In-hand Manipulation Skills Research Articles

Modeling, Optimization, and Experimentation of the ParaGripper for In-Hand Manipulation Without Parasitic Rotation

Recently, underactuated robotic hands have been exploited for dexterous in-hand manipulation, after having been proven efficient in performing versatile adaptive grasps. However, the reported in-hand manipulation skills are usually associated with parasitic motion, which may complicate control and application of the hand. This paper presents the modeling, optimization and experimentation of the ParaGripper, an underactuated gripper capable of performing in-hand manipulation without parasitic rotation. The underactuated finger uses two serially connected parallelograms to ensure pure translation of the fingertips. If the object remains stationary within the fingertips, the gripper can translate the object without parasitic rotation. The kinematics and kinetostatics of the hand–object system are derived and the manipulation workspace is optimized. The ParaGripper is designed and fabricated according to suitable optimal parameters. Experiments show that the ParaGripper could perform non-parasitic in-hand manipulation and versatile adaptive grasps.

Relationship between screen-time and hand function, play and sensory processing in children without disabilities aged 4-7years: A exploratory study.

Screen-time has become a regular occupation for young children at home and school, with little evidence of its impact on children's developmental skills. This study explored the association between children's screen-time, fine motor, in-hand manipulation (IHM), visual-motor integration (VMI), sensory processing (SP) and parent-reported play skills. The fine motor, IHM, VMI, SP and play skills of a sample of 25 Australian children without disabilities (Mage=6.2years, SD=1.03; 64% girls) were assessed using the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition, Test of In-Hand Manipulation-Revised, Berry Buktenica Developmental Test of Visual-Motor Integration Sixth Edition, Sensory Processing Measure-Home Form and Pretend Play Enjoyment Developmental Checklist (PPEDC). Parents completed a week-long log of their child's screen-time. Spearman's rho correlations and linear regressions with bootstrapping were used for data analysis. Statistically significant moderate level negative correlations were found between Total Screen-Time (TST) and VMI skills (r=-.67, p<.01); Interactive Screen-Time and IHM abilities (r=-.46, p<.05) and TST and bilateral coordination skills (r=-.42, p<.05). There were significant negative correlations between SP ability and both TST (r=-.53, p<.01) and Watching Screen-Time (r=-.66, p<.01). When the PPEDC Object Substitution variable was entered into a regression model as a co-variate of hand function, it appeared to lessen the impact of TST as an independent predictor variable of children's VMI and bilateral coordination skills (p<.23 and p<.61). Playing with toys and using object substitution in play (e.g. a child uses an object for something else other than its intended use when playing with it) potentially appear to be a moderating factor of the impact of children's screen-time on their bilateral coordination and VMI skills. Clinicians can encourage children's active and dynamic involvement in games and play pursuits to counteract the potential impact of increased use of devices that involve screen-time.

Rehabilitation post-distraction osteogenesis for brachymetacarpia: a case report.

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On Policy Learning Robust to Irreversible Events: An Application to Robotic In-Hand Manipulation

In this letter, we present an approach for learning in-hand manipulation skills with a low-cost, underactuated prosthetic hand in the presence of irreversible events. Our approach combines reinforcement learning based on visual perception with low-level reactive control based on tactile perception, which aims to avoid slipping. The objective of the reinforcement learning level consists not only in fulfilling the in-hand manipulation goal, but also in minimizing the intervention of the tactile reactive control. This way, the occurrence of object slipping during the learning procedure, which we consider an irreversible event, is significantly reduced. When an irreversible event occurs, the learning process is considered failed. We show the performance in two tasks, which consist in reorienting a cup and a bottle only using the fingers. The experimental results show that the proposed architecture allows reaching the goal in the Cartesian space and reduces significantly the occurrence of object slipping during the learning procedure. Moreover, without the proposed synergy between reactive control and reinforcement learning it was not possible to avoid irreversible events and, therefore, to learn the task.

Development and initial validity of the in-hand manipulation assessment.

A review of the literature related to in-hand manipulation (IHM) revealed that there is no assessment which specifically measures this construct in the adult population. This study reports the face and content validity of an IHM assessment for adults with impaired hand function based on expert opinion. The definition of IHM skills, assessment tasks and scoring methods identified from literature was discussed in a focus group (n=4) to establish face validity. An expert panel (n=16) reviewed the content validity of the proposed assessment; evaluating the representativeness and relevance of encompassing the IHM skills in the proposed assessment tasks, the clarity and importance to daily life of the task and the clarity and applicability to clinical environment of the scoring method. The content validity was calculated using the content validity index for both the individual task and all tasks together (I-CVI and S-CVI). Feedback was incorporated to create the assessment. The focus group members agreed to include 10 assessment tasks that covered all IHM skills. In the expert panel review, all tasks received an I-CVI above 0.78 and S-CVI above 0.80 in representativeness and relevance ratings, representing good content validity. With the comments from the expert panel, tasks were modified to improve the clarity and importance to daily life. A four-point Likert scale was identified for assessing both the completion of the assessment tasks and the quality of IHM skills within the task performance. Face and content validity were established in this new IHM assessment. Further studies to examine psychometric properties and use within clinical practice are recommended.

