integration and/or its subcomponents (visual perception and motor coordination) reflect unique risk factors for academic underachievement in school-aged children's math, reading, and written language skills.
视动整合、动作协调和视觉感知与学龄期儿童的学业成绩相关;然而,我们对大龄儿童和神经发育障碍儿童的这些关联的理解有限。我们对 39 名患有和未患有 ADHD 的儿童进行了一项特征明确、经过临床评估的样本研究,这些儿童年龄在 8-13 岁之间( = 10.07, = 1.56;14 名女孩;67.5%为白种人/非西班牙裔),并对他们进行了标准化的学业和视动整合测试。结果:最初包含年龄、性别、社会经济地位、ADHD 症状、共病和智商的向后进入回归分析表明,更好的视觉感知可预测更发达的阅读(β =.38)和数学技能(β =.21;均 <.03),而更好的动作协调与更好的阅读(β =.25)、写作(β =.50)和数学技能(β =.21;均 <.05)相关。视觉感知和动作协调过程的整合仅与数学技能相关(β =.28; =.007)。患有 ADHD 的儿童的视动整合( = 1.16)和可能的动作协调( = 0.51)明显较低,但在视觉感知方面与非 ADHD 儿童没有差异( = 0.03)。这些发现扩展了来自年龄较小的神经典型样本的先前证据,并表明发育不良的视动整合和/或其亚成分(视觉感知和动作协调)反映了学龄儿童数学、阅读和书面语言技能学业成绩不良的独特风险因素。