medigraphic.com
ISSN 2992-779X (Electronic)
ISSN 2007-6452 (Print)

2024, Number 1

<< Back Next >>

Investigación en Discapacidad 2024; 10 (1)

Literature review of early therapeutic intervention as a fundamental tool for the development of motor skills in children with visual impairment from five to 12 years

Correa BA, Cervantes RV

Language: Spanish
References: 60
Page: 61-75
PDF size: 258.38 Kb.


ABSTRACT

In rehabilitation there are conditions or pathologies that have a more extensive epidemiology than others, which is the reason why some attract more attention to investigate, however, despite the fact that the figures for visual impairment are high, there is not enough information or research on this part of rehabilitation, thus obtaining limited knowledge of the subject. In the Centro Nacional Modelo de Atención, Investigación y Capacitación para la Rehabilitación de Personas Ciegas y Débiles Visuales del Sistema Nacional DIF, as its name indicates, it mainly cares for patients with visual impairment, so the information obtained from this research could benefit its users, especially the child population group, as during typical development, gross motor coordination gradually improves with increasing age, but this may not occur in children with visual impairment since sight is not an independent sense. This strongly linked to global motor activity, posture, hand coordination and the personality of children. Hence the importance of not allowing the appearance of visual impairment affects the psychomotor, social and emotional development of the individual.


REFERENCES

  1. Teskeredzic A. The significance of orientation of blind pupils to their body in regard to mobility and space orientation. Human Research in Rehabilitation. The International Journal for Interdisciplinary Studies. 2018; 8 (1): 10-16. doi: 10.21554/hrr.041802.

  2. Chebat D, Heimler B, Hofsetter S. The implications of brain plasticity and task selectivity for visual rehabilitation of blind and visually impaired individuals. The neuroimaging of brain diseases. 2018; 295-321. doi: 10.1007/978-3-319-78926-2_13.

  3. Matas Y, Santos C, Hernandez-del-Olmo F, Gaudioso E. Involving teachers, parents and rehabilitation instructors in visual training for visually impaired children: a web-based approach. International Journal of Child-computer Interaction. 2017; 11, 83-89. doi: 10.1016/J.IJCCI.2016.10.004

  4. Hallemans A, Ortibus E, Steven S, Meire F. Development of independent locomotion in children with a severe visual impairment. Res Dev Disabil. 2011; 32 (6): 2069-2074. doi: 10.1016/J.RIDD.2011.08.017.

  5. Pitakola I, Zlatarova Z. Access to visual rehabilitation and difficulties in implementation. Bulgarian review of ophthalmology. 2021; 64 (2): 39-45. doi: 10.14748/BRO.V6412.7144.

  6. Morales M, Ayola A. Desarrollo del niño con deficiencia visual desde una perspectiva sociocultural. Viref. Brasil-Colombia. 2007.

  7. Haibach P, Wagner M, Lieberman L. Determinants of gross motor skill performance in children with visual impairments. Res Dev Disabil. 2015; 35 (10): 2577-2584. doi: 10.1016/j.ridd.2014.05.030.

  8. Cappagli G, Finocchietti S, Cocchi E et al. Audio motor training improves mobility and spatial cognition in visually impaired children. Sci Rep. 2019; 9: 3303. doi: 10.1038/s41598-019-39981-x.

  9. Brian A, Bostick L, Starrett A et al. The effects of ecologically valid intervention strategies on the locomotor skills of children with visual impairments. Adaptar Phys Activ Q. 2020; 37 (2): 177-192. doi: 10.1123/apaq.2019-0019.

  10. Cioni G. Desarrollo psicomotor normal. Handb Clin Neurol. 2013; 111: 3-15.

  11. Solebo AL, Teoh L, Rahi J. Epidemiology of blindness in children. Archives of disease in childhood. 2017; 102 (9): 853-857. doi: 10.1136/archdischild-2016-310532.

