Document Type
Journal Article
Publisher
Western Michigan University * Department of Occupational Therapy
Faculty
Faculty of Health, Engineering and Science
School
School of Exercise and Health Sciences
RAS ID
18492
Abstract
Background: Visual-spatial and visual-motor perceptual difficulties contribute to school-aged learning problems. Hence, a need exists to address children’s visual-spatial and visual-motor perceptual difficulties as early as possible in the child’s school career. Thus, this study reports on the evaluation of the Anker Bilateral Spatial System’s (ABSS) effectiveness in remediating primary school children’s perceptual difficulties.
Method: Thirty-one children (17 boys and 14 girls) aged 6 to 12 years who had been identified by their classroom teacher as having observable visual-spatial and visual-motor perceptual difficulties participated in a 10-week pre/posttest intervention study. The study’s pre/posttest assessments included the Developmental Test of Visual-Motor Integration (VMI), the Spatial Awareness Skills Program Test (SASP), and two subscales of the School Function Assessment (SFA).
Results: Paired t-test statistics were calculated on the pre/post intervention scores. Paired t-test statistics calculated (p = .05) that significant change had occurred in the writing speed (t = -3.978, p < .001).
Conclusion: Given that the study’s Year 1 students made progress in more areas of remediation than did any other year level, it is evident that the ABSS is particularly effective with this year group
DOI
10.15453/2168-6408.1094
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Richmond, J., Taylor, M., & Evans, S. (2014). Developing bilateral and spatial concepts in primary school-aged children: An empirical evaluation of the Anker Bilateral Spatial System. The Open Journal of Occupational Therapy, 2(3), Article 5. Available at: http://dx.doi.org/10.15453/2168-6408.1094. Available here.