The effect of fine motor skills on handwriting legibility in preschool age children.

[Purpose] The purpose of this study was to examine the effect that fine motor skills have on handwriting legibility in children of preschool age. [Subjects and Methods] The subjects of this study were 52 children of normal growth and development. In order to ascertain handwriting legibility, a Korean alphabet writing assessment was used; to measure fine motor skills, fine motor precision and manual dexterity, sub-items of BOT-2 were measured. Furthermore, in order to measure in-hand manipulation skills, a Functional Dexterity Test was conducted. [Results] The results of the study showed a high level of correlation between fine motor skills and handwriting legibility. The study revealed that the accuracy of hand and in-hand manipulation skills is factors that have an effect on handwriting legibility. [Conclusion] Through the current research, occupational therapists can provide activities that aid the development of fine motor precision and in-hand manipulation skills for children during the instruction and treatment of handwriting to preschool age children, which helps to conduct better legibility in their handwriting.

Programirano fizičko vežbanje u funkciji razvoja motoričkih sposobnosti devojčica mlađeg školskog uzrasta

This paper aims to determine the development of motor abilities in younger schoolgirls through programmed physical exercise. The subject of the research were the following motor abilities: precision, coordination, strength, speed, agility, fine motor skills, in-hand manipulation skills. For the assessment of the level of motor abilities basic motor tests were administered: coordination with a club; wide-legged forward bend; threading beads on a string; shooting a horizontal target with a small ball; drawing geometric shapes around a given rectangle; standing long jump; rolling a ball under a chair; 20 meter running; lifting and carrying; cone drill 4 x 5m. The population from which the research sample was taken consisted of girls of younger school age, i.e. first grade pupils from elementary schools from Kikinda, 117 girls in total. At the end of programmed physical exercise a significant statistical difference between the control and the experimental group. The results obtained lead to the conclusion that enables defining a clear limit related to motor abilities in the final test in favor of the experimental group of respondents, which confirms the alternative research hypotheses.

Assessment of in-hand manipulation: Tool development

Objective: The aim of this study is to develop an assessment tool for in-hand manipulation skills (IHMS) and establish its psychometric properties. Design: Items are pooled based on literature and expert opinion. Content validation was performed by ten rehabilitation professionals. The test was administered to 123 typically developing, and 15 children with hand dysfunction-cerebral palsy (3), developmental coordination disorder (5), and Down syndrome (7). The latter group was given intervention, specific to upper extremity for 15 days, and test was readministered. Rasch analysis for rating scale structure, fit statistics, and dimension analysis was done. Results: Content validation was analyzed qualitatively. Suggestions were incorporated which consisted of instructions for scoring and test administration. The four-level ordinal rating scale was appropriate according to Rasch analysis. Of fifty items, three misfit items from translation subscale were removed based on fit statistics and clinical decision. The final test has 47 items. The tool had excellent inter-tester reliability and test stability and was responsive to change. Conclusion: Assessment of in-hand manipulation is a robust tool for clinical use in assessment IHMS.

In-hand manipulation (IHM) in children 6 and 7 years of age: A follow-up study

BACKGROUND AND AIM: No comprehensive, standardised measureing instruments with age-related norms, to evaluate all IHM components, are currently available, causing difficulty with regard to accurate assessment and intervention planning. This lack of a context-specific, valid and reliable measure in the field ofpaediatrics remains a challenge for South African occupational therapy clinicians The aim of this study was therefor to investigate the IHM skills in six- and seven-year-old children in Bloemfontein, South Africa. METHODS: A quantitative descriptive study was conducted by using video footage of each child in the study performing the activities on the Free State University In Hand Manipulation (FSU IHM) Checklist, and scoring their performance. RESULTS: One-hundred and fifty-eight children in the age group 6-7 years participated in the study. Results indicated that most children in both these age groups could perform translation, simple and complex rotation, and shift with stabilisation. However, complex rotation with stabilisation was more difficult for both age groups. Compensatory methods were mostly used in combination by both age groups. CONCLUSION: The results from this study could be combined with those obtained for four and five year children in a previous study, to develop base-line IHM standards for children aged four - seven years, to inform clinical decision making and practice. The Free State University In Hand Manipulation (FSU IHM) Checklist provides occupational therapists with a comprehensive, inexpensive instrument for the assessment of all IHM components, which is easily reproducible and quick to administer. The checklist is not yet generalisable to the South African population but can serve as an interim measure. Further development of the checklist is recommended. Key words: In-hand manipulation; assessment; translation; rotation; shift

