Effects of Occupational Therapy-Led Fine Motor Centers on Fine Motor Skills of Preschool-Aged Children: An Evidence-Based Program Evaluation

Autor/inn/en	Buzzell, Kaylyn; Feeney, Jenna; Gentile, Lauren; Morris, Sara; Webster, Stacey; Herlache-Pretzer, Ellen
Titel	Effects of Occupational Therapy-Led Fine Motor Centers on Fine Motor Skills of Preschool-Aged Children: An Evidence-Based Program Evaluation
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 14 (2021) 3, S.248-256 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Sara) ORCID (Webster, Stacey) ORCID (Herlache-Pretzer, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1914268
Schlagwörter	Occupational Therapy; Psychomotor Skills; Motor Development; Preschool Children; Preschool Education; School Readiness; Program Effectiveness; Prevention; Evidence Based Practice; Developmental Delays + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Psychomotorische Aktivität; Motorische Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Prävention; Vorbeugung; Entwicklungsverzögerung
Abstract	Aim: This program evaluation examined the effects of occupational therapy (OT)-led fine motor centers (FMCs) on the fine motor skills of typically-developing preschool-aged children. Methods: This program evaluation was completed with 29 children from two preschool Great Start Readiness Program classrooms. The experimental group received OT-led FMCs twice per week for 8 weeks; the control group continued with their regular curriculum. The fine motor subtest of the Miller Function and Participation Scales (M-FUN) was used to collect data regarding fine motor skills pre- and post- intervention and 6 weeks post-intervention. A two-way mixed ANOVA was utilized for data analysis. Results: Baseline M-FUN scores of the control and experimental group at pre-test were not significantly different (p>0.067). There was a significant difference between the groups at post-test and follow-up testing (p<0.006, p<0.001). The experimental group demonstrated significant differences in M-FUN scores pre- to post-test, post-test to follow-up, and pre-test to follow-up (p<0.000, p<0.000, p<0.026); there was no significant difference in control group M-FUN scores pre- to post-test or post-test to follow-up (p>0.090, p>0.060). There was a significant difference in control group scores pre-test to follow-up (p<0.011). Additionally, 85.7% of participants in the experimental group had fine motor delays at pre-test; at follow-up testing, only 7% had delays. Eighty-six percent of control group participants had fine motor delays at pre-test; 53.3% of participants still had delays at follow-up testing. Conclusion: OT-led FMCs in preschool classrooms may improve fine motor skills of preschool-aged students; additional research with a larger sample size is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01