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Research Article
Issue Date: July 01, 1995
Published Online: May 06, 2014
Updated: June 13, 2018
The Relationships Among Sensorimotor Components, Fine Motor Skill, and Functional Performance in Preschool Children
Author Affiliations
  • Jane Case-Smith, EdD, OTR, BCP, is Assistant Professor, Division of Occupational Therapy, Ohio State University, 406 SAMP,1583 Perry Street, Columbus, Ohio 43210
Article Information
Pediatric Evaluation and Intervention / Rehabilitation, Participation, and Disability / Practice
Research Article   |   July 01, 1995
The Relationships Among Sensorimotor Components, Fine Motor Skill, and Functional Performance in Preschool Children
American Journal of Occupational Therapy, July/August 1995, Vol. 49, 645-652. https://doi.org/10.5014/ajot.49.7.645
American Journal of Occupational Therapy, July/August 1995, Vol. 49, 645-652. https://doi.org/10.5014/ajot.49.7.645
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Abstract

Objectives. This correlational study investigated the relationships among sensorimotor components, standardized measures of fine motor skill, and functional performance in self-care, mobility, and social interaction. It also examined which sensorimotor components and fine motor skills were predictors of functional performance.

Method. Thirty preschool children with motor delays were evaluated with tests of in-band manipulation, tactile defensiveness, stereognosis, grasping strength, and fine motor skill. Parents of the subjects were interviewed with the Pediatric Evaluation of Disabilities Inventory. Correctional and regression analyses were computed.

Results. Significant correlations were found among sensorimotor components and discrete fine motor skills as measured on standardized observational tests. Few correlations emerged between functional components of fine motor skill and functional performance in self-care, mobility, and social function.

Conclusion. Lack of significant relationships among the variables, all of which were aspects of functional performance might be due to the difference between judgment-based and observational evaluation, the inf1uence of the environmental context on the child’s performance, and the inf1uence of cultural values on the opportunities afforded to the child.