The association between measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children and their manuscript handwriting speed

Introduction The aim of this study was to investigate whether measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children were associated with their manuscript handwriting speed. Method A convenience sample of 39 typically developing Australian students aged six to eight years completed the Beery–Buktenica Developmental Test of Visual-Motor Integration – 6th edition (DTVMI), the Developmental Test of Visual Perception – 3rd edition (DTVP-3), the Test of In-Hand Manipulation – Revised (TIHM-R), and the Handwriting Speed Test (HST). Spearman rho correlations and multi-linear regression analyses were completed to analyze the data. Results Significant correlations were found between visual perception, visual-motor integration, and in-hand manipulation skills and total letters written and total letters per minute. Regression analyses indicated that, when modeled together, the DTVP-3 eye–hand coordination and visual closure subscales and the TIHM-R were significant predictors of total letters written accounting for 25.5% of the variance. The DTVP-3 copying and visual closure subscales and the TIHM-R were predictive of total letters written per minute, with the TIHM-R making a significant unique contribution of 9.1% to the total variance of 26%. Conclusion Visual perception abilities, specifically visual closure skills, plus in-hand manipulation skills appear to be significant predictors of children’s printing speed and need to be assessed and potentially targeted for skill remediation when working with school-age children who present with manuscript handwriting difficulties.

Hand and Upper Limb Playing-Related Musculoskeletal Problems in Children Learning Instrumental Music: the Influence of Gender, Age and Type of Instrument

for evaluation of in-hand manipulation skills for children and establish its validity, reliability and responsiveness. Methods: Based on literature and expert opinion test items were pooled and was given for content validity to 10 Occupational therapists and 5 Physiotherapists. After establishing content validity it was administered to 15 typically developing children and there performance was videotaped. For interrater reliability three therapists scored children on the test by observing there videotaped performance and for intrarater reliability 1st rater again watched same video after 1 week. To establish internal consistency test was administered to 143 typically developing children between the age of 2 years 6 months to 9 years 6 months. To investigate responsiveness of the test 15 children with hand dysfunction were identified and test was administered to them. They were given supervised intervention specific to rehabilitate in-hand manipulation skills for 15 days and test was re-administered at the end of 15 days. Results: Five therapist completed content validation and it was analyzed qualitatively. None of the items were considered invalid by more than 50% of the responders. Suggestionswere incorporatedwhich consisted solely of instructions for scoring and test administration. Internal consistency was determined using Cronbach’s alpha. All the subscales and complete scale showed excellent internal consistency. (Translation subscale a 5 .95, shift subscale a 5.93, rotation subscale a 5.90, complete scale a 5.95). Both inter-rater and intra-rater reliability was good for the complete scale with an ICC of .977 and .967 respectively. There was significant improvement in pre-post intervention scores of children with hand dysfunction in all type of skills except translation. (Translation subscale p 5 0.073, shift subscale p 5 0.025, rotation subscale p 5 0.004, complete scale p 5 0.011). Conclusions: Test of In Hand Manipulation Skills (TIMS) is a valid, reliable, sensitive, easy to administer, cost effective versatile tool. Relevance: Test of In-Hand Manipulation Skills (TIMS) can be used by hand therapists for precise assessment of in-hand manipulation skills and it will assist them in measuring treatment outcome in children with hand dysfunction. Hand therapist can explore its effectiveness to detect hand dysfunction in adults.

Development of a Test of In-Hand Manipulation Skills for Children

To develop a test for evaluation of in-hand manipulation skills for children and establish its validity, reliability and responsiveness.

Conceptualising a modified system for classification of in‐hand manipulation

Occupational therapists consider in-hand manipulation (IHM) to be an important component of fine motor skills and to be related to handwriting and self-care proficiency. These relationships have not been well explored nor has the impact of intervention including IHM skill enhancement on proficiency in motor tasks. We propose that the existing conceptualisation of IHM may contribute to a dearth of evidence in this area. This paper closely examines the existing classification systems of IHM. We propose an adaptation of Exner's classification system which contains more discrete categories of IHM movements and includes: finger-to-palm translation to achieve stabilisation, palm-to-finger translation, simple shift, complex shift, simple rotation and complex rotation. Further research to test this modified classified system and to explore evidence for IHM intervention is warranted.

Construct validity of the In-Hand Manipulation Test: a discriminant analysis with children without disability and children with spastic diplegia.

