Assessment for Specific Clinical Populations 2

Assessmentfor Specific Clinical Populations 2

Assessmentfor Specific Clinical Populations 2

Visual-motorfunction refers to the combination of motor skills and visualperception. More particularly, visual-motor function refers to theability to copy or draw forms or to do constructive tasksincorporating both motor skills and visual perception. Visual-motorfunction entails the capability of coordinating vision with the bodymovements (Butleret al., 2011).Because the body, eyes, limbs, and head always in motion, each time aperson wants to perform an action, decisions and calculations aboutmotion, location, and orientation should be made.

Parietalcortex, a part of the brain, is responsible for integrating andprocessing somatosensory, auditory, and visual information andcontributes a crucial role in generating planned movements. Theability to reproduce or construct spatial relations in differentdimensions (2 or 3) – for instance, block or drawing constructionerrands – is known as visuo-spatial skill, which is a crucialelement of psycho-educational assessments in children. Severalvisuo-spatial ability experiments measure visual perception and theaccuracy in visual models’ construction.

Theskills of visual-motor coordination are usually related to schoolreadiness, academic skills, and social functioning. Learning thebasic academic skills, like writing, spelling, math, and reading, isusually associated with visuo-spatial skills. Visual capability inchildren having average levels of intelligence is related to readingability (Butleret al., 2011).As such, motor skills, visual perception, and visual-motorincorporation explain a considerable variance proportion inmathematical skills. These outcomes show the relevance ofvisual-motor coordination and visual perception in place as adevelopment foundation of the different academic skills.

Aftersix years of age, it becomes progressively hard to describedifferences and changes in the development of motor skills. Differentcharacteristics are noticeable: (a) Relatively slow growth rate, (b)Stabilized and perfected motor skills, (c) Subtle changes, and theyare frequently exclusive to the fine motor skills, and (d) By the ageof 9 there is a good development of eye-hand coordination (Butleret al., 2011).Other characteristics include (a) Termination of the stage by theinception of puberty, and (b) Links may be created to physicalgrowth.

References

Butler,A. J., James, T. W., &amp James, K. H. (November 01, 2011). EnhancedMultisensory Integration and Motor Reactivation after Active MotorLearning of Audiovisual Associations.&nbspJournalof Cognitive Neuroscience,&nbsp23,&nbsp11,3515-3528.