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Research Article  |   July 1990
The Relationship Between Form and Space Perception, Constructional Abilities, and Clumsiness in Children
Author Affiliations
  • Elizabeth A. Murray, ScD, OTR, is Assistant Director of Occupational Therapy at the Eunice Kennedy Shriver Center, Waltham, Massachusetts; Adjunct Assistant Professor of Occupational Therapy at Sargent College, Boston University, One University Road, Boston, Massachusetts 02215; research faculty member of the Neurobehavioral Rehabilitation Research Center, Boston University; and faculty member emeritus of Sensory Integration International, Torrance, California
  • Sharon A. Cermak, EdD, OTR, FAOTA, is Associate Professor of Occupational Therapy at Sargent College, Boston University, and Director of the Neurobehavioral Rehabilitation Research Center, Boston University. She is also faculty member emeritus of Sensory Integration International, Torrance, California
  • Valerie O’Brien, MS, OTR, is Chief Occupational Therapist at the Exceptional Family Member Service, Fifth General Hospital, APO, New York
Article Information
Learning Disabilities / Rehabilitation, Participation, and Disability / Sensory Integration and Processing / Research
Research Article   |   July 1990
The Relationship Between Form and Space Perception, Constructional Abilities, and Clumsiness in Children
American Journal of Occupational Therapy, July 1990, Vol. 44, 623-628. doi:10.5014/ajot.44.7.623
American Journal of Occupational Therapy, July 1990, Vol. 44, 623-628. doi:10.5014/ajot.44.7.623
Abstract

The Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989) were administered to 21 children with learning disabilities and 18 children without learning disabilities, aged 5 to 8 years. The children with learning disabilities were divided into two groups, clumsy and nonclumsy, on the basis of their scores on the Test of Motor Impairment (Stott, Moyes, & Henderson, 1984). It was hypothesized that the learning-disabled children in the clumsy group would score significantly lower than the learning-disabled children in the nonclumsy group on the six SIPT subtests that measure form and space perception and visual construction and that the nonclumsy learning-disabled children, in turn, would score significantly lower than the non-learning-disabled children. It was further hypothesized that there would be a significant correlation between the degree of clumsiness and the degree of visual perceptual and constructional deficits. An analysis of the data indicated that both groups of learning-disabled children scored lower than the non-learning-disabled children on four of the six SIPT subtests. The clumsy and nonclumsy children with learning disabilities, however, differed from each other on only two subtests. The degree of clumsiness correlated significantly with three of the six subtests. The results are discussed in terms of variations in perceptual and motor skills related to subtypes of learning disabilities.