This study examined the construct validity of the In-Hand Manipulation Test (IMT) by assessing the test's ability to discriminate between samples of children with and without known fine motor problems. The IMT was administered to 55 children without known fine motor problems and 24 children with spastic diplegia who had mild to moderate fine motor problems. Construct validity was estimated by evaluating how accurately the IMT classified the children as having or not having fine motor problems on the basis of total score. A discriminant analysis indicated that IMT total score correctly classified 83.33% of the participants as having or not having fine motor problems. The IMT has adequate construct validity to classify the participants of this study and for continued use as a research instrument to assess children's in-hand manipulation skills. Additional validity studies of the IMT are needed with other samples of children before its use for clinical purposes.

In-hand manipulation in young children: rotation of an object in the fingers.

The purpose of this study was to look at the development of two in-hand skills of rotation. Three questions were asked: (a) Do boys' and girls' performance differ significantly? (b) Does performance improve with age? and (c) Can periods of rapid improvement with age be seen on the tasks presented? The in-hand manipulation skill of rotation was measured in 154 right-handed children between the ages of 3-0 years and 6-11 years as well as in 13 adults. The participants were videotaped as they either turned over small pegs in a pegboard or rotated a peg in their fingertips. The number of pegs dropped when turning and placing them back in the board, the number of times a peg could be rotated in the fingertips, the time it took to complete each task, and the methods participate used to accomplish the two tasks were recorded from the videotapes. The results indicated no differences between the performance of boys and girls on any of the variables studied, but performance did change with age, and periods of rapid change were identified. Further, when compared on methods used, the children did not achieve the same speed or consistency as the adult participants. The development of in-hand manipulation skills of rotation involves improvement in the dimension of speed, method, and consistency. Observation of these skills in a child can add to a therapist's understanding of the child's fine motor abilities. The variability in children's performance needs to be considered in both evaluation and treatment planning.

Development of in-hand manipulation and relationship with activities.

This study examines the age-related increase of in-hand manipulation, the consistency of using a manipulation strategy, and the relationship between the frequency of in-hand manipulation and activities that typically require use of intrinsic hand control. Children (N = 184) between 2 years and 7 years of age were observed during selected activities that could elicit three forms of in-hand manipulation: rotation, finger-to-palm translation, and palm-to-finger translation. The child's use of a manipulation strategy was recorded. Activities that required manipulation of objects including a spoon, buttons, and crayons were also observed. The study demonstrated that the frequency of two types of in-hand manipulation increases with age and illustrated the uneven nature of development of different types of in-hand manipulation. Even when the child had the ability, use of in-hand manipulation as a movement strategy was inconsistent. Small but significant relationships between in-hand manipulation skill and performance in selected activities were found when the effects of age were controlled. On a practical level, the findings raise questions as to whether maturity of in-hand manipulation may be a factor limiting performance in the everyday activities of typically developing children.

Reliability of an Observation Protocol on In-Hand Manipulation and Functional Skill Development

No abstract available for this article.

Reliability of an Observation Protocol on In-Hand Manipulation and Functional Skill Development

Reliability of an Observation Protocol on In-Hand Manipulation and Functional Skill Development

Content validity of the In-Hand Manipulation Test.

Object manipulation skills are a vital area for client assessment in occupational therapy, but in-hand manipulation skills are not specifically included in any standardized tests of hand function for children. The In-Hand Manipulation Test (IMT) was developed for use by occupational therapists with preschool and young school-age children. Assessment of the IMT's content validity was an important precursor to further development of the test. Twenty-four certified occupational therapists rated young children's performance during administration of the IMT before completing a content validity survey about the test. Overall, the IMT's content validity was supported by the feedback from the raters. A final test length of 50 items with two trials per item was considered acceptable, provided that the test takes no longer than 20 to 30 min to administer. The therapists were positive about the content and structure of the rating scale and the approach used in presenting activities to the children. Some issues related to functional validity of some skills or the proportions of in-hand manipulation skills were raised. Further development of the IMT for clinical and research use seems warranted. Revisions to the test will be made, and another pilot study will be conducted before normative data collection. Training for administering and scoring the test will incorporate the recommendations on the basis of this study's results.

Comparison of In-Hand Manipulation Skills in Children with and without Fine Motor Delays

In-hand manipulation was investigated in a sample of 15 children with fine motor developmental delays and a comparison sample of typical children. The children were 4 to 6 years old, the age range in which in-hand manipulation skills are refined (Exner, 1990). Time scores were computed for two tasks that required in-hand manipulation using small pegs: complex rotation and translation with stabilization. The number of times pegs were dropped or stabilized on external surfaces was computed, and continuous rotation of the peg among the fingertips was scored by counting the number of rotations prior to dropping. The children with developmental delays were significantly slower than the typical children in time required to complete the first two tasks and in number of drops and times they stabilized the pegs. The results of this pilot study indicate that children with fine motor delays appear to be slower and less efficient performing in-hand manipulation skills. Children with less efficient in-hand manipulation skills may require assistance performing daily living skills, and occupational therapy focused on the development of in-hand manipulation skills may increase their daily living skill independence.