COMPARISON OF MOTOR PERFORMANCE BETWEEN CHILDREN WITH MULTIPLE DISABILITIES AND TYPICAL DEVELOPMENT

Year 2023, Volume: 34 Issue: 2, 157 - 164, 31.08.2023

Zeynep Güven , Vesile Yıldız Kabak , Arzu Demircioğlu Karagöz , Nurcan Çevik Songul Atasavun Uysal

https://doi.org/10.21653/tjpr.1078226

Abstract

Purpose: Individuals with multiple disabilities have two or more disabilities at the same time, and these impairments can cause qualitatively and quantitatively insufficient motor performance. This study aimed to compare the motor performance of children with multiple disabilities to children with typical development.
Methods: This prospective study included 26 children with multiple disabilities who had visual impairment according to the International Statistical Classification of Diseases and Related Health Problems: 11th Revision, and 20 children with typical development. The Bruininks-Oseretsky Test of Motor Proficiency Second Edition Short Form was used to examine motor proficiency. A standard hand dynamometer and pinchmeter were used to assess hand and finger grip strength. The Nine-Hole Peg Test was used to evaluate performance-based hand functions.
Results: Children with multiple disabilities had lower scores for balance control (p<0.001), running speed agility (p<0.001), shoulder and arm strength (p=0.042), and abdominal strength (p=0.007). Hand grip strength scores for the dominant (p=0.006) and non-dominant hands (p=0.008) were significantly lower compared to children with typical development. Dominant hand placing (p=0.026) and removing (p=0.035) times were longer for children with multiple disabilities compared to the corresponding times for the children with typical development.
Conclusion: Data obtained from the current study reveal that children with multiple disabilities have poorer motor proficiency, grip strength, and hand functions compared to children with typical development. Inadequacy of visual input in addition to their existing disabilities may cause insufficient motor performance in children with multiple disabilities.

Keywords

Children, Hand Strength, Motor Skills, Vision Disorders

ÇOKLU ENGELE SAHİP ÇOCUKLAR ile TİPİK GELİŞİM GÖSTEREN YAŞITLARI ARASINDA MOTOR PERFORMANSIN KARŞILAŞTIRILMASI

Abstract

Amaç: Çoklu engele sahip bireyler aynı anda iki ya da daha fazla engele sahiptir ve bu durum niteliksel ve niceliksel olarak yetersiz motor performansa neden olabilir. Bu çalışma, çoklu engele sahip çocukların motor performansını tipik gelişim gösteren yaşıtlarıyla karşılaştırmayı amaçlamaktadır.
Yöntem: Bu prospektif çalışmaya, Hastalıkların ve İlgili Sağlık Sorunlarının Uluslararası İstatistiksel Sınıflaması: 11. Revizyon'una göre görme bozukluğu tanısı almış çoklu engele sahip 26 çocuk ve tipik gelişim gösteren 20 çocuk dahil edilmiştir. Motor yeterliliğin değerlendirilmesinde Bruininks-Oseretsky Motor Yeterlilik Testi İkinci Versiyon Kısa Formu kullanılmıştır. El ve parmak kavrama kuvvetlerinin değerlendirilmesinde el dinamometresi ve pinçmetre kullanılmıştır. Performansa dayalı el becerilerinin değerlendirilmesi için Dokuz Delikli Peg Testi uygulanmıştır.
Sonuçlar: Çoklu engele sahip çocuklar daha düşük denge kontrolü (p<0,001), hareket hızı ve çeviklik (p<0,001), omuz ve kol kuvvet (p=0,042) ve abdominal kuvvet (p=0,007) skorlarına sahipti. Tipik gelişim gösteren çocuklar ile karşılaştırıldığında, dominant (p=0,006) ve non-dominant (p=0,008) el kavrama kuvvetleri önemli derecede daha zayıftı. Çoklu engele sahip çocukların peg testi takma (p=0,026) ve çıkarma (p=0,035) süreleri tipik gelişim gösteren çocuklara göre daha uzundu.
Tartışma: Çalışmadan elde edilen bilgiler çoklu engele sahip çocukların tipik gelişim gösteren çocuklara göre daha zayıf motor yeterlilik, kavrama kuvveti ve el fonksiyonlarına sahip olduklarını ortaya koymaktadır. Mevcut engellerine ek olarak görsel girdilerin yetersizliği, çoklu engele sahip çocuklarda yetersiz motor performansa neden olabilir.

