Occupational Therapy - Visual Motor Skills

Occupational Therapy -> Visual Motor Skills -> Eye-Hand Coordination

Eye-Hand Coordination

Using the visual input effectively and efficiently with the hands allows us to manipulate and manage objects and items. This coordinated motor skill requires fine motor skill development. These motor skills allow us to collect visual information and use it in a motor action. Eye-hand coordination requires fine motor dexterity, strength, shoulder stability, core stability, etc. Examples of eye-hand coordination include catching a ball, manipulating pegs into a pegboard, lacing a lacing card, etc. Visual motor skills both require and utilize eye-hand coordination, however the overarching visual motor skills utilize additional components and are a higher level skill.

Reference links

Visual Motor Skills 1
www.theottoolbox.com
Author: The OT Toolbox - Here, you find a huge resource on visual motor skills including information, visual motor activities, and tools to support visual motor skill development in kids. We have shared quite a few posts relating to vision and the integration of what the eyes see with motor movements. On this page, you will find a huge ... Read more
Effectiveness of a 10-Week Tier-1 Response to Intervention Program In Improving Fine Motor and Visual–Motor Skills In General Education Kindergarten Students 2
research.aota.org
Author: Ohl, Graze, Weber, Kenny, Salvatore, & Wagreich - Tier 1 RtI approach to be effective in improving the fine motor and visual–motor skills of kindergarten children at the beginning of the school year. Occupational therapy practitioners have a beneficial role in contributing effective Tier 1 strategy and practices that support the needs of students in the classroom environment. Short-term interventions can have a significant effect on the fine motor and visual–motor integration skills required for handwriting readiness. Collaboration provides teachers with skills and tools they can use in the future with or without the occupational therapy practitioner present Citation: Alisha M. Ohl, Hollie Graze, Karen Weber, Sabrina Kenny, Christie Salvatore, Sarah Wagreich; Effectiveness of a 10-Week Tier-1 Response to Intervention Program in Improving Fine Motor and Visual–Motor Skills in General Education Kindergarten Students. Am J Occup Ther September/October 2013, Vol. 67(5), 507–514. doi: https://doi.org/10.5014/ajot.2013.008110

Activity List(s)

Visual Schedule Cards

Goal Bank

Ian will successfully copy 6/8 shapes (circle, triangle, square, cross) in 4 /5 trials with min assist and 25% verbal cues for increased graphomotor skills while maintaining an open web space, for optimal participation in a school setting. 0
Given near point model, Erlene will copy circle with endpoints within ½ inch 90% of the time as measured by work over 5 therapy sessions to demonstrate eye-hand coordination and visual perceptual skills. 3
To improve bilateral coordination, Albert will independently cut around simple shapes within 1/8" and no more than 3 deviations from line on 4 of 5 opportunities. 2
Jane will draw a line to connect the same objects from the left side to the right side demonstrating eye-hand coordination and visual tracking accuracy in 3 /4 attempts in 3 consecutive sessions, with verbal prompting for attention. 0
Danny independently complete 1-20 dot-to-dot design with success of min 1 /8 " away from the dots, in 4 of 5 trials, with 80% verbal cues to improve visual perception and graphomotor skills. 0
Sarah will cut across a piece of paper in 4/5 trials in 4 /5 sessions, with minimal assistance and 25% verbal cues to promote separation of sides of hands and eye-hand coordination for optimal participation in a school setting. 0
Tessa will accurately place 4 / 5 shapes into the form board in 4 /5 trials with setup assist and 25% verbal cues demonstrating improved visuomotor and spatial relationship skills for optimal participation in a school setting. 0
Darrel will imitate and copy 6 / 8 vertical and horizontal strokes in 4 / 5 trials with min assist and 25% verbal cues for improved graphomotor skills while maintaining a tripod grasp without thumb wrap and with open web space for optimal participation in a school setting. 0
Given fading cues, Jarod will engage in bilateral hand tasks including cutting with scissors, using utensils, and tools to complete activities, in 4/5 trials with 90% accuracy to demonstrate self-care and eye-hand coordination over 6 therapy sessions. 2
Hannah will cut simple shapes within a 1/4 ” of the line in 4/5 trials with minimal assist and 25% verbal cues to promote separation of sides of hands and eye-hand coordination for optimal participation in a school setting. 0
Shawn will improve in-hand manipulation skills by rotating the knob of puzzle piece for correct placement on puzzle board independently, on 3 out of 4 opportunities, per teacher/therapist report over 4 therapy sessions. 1
Jane will pick up small objects using an inferior pincer grasp and successfully place them into a container with their thumb and fingers using her right-hand 3 times in 4 /5 treatment sessions with setup assist and 30% verbal cues for increased grasp and release accuracy. 0
Mara will actively participate and complete 10 min of upper-body strengthening activities, including animal walk, plank, inchworm, and similar weight-bearing activities with visual and min verbal cues, in 4 / 5 sessions, to increase upper-body strength and awareness. 0
Hannah will copy block designs with visual cues with 5 - 7 blocks in 4 /5 trials with 25% verbal cues for increased precision and accuracy of distal finger skills for optimal participation in a school setting and during playtime at home. 0
Mara will actively participate and follow directions to maintain prone prop over a supportive device (ball, swing, wedge) for 10 minutes at a time in 4 /5 trials, with visuals and min verbal assistance to increase body strength and awareness. 0
Jane will actively participate and complete 10 min of upper body strengthening activities, including animal walk, plank, inchworm, and similar weight-bearing activities with modeling in 4 /5 sessions, to increase upper-body strength and awareness. 0
Given 1" beads, Jarrett will string 5 beads on a lace, to demonstrate eye-hand coordination, on 5 out of 5 attempts as measured by observation and data collection over 5 therapy sessions. 3
Given regular scissors, Grace will cut out complex shapes with deviations less than 1/4" from cutting lines on 9 out of 10 attempts over three consecutive data collections to improve functional skills. 2

Resources

Fine Motor Activities 2021

Glenna Nave

Two activity sheets for the new year.

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Homemade Sugar Scrub

Kimberly Luster, COTA

Sensory Integration Resource. Recipe Resource. Occupational Therapy Resource. Physical Therapy Resource. Homemade sugar scrub can be made to use in the home, in the clinic, and during teletherapy w...

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Dinosaur Mazes

Kevin Dias

A dinosaur maze activity for working on visual scanning or visual spatial activities in order to improve visual motor skills. The first maze is fairly simple and the second maze is a little harder.

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Let's Draw A Sun

Kimberly Luster. COTA

Drawing and coloring activity with simple step by step directions.

6
Kiki's Rainbow

Bethany Ayer

Fine Motor Resource. Cutting. Scissors. Occupational Therapy Resource. In the first activity, you can help Kiki put the rainbow back together by cutting out each color strip and placing them back i...
Includes activity list

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Spring Handwriting Resource

Virginia Ingram, CCC-SLP

Use these handwriting worksheets to practice letter formation. This will also help test receptive language skills as the child will match the word to the picture of the concept.
Includes activity list

6
Draw a Ladybug Resource

Kimberly Luster, COTA

Use this resource to draw a ladybug. Drawing and visuospatial skills are important foundational skills for handwriting.
Includes activity list

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Pencil Control Exercises- Vertical Lines

Glenna Nave

Writing Resource. Pre-writing Worksheet. Fine Motor Resource. Occupational Therapy Resource. OT. Pencil Control. Directions: connect the dots while keeping marks inside the pathway.

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