  12. Escárcega-Servin R et al. Discapacidad visual y ceguera entre los estudiantes de una escuela para ciegos en Querétaro, México: una evaluación casual. Rev Mex Oftalmol. 2019; 93 (4): 178-184. doi: 10.24875/RMO.M19000080.

  13. Magallanes T. Casi 600 mil niños y adolescentes en México presentan alguna discapacidad. LJA.mx.2020 [Página de internet] Recuperado de: https://www.lja.mx/2020/04/casi-600-mil-ninos-y-adolescentes-en-mexico-presentan-alguna-discapacidad/

  14. Cappagli G, Finocchietti S, Baud-Bovy G et al. Multisensory rehabilitation training improves spatial perception in totally but not partially visually deprived children. Front Integr Neurosci. 2017; 11: 29. doi: 10.3389/fnint.2017.00029.

  15. Rutkowska I, Lieberman LJ, Bednarczuk G et al. Bilateral coordination of children who are blind. Percept Mot Skills. 2016; 122 (2): 595-609. doi: 10.1177/0031512516636527.

  16. Warner 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): 3246-3252. doi: 10.1016/j.ridd.2013.06.030.

  17. Navarro AS, Fukujima MM, Fontes SV et al. Balance and motor coordination are not fully developed in 7 years old blind children. Arq Neuropsiquiatr. 2004; 62 (3A): 654-657. doi: 10.1590/s0004-282x2004000400016.

  18. Leo F, Ferrari E, Baccelliere C et al. Enhancing general spatial skills of Young visually impaired people with a programable distance discrimination training: a case control study. J Neuroeng Rehabil. 2019; 28; 16 (1): 108. doi: 10.1186/s12984-019-0580-2.

  19. De Verdier K, Ulla E, Lofgren S, Fernell E. Children with blindness- major causes, developmental outcomes and implications for habilitation and educational support: a two- decade, swedish population- based study. Acta Ophthalmol. 2018; 96 (3): 295-300. doi: 10.1111 / aos.13631.

  20. Varma R, Tarczy-Hornoch K, Jiang X. Visual impairment in preschool children in the United States: demographic and Geographic Variations From 2015 to 2060. JAMA Ophthalmol. 2017; 135 (6): 610-616. doi: 10.1001/jamaophthalmol.2017.1021

  21. Morelli F, Aprile G, Cappagli G et al. A multidimensional, multisensory and comprehensive rehabilitation intervention to improve spatial functioning in the visually impaired child: a community case study. Front Nuerosci. 2020; 14: 768. doi: 10.3389/fnins.2020.00768.

  22. Souza M, Gomes S, Sabongi M et al. Escala de desenvolvimento motor: adaptacao para criancas com baixa visao dos 7 aos 10 anos de idade. Rev Bras Educ Espec. 2020; 26 (3): 421-436. doi: https://doi.org/10.1590/1980-54702020v26e0109.

  23. Aki E, Atasavun S, Turan A, Kayihan H. Training motor skills of children with low vision. Percept Mot Skills. 2007; 104 (3 Suppl), 1328-1336. doi: 10.2466/pms.104.4.1328-1336.

  24. Houwen S, Visscher C, Lemmink, KAPM, Hartman E. Motor skill performance of school-age children with visual impairments. Dev Med Child Neurol. 2008; 50 (2): 139-145.

  25. Schmidt R. Motor control and learning. Editorial Human Kineticks. 1982.

  26. Riera J. Aprendizaje d4e la técnica y la táctica deportivas. Editorial Inde. 1989.

  27. Díaz LJ. La enseñanza y aprendizaje de las habilidades y destrezas motrices básicas. Editorial Inde. Barcelona, España. 1999.

  28. Lieberman LM, Schedlien MS, Pierce T. Teaching jump rope to children with visual impairments. Journal of Visual Impairment & Blindness. 2009; 103 (3): 173-178. doi: 10.1177/0145482x0910300306.

