Abstract
<p>Children with Down’s syndrome have developmental delays, particularly regarding cognitive and motor development. Fine motor skill problems are related to motor development. They have impact on occupational performances in school-age children with Down’s syndrome because they relate to participation in school activities, such as grasping, writing, and carrying out self-care duties. This study aimed to develop a fine motor activities program and to examine the efficiency of the program that promoted fine motor skills in a case study of Down’s syndrome. The case study subject was an 8 -year-old male called Kai, who had Down’s syndrome. He was a first grader in a regular school that provided classrooms for students with special needs. This study used the fine motor activities program with assessment tools, which included 3 subtests of the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) that applied to Upper-limb coordination, Fine motor precision and Manual dexterity; as well as the In-hand Manipulation Checklist, and Jamar Hand Dynamometer Grip Test. The fine motor activities program was implemented separately and consisted of 3 sessions of 45 activities per week for 5 weeks, with each session taking 45 minutes. The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength. This positive result was an example of a fine motor intervention program designed and developed for therapists and related service providers in choosing activities that enhance fine motor skills in children with Down’s syndrome.</p>
Highlights
1.1 Introduction to the ProblemDown’s syndrome is the most common genetic disorder that causes developmental delay worldwide
The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength
Musculoskeletal, visual, hearing, perception and cognition problems are often found in these children and influence them when they perform their daily life activities such as self-hygiene, education, recreation, and social participation (Pueschel, 2001). This information relates to Conolly & Michael (1986) who studied the comparison of gross motor and fine motor abilities between children with intellectual disability and Down’s syndrome, and those who did not have Down’s syndrome
Summary
1.1 Introduction to the ProblemDown’s syndrome is the most common genetic disorder that causes developmental delay worldwide. Musculoskeletal, visual, hearing, perception and cognition problems are often found in these children and influence them when they perform their daily life activities such as self-hygiene, education, recreation, and social participation (Pueschel, 2001) This information relates to Conolly & Michael (1986) who studied the comparison of gross motor and fine motor abilities between children with intellectual disability and Down’s syndrome, and those who did not have Down’s syndrome. Children with Down’s syndrome show lower performance in language and fine motor skills when compared to typical developing children, but there was no statistically significant difference in gross motor or personal-social areas (Ferreira-Vasques & Lamonica, 2015)
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