Keywords

Çocuklar, El Kuvveti, Motor Beceriler, Görme Bozuklukları

References

• Prechtl HF, Cioni G, Einspieler C, Bos AF, Ferrari F. Role of vision on early motor development: lessons from the blind. Dev Med Child Neurol. 2001;43(3):198-201.
• Bakke HA, Cavalcante WA, de Oliveira IS, Sarinho SW, Cattuzzo MT. Assessment of motor skills in children with visual impairment: a systematic and integrative review. Clin Med Insights Pediatr. 2019;13:1179556519838287.
• Atasavun Uysal S, Duger T. A comparison of motor skills in Turkish children with different visual acuity. Turk J Physiother Rehabil. 2011;22(1):23-9.
• Reimer AM, Cox RF, Nijhuis-Van der Sanden MW, Boonstra FN. Improvement of fine motor skills in children with visual impairment: an explorative study. Res Dev Disabil. 2011;32(5):1924-33.
• World Health Organization [Internet]. International Statistical Classification of Diseases and Related Health Problems 11th Edition; 2018 [updated 2022; cited 2022 Nov 27]. Available from: https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/1103667651.
• Salleh NM, Ali MM. Students with visual impairments and additional disabilities. Procedia Soc Behav Sci. 2010;7:714-9.
• Houwen S, Visscher C, Lemmink KA, Hartman E. Motor skill performance of school-age children with visual impairments. Dev Med Child Neurol. 2008;50(2):139-45.
• Haegele JA, Brian A, Goodway J. Fundamental motor skills and school-aged individuals with visual impairments: a review. Rev J Autism Dev Disord. 2015;2(3):320-7.
• Wagner MO, Haibach PS, Lieberman LJ. Gross motor skill performance in children with and without visual impairments-research to practice. Res Dev Disabil. 2013;34(10):3246-52.
• Reimer AM, Cox RF, Boonstra NF, Smits-Engelsman BC. Effect of visual impairment on goal-directed aiming movements in children. Dev Med Child Neurol. 2008;50(10):778-83.
• Daniels JAD. The impact of online professional development on the assessment efficacy of novice itinerant teachers of students with multiple disabilities including visual impairments [Doctoral dissertation]: Portland State University; 2018.
• Mensch SM, Rameckers EA, Echteld MA, Evenhuis HM. Instruments for the evaluation of motor abilities for children with severe multiple disabilities: a systematic review of the literature. Res Dev Disabil. 2015;47:185-98.
• Bishop JC, Pangelinan M. Motor skills intervention research of children with disabilities. Res Dev Disabil. 2018;74:14-30.
• Fragala-Pinkham M, Haley SM, O'Neil ME. Group aquatic aerobic exercise for children with disabilities. Dev Med Child Neurol. 2008;50(11):822-7.
• Mensch SM, Echteld MA, Lemmens R, Oppewal A, Evenhuis HM, Rameckers EAA. The relationship between motor abilities and quality of life in children with severe multiple disabilities. J Intellect Disabil Res. 2019;63(2):100-12.
• Houwen S, van der Putten A, Vlaskamp C. A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities. Res Dev Disabil. 2014;35(9):2093-116.
• Heah T, Case T, McGuire B, Law M. Successful participation: the lived experience among children with disabilities. Can J Occup Ther. 2007;74(1):38-47.
• Deitz JC, Kartin D, Kopp K. Review of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Phys Occup Ther Pediatr. 2007;27(4):87-102.
• Kose B, Sahin S, Karabulut E, Kayihan H. Turkish version of Bruininks-Oseretsky Test of Motor Proficiency 2 Brief Form: its validity and reliability in children with specific learning disability/Bruininks-Oseretsky Motor Yeterlik Testi 2 Kisa Formunun Turkce uyarlamasi ve ozgul ogrenme guclugu olan cocuklarda gecerlilik ve guvenilirligi. Bezmialem sci. 2021;9(2):198-205.
• Fess EE. Clinical assessment recommendations. 2nd Edition. Chicago: American Society of Hand Therapists; 1992.
• Hayran M. Sağlık araştırmaları için temel istatistik. Ankara: Omega Araştırma; 2011; 155-171.
• Fotiadou E, Christodoulou P, Soulis SG, Tsimaras VK, Mousouli M. Motor development and self-esteem of children and adolescents with visual impairment. J Educ Pract. 2014;5(37):97-106.
• Haibach PS, Wagner MO, Lieberman LJ. Determinants of gross motor skill performance in children with visual impairments. Res Dev Disabil. 2014;35(10):2577-84.
• Zyłka J, Lach U, Rutkowska I. Functional balance assessment with pediatric balance scale in girls with visual impairment. Pediatr Phys Ther. 2013;25(4):460-6.
• Lin HC, Wuang YP. Strength and agility training in adolescents with down syndrome: a randomized controlled trial. Res Dev Disabil. 2012;33(6):2236-44.
• Wyatt L, Ng GY. The Effect of visual impairment on the strength of children's hip and knee extensors. J Vis Impair Blind. 1997;91(1):40-6.
• Karakoc O. Muscle strength and flexibility without and with visual impairments judoka's. Int Educ Stud. 2016;9(5):12-7.
• Atasavun Uysal S, Aki E. Comparison of hand functions of congenitally visually impaired children and sighted peers. Turk J Physiother Rehabil. 2009;20(2):76-82.
• Mancini MC, Coster WJ. Functional predictors of school participation by children with disabilities. Occup Ther Int. 2004;11(1):12-25.
• Elbasan B, Duzgun I, Oskay D. Is there any difference in health related quality of life, self care and social function in children with different disabilities living in Turkey? Iran J Pediatr. 2013;23(3):281-8.
• Dutt AS, Berg WK, Wacker DP, Ringdahl JE, Yang LY, Vinquist KM, et al. The effects of skill training on preference for children with severe intellectual and physical disabilities. J Dev Phys Disabil. 2014;26(5):585-601.
• Atasavun Uysal S, Aki E. Relationship between writing skills and visual-motor control in low-vision students. Percept Mot Skills. 2012;115(1):111-9.