Developmental Delay, Preterm Children
Conditions
Keywords
visual motor, kindergarten children, developmental delay
Brief summary
The study aims to investigate the feasibility and effectiveness of the traditional and computerized home-based visual-motor training programs on at-risk kindergarteners.
Detailed description
The purpose of this project is to investigate the feasibility and effectiveness of home-based traditional visual-motor activities and tablet games on fine motor, visual perception, visuo-motor integration, handwriting performance, and adaptive behaviors of at-risk kindergarteners. At-risk kindergarteners will be randomized into the three groups: control, traditional, and tablet groups. In addition to regular early intervention, children in the traditional and tablet group will receive home-based visuo-motor training program with their parents. Children in the control group will only receive regular intervention during the study period.
Interventions
BEHAVIORALTraditional visual-motor training program
Traditional visual-motor program includes play and paper-and-pencil activities
BEHAVIORALComputerized visual-motor training program
Computerized visual-motor training program includes tablet visual-motor games
Sponsors
National Cheng-Kung University Hospital
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Masking description
The assessors are blinded to the assigned group of participants
Intervention model description
pretest-posttest control group design
Eligibility
Sex/Gender
ALL
Age
5 Years to 6 Years
Healthy volunteers
Yes
Inclusion criteria
1. Either visual perception or fine motor score below the norm average 2. can follow instruction and complete the entire tests
Exclusion criteria
1. Visual or hearing problems that cannot be corrected to be normal 2. A diagnosis of significant neurological, muscular, and skeletal system disorders (e.g., Cerebral palsy) 3. A diagnosis of moderate or severe intellectual disabilities 4. Taking medication to control seizure or improve learning abilities
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| the Test of Visual Perceptual Skills-Fourth Edition (TVPS-4) | baseline, after 12 weeks | the change of visual-perceptual skills |
| the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition (BOT-2) | baseline, after 12 weeks | the change of fine motor skills |
| the Chinese Handwriting Test | baseline, after 12 weeks | the change of the Chinese handwriting performance |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| the Game Questionnaire | through study completion, an average of one week | The questionnaire is designed to measure the difficulty, participation, and liking level of playing the training games using 5-point Likert scale from parental view after the completion of the games. |
| The Berry-Buktenica Developmental Test of Visual-Motor Integration- Forth Edition (VMI) | baseline, after 12 weeks | the change of VMI |
| Parental Feedback Questionnaire | after 12 weeks | The questionnaire consists of a few open-ended questions which are designed to realize parental experience of participating the home-based visual-motor training program. |
| the Vineland Adaptive Behavior Scales - Third Edition - Chinese Version (VABS-3-C) (Parents/Caregivers Edition)adaptive behavior | baseline, after 12 weeks | the change of adaptive behavior |
| the test of Visual Perception of Chinese Characters | baseline, after 12 weeks | The change of visual perception of Chinese characters |
Contacts
Primary ContactYea-Shwu H Hwang, ScD
Outcome results
None listed