  29. Silva J, Moura E, Nunes F. The use of didactic games as a rehabilitative aaid for visually impaaired children. Ergodesign & HCI. 2017; 5 (1): 20-28. doi: https://doi.org/10.22570/ergodesignhci.v5i1.183

  30. Sgambelluri R, Pistoni M. The podalic proprioception channel to increase motor skills in blind children: Operational applications. Journal of Human Sport and Exercise. 2017, 12 (3): 753-759. doi: https://doi.org/10.14198/jhse.2017.123.19.

  31. Mirzaie H, Hosseini SA, Riazi A et al. The effect of a perceptual-motor program based on johnstone and ramon method on gross motor skills of children with visual impairment: a randomized controlled trial. Jrehab. 2020; 21 (1): 88-105. doi: 10.32598/RJ.21.1.3059.1.

  32. Finocchietti S, Cappagli G, Porquis LB et al. Evaluation of the Audio Bracelet for Blind Interaction for improving mobility and spatial cognition in early blind children - A pilot study, 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC), Milan, Italy, 2015, 7998-8001. doi: 10.1109/embc.2015.7320248.

  33. Chebat D, Schneider F, Ptito M. Spatial competence and brain plasticity in congenital blindness via sensory subtitution devices. Front Neurosci. 2020; 14: 815. doi: 10.3389 / fnins.2020.00815.

  34. Cascaes SF, Valdivia ABA, da Rosa IR et al. Evaluation lists and scales for the quality of scientific studies. Re Cuba Inf Cienc Salud. 2013; 24 (3): 295-312.

  35. Millar S. The utilization of external and movement cues in simple spatial tasks by blind and sighted children. Perception. 1979; 8 (1): 11-20. doi: 10.1068/p080011

  36. Finocchietti S, Cappagli G, Giammari G et al. Test-retest reliability of BSP, a battery of tests for assessing spatial cognition in visually impaired children. PLoS One. 2019; 14 (4): e0212006. doi: https://doi.org/10.1371/journal.pone.0212006

  37. Bakke HA, Cavalcante WA, de Oliveira IS et al. Assessment of motor skills in children with visual impairment: a systematic and integrative review. Clin Med Insights Pediatr. 2019; 13: 1179556519838287. doi: https://doi.org/10.1177/1179556519838287.

  38. Metgud D, Honap R. Relationship of static balance with fundamental motor skills in children with visual impairments: A cross-sectional study. Indian Journal of Health Sciences and Biomedical Research (KLEU) . 2016; 9 (1): 67-70. doi: https://doi.org/10.4103/2349-5006.183680.

  39. Lucenti de Souza, Guarnieri C. Interaction among children with special needs in free-play situations: possibilities of development. Published in Psicol Reflex Crit. 2008; 21 (3): 383-391. doi: https://doi.org/10.1590/S0102-79722008000300006

  40. Levtzion-Korach O, Tennenbaum A, Schnitzer R, Ornoy A. Early motor development of blind children. J Paediatr Child Health. 2000; 36 (3): 226-229. doi: 10.1046/J.1440-1754.2000.00501.X.

  41. Brambring M. Divergent development of gross motor skills in children who are blind or sighted. Journal of Visual Impairment & Blindness. 2006; Vol. 10 issue: 10 pp620-634. doi: 10.1177/0145482X0610001014

  42. Pereira LM. Conceptos espaciales y rendimiento del equilibrio: aprendizaje motor en niños ciegos y con discapacidad visual. Revista de discapacidad visual y ceguera.1990; 84 (3): 109-111. doi: https://doi.org/10.1177/0145482X9008400302

  43. O'Connell M, Lieberman L, Petersen S. The use of tactile modeling and physical guidance as instructional strategies in physical activity for children who are blind. Journal of Visual Impairment & Blindness. 2006; 100 (8): 471-477. doi: 10.1177/0145482X0610000804.

