Effects of VMI on Visual Perception, Spatial Awareness and Motor Skills in Preschool Children

NCT ID: NCT06955078

Last Updated: 2025-05-02

Basic Information

• Recruitment Status: RECRUITING
• Clinical Phase: NA
• Total Enrollment: 60 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-04-16
• Study Completion Date: 2025-07-20

Brief Summary

The preschool stage is an important period for children to develop their motor, language, cognitive, and social-emotional skills. pre-school years are the best time to intervene and correct developmental delays. VMI is linked to learning-related tasks like writing, measuring it in youngsters is essential. Earlier studies reported that children with deficits in VMI had lower academic achievements, the inadequate spatial organization of written work, and lower performance in mathematics and reading performance. The Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI-6), determined participants' VMI, VP and motor skills during the pre- and post-tests. Exposure to VMI tasks including, visual perception, spatial awareness and motor skills can be enhanced. VP is assessed by Visual Perception Task (VP Task) and Motor Coordination Task (MC Task) and spatial awareness is assessed by BAS 3.The aim of study is to analyze effects of VMI on visual perception, spatial awareness and motor skills in preschool children.

The current study will be randomized control trial; data will be collected from The Leaders Lyseum School Lahore. The study will include 60 children equally divided into two groups and randomly allocated. Inclusion criteria for the study will be Children age 4 to 6 years old and all will be right-handed dominant with no history of visual or neurological abnormalities and exclusion criteria will be Children who presented a disability indicating a central nervous system dysfunction children age below 4 Years and above 6 years. One experimental group will perform Visual Motor Tasks, the other controlled group will perform routine class tasks. Pre and post assessment will be done. Outcomes to be analyzed will be enhancement in visual perception, spatial awareness and motor skills in preschool children by after performing VMI tasks. Data collection will be done before and after the intervention. Tools used for data collection will be. Data will be analyzed through SPSS version 23.00.

Detailed Description

Group A Experimental (Visual motor integration Group): Group A will perform all the class along with the VMI tasks include:

• Drawing (pictures and shapes for geometry)
• Handwriting components-letter formation, sizing, spacing, and line orientation
• Writing fluency (speed and accuracy)
• Reproducing drawings, letters, etc. from the board or a book
• Understanding left and right or other directional concepts
• Gross motor and PE activities Visual Perception Task (VP Task) the VP task will be used to measure an individual's visual abilities.
• Discriminating and understanding left from right
• Matching objects or images
• Recognizing letters and numbers
• Providing or obtaining directions
• Visualizing objects or past experiences
• Developing eye-hand coordination

Group B Control group (Free play group): In this group only class work will be done no VMI tasks are assigned and performed. The participants will be assessed by using The Beery Visual Motor Integration 6th Edition will be used to measure the integration of visual perception and motor skills and VP task will be used to measure an individual's visual abilities.

Conditions

Preschool Children

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

Group A (Visual motor integration Group):

Group A will perform all the class along with the VMI tasks include:

• Drawing (pictures and shapes for geometry)
• Handwriting components-letter formation, sizing, spacing, and line orientation
• Gross motor and PE activities the VP task will be used to measure an individual's visual abilities.
• Discriminating and understanding left from right
• Recognizing letters and numbers
• Learning to read/write
• Providing or obtaining directions
• Visualizing objects or past experiences

Visual skills can also impact a student's performance in the school setting as seen in the following:

• Trouble discriminating left from right
• Reversal of letter, numbers, or words when copying or writing
• Mistaking words with similar beginnings when reading

Group Type: EXPERIMENTAL

Visual Motor Integration

Intervention Type: OTHER

The Beery Visual Motor Integration will be used to measure the integration of visual perception and motor skills as the participant children imitated and copied a developmentally sequential series of geometric forms using pencil and paper. As the task progressed, the levels of difficulty in geometric forms increased.

VP task will be used to measure an individual's visual abilities without the integration of fine motor skills. Children will be asked to point to the item in the array, which was identical to the target figure. The choices will be written on answer sheets by experimenters or children themselves. Elapsed time will be recorded beginning with Item 7, and the task discontinued after 3 minutes. Children will be told to connect dots and to draw within provided borders. Elapsed time was recorded beginning with Item 7 and the task ended up after 5 minutes.

Group B

Only class work will be done by the students.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Visual Motor Integration

The Beery Visual Motor Integration will be used to measure the integration of visual perception and motor skills as the participant children imitated and copied a developmentally sequential series of geometric forms using pencil and paper. As the task progressed, the levels of difficulty in geometric forms increased.

VP task will be used to measure an individual's visual abilities without the integration of fine motor skills. Children will be asked to point to the item in the array, which was identical to the target figure. The choices will be written on answer sheets by experimenters or children themselves. Elapsed time will be recorded beginning with Item 7, and the task discontinued after 3 minutes. Children will be told to connect dots and to draw within provided borders. Elapsed time was recorded beginning with Item 7 and the task ended up after 5 minutes.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Children were 4 to 6 years old
• No history of visual or neurological abnormalities

Exclusion Criteria

• • Children who presented a disability indicating a central nervous system dysfunction

• Children wearing glasses

• Minimum Eligible Age: 4 Years
• Maximum Eligible Age: 6 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

Riphah International University

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Maria Amjad, MS-PT

Role: PRINCIPAL_INVESTIGATOR

Riphah International University

Locations

Imran Amjad

Lahore, Punjab Province, Pakistan

Site Status: RECRUITING

Countries

Pakistan

Central Contacts

IMRAN AMJAD, PhD

Role: CONTACT

imran.amjad@riphah.edu.pk

92333224390125

Muhammad Asif Javed, MS-PT

Role: CONTACT

a.javed@riphah.edu.pk

923224209422

Facility Contacts

Muhammad Asif Javed, MS

Role: primary

a.javed@riphah.edu.pk

03224209422

Imran Amjad, PhD

Role: backup

a.javed@riphah.edu.pk

923224390125

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Other Identifiers

REC/RCR/AHS/25/Hadeeqa Jabeen

Identifier Type: -

Identifier Source: org_study_id