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This study aimed to examine the effects of a visual praxis‐based occupational therapy (VPOT) program on reading and motor skills for children with developmental dyslexia (DD). Forty‐two children were included in the study. Additionally, before VPOT, the Reading‐Aloud and Reading‐Comprehension Test 2 (ORSRC‐2) and the Bruininks‐Oseretsky Motor‐Proficiency‐Test‐2‐Brief Form (BOT2‐BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC‐2 results were examined, VPOT was found to be an effective program for improving reading skills. Additionally, when the final BOT2‐BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT program to solve problems in the physical and learning activities of children with DD. [ABSTRACT FROM AUTHOR]

Attention Deficit and Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized with problems such as; atypical attention skills increased impulsive behaviors at least two of the child's areas of daily living. In studies investigating developmental aspect of the said problems of children with ADHD, it was stated that the children usually do not demonstrate normal development regarding the motor proficiency and may fall behind their peers in exhibiting normal motor performance. These problems in motor skills are said to cause a hindered development in complex skills which may result in; distorted body image, increased anxiety and poor social communication skills. This study's aim was to investigate effects of a Visual-Praxis-based Occupational Therapy program (VPOT) on motor proficiency of children with ADHD. The 58 children who were included to the study were assigned numbers from 1 to 58 and randomized into two groups (the intervention group and the control group). Both groups were subjected to the Bruninks-Oserestry Test of Motor Proficiency 2-Brief Form (BOT2-BF). After the initial assessment, the participants in the intervention group were admitted into the VPOT program for a duration of 8 weeks with twice-weekly sessions of 45 minutes. End of the program, BOT2-BF was applied once more. The participants mean age was 8.44±1.39 years. There were no differences between the intervention and the control group in terms of age. When the BOT2-BF results for the intervention group were analyzed, it was found that there were significant differences between pre- and post-intervention scores of all sub-scores and the total score. Due to approaching the motor development aspect of ADHD within the context of motor proficiency and visual perception, this study can be considered to be one of the innovative and pioneer studies in the field and is positively unique regarding the usage of the intervention approach that was used. [ABSTRACT FROM AUTHOR]

To examine the long-term effects of Visual Praxis Based Occupational Therapy Program on the motor skills of children with Specific Learning Disabilities. Ninety-six boys and girls were divided into two groups: Experimental (n = 48) and Control (n = 48). The Experimental group received Visual Praxis Based Occupational Therapy Program in two weekly sessions for 8 weeks. All participants were assessed with the Bruininks-Oseretsky Motor Proficiency Test-2 Brief Form at three-time points; pre-test, post-test, and follow-up. The experimental group showed superior results, Bruininks-Oseretsky Motor Proficiency Test-2 Brief Form’s Fine Motor Precision, Fine Motor Integration, Bilateral Coordination, Balance, Speed and Dexterity, Upper Extremity Coordination and Total Score significantly increased after the intervention (p ≤ 0 0.05) and the scores were maintained at the follow-up (p > 0.05). The Visual Praxis Based Occupational Therapy Program intervention provided a retained positive effect in the development of motor skills in children with Specific Learning Disabilities. [ABSTRACT FROM AUTHOR]

Objective: Specialists often assess the motor proficiency of children presented with suspected developmental delays. It is essential that the tools used to assess children have highly powerful measurement properties including psychometric properties. The aim of our study, analyze the reliability and construct validity of the Turkish version of the Bruininks Oseretsky Test of Motor Proficiency 2-Brief Form (BOT2-BF) in children with a specific learning disability (SLD). Methods: Participants, which aged between 6 and 14, were included 137 children with SLD and 50 children without any diagnosis. The Turkish version of the BOT2-BF was administered by the researcher in one session to children with SLD twice with a seven days interval. In addition, BOT2-BF was re-apply to 25 children with SLD, which were randomly selected, after 10 days. Results: The validity results of BOT2-BF were found to be significantly better in all subtests in the control group than in the study group, having higher performance levels (p<0.05). The BOT2-BF demonstrated high test-retest reliability (ICC >0.8) (except Fine Motor Precision (ICC=0.57) and Manual Dexterity Subtest (ICC=0.74) and good internal consistency (Cronbach's alpha =0.78) for all domains. The inter-rater reliability results were found to be perfectly reliable (ICC >0.9). Conclusion: The Turkish version of BOT2-BF was found to be a valid and reliable assessment to evaluate motor proficiency in children with SLD. [ABSTRACT FROM AUTHOR]

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