  44. Brambring M. Motor activity in children who are blind or partially. Visual Impairment Research. 2001; 3 (1): 41-51 doi: 10.1076/VIMR.3.1.41.4415.

  45. Hug X, Arias C. Desarrollo infantil temprano y localización auditiva en niños ciegos, una revisión. Univ Psychol. 2014; 13 (1). doi: 10.11144/Javeriana.UPSY13-1.dilt.

  46. Ashmead DH, Hill EW, Talor CR. Obstacle perception by congenitally blind children. Percept Psychophys. 1989; 46 (5): 425-433. doi: 10.3758/BF03210857

  47. Timney B, Humphrey K et al. Spatial knowledge in blind and sighted children. Journal of experimental child psychology. 1995; 59: 211-233. doi: 101006/JECP.1995.1010

  48. Cappagli G, Gori M. Auditory spatial localization: developmental delay in children with visual impairments. Res Dev Disabil. 2016; 53-54: 391-398. doi: 10.1016/j.ridd.2016.02.019.

  49. Bei E, Oiberman A et al. Strategies of blind children to archieve cognitive development. A qualitative study. Arch Argent Pediatr. 2018; 1; 116 (3) e: 378-384. doi: 105546/aap.2018.eng.e378.

  50. Roselló A, Baute B, Rios M et al. Estimulación temprana en niños con baja visión. Rev Haban Cienc Med. 2013; 12 (4). ISSN 1729-519X.

  51. Peralta F, Narbona J. Deficiencia visual en el niño. Serv Pub Unv Navarra. 2002; 2: 35-52. ISSN: 1578-7001.

  52. Lafuente MA. Atención temprana a niños con ceguera o deficiencia visual. Madrid:ONCE. 2000, 11-129. ISBN: 84-484-0235-9 Texto tomado de: http://foal.once.org/FOAL/Biblioteca/ATENCIÓN%20TEMPRANA%20A%20NIÑOS%20CON%20DEFICIENCIA%20VISUAL.rtf

  53. Peralta F, Narbona J. Deficiencia visual en el niño. Servicio de publicaciones de la universidad de Navarra. 2002; 2: 35-52. ISSN: 1578-7001

  54. Reimer AM, Cox RFA, Nijhuis-Van del Sanden MWG, Boonstra FN. Improvement of fine motor skills in children with visual impairment: an explorative study. Res Dev Disabils. 2011; 32 (5): 1924.1933. doi: 10.1016/J.RIDD.2011.03.023.

  55. Enver VF. La revisión bibliográfica. Revista de Enfermería. 2019; doi: https://dx.doi.org/10.4321/S1988-348X2015000200002

  56. Godoy-Cumillaf A, Bruneau-Chávez J, Fuentes-Merino P et al. Reference values for fitness level and gross motor skills of 4-6-year-old chilean children. Int J Environ Res Public Health. 2020; 17: 797. doi: 10.3390/ijerph17030797.

  57. Houwen S, Visscher C, Hartman E, Lemmink KA. Gross motor skills and sports participation of children with visual impairments. Res Q Exerc Sport. 2007; 78 (2): 16-23. doi: 10.1080/02701367.2007.10599399.

  58. Moraga J, Manterola C, Cartes-Velasquez R et al. Instrucciones para la utilización de la escala MINCIR para valorar la calidad metodológica de estudios de terapia. Int J Morphol. 2014; 32 (1): 294-298. doi: http://dx.doi.org/10.4067/S0717-95022014000100047

  59. Peña B. Proyecto de indagación, La revisión bibliográfica. Facultad de psicología. 2010, 1-12.

  60. Viciana GV, Cano GL. Importancia de la motricidad para el desarrollo integral del niño en la etapa de educación infantil. Revista Digital de educación física. 2017; 8 (47): 89-105. ISSN: 1989-8304




2020     |     www.medigraphic.com