Date Presented 04/03/2025
Using a visuomotor learning task with children born preterm or term, we found that both groups had diminished long-term motor learning retention, which could inform the amount of practice needed between typical OT sessions.
Primary Author and Speaker: Logan T. Ashenhurst
Additional Authors and Speakers: Anna Battaglia, Mya Smithberg
Contributing Authors: Cassandra Kemmel-Bartletti, Md Raihan Mia, Samuel T. Nemanich
PURPOSE: Motor development is critical to a child's well-being. Children born preterm are at risk for delayed motor development throughout childhood. Prior research has focused on children's execution of goal-directed actions (motor performance), however, less is known about how children build motor skills through practice (motor learning). Technology offers opportunities for understanding motor learning in various environments. This study aimed to evaluate motor learning of a bimanual task in children born preterm and term.
DESIGN: Children (preterm: <36 weeks, n = 18; term: 36+ weeks, n = 35) ages 5–8 from local schools were recruited for an ongoing study across three days (Day 1: training, Day2/Day7: retention). Children with history of neurological or visual impairment were excluded.
METHOD: A bimanual visuomotor task was implemented on an iPad and wireless gaming controller. The goal of the task was to move a cursor to a visual target using both hands. Spatiotemporal data were extracted from the iPad for further analysis. The primary motor performance outcome was the two-dimensional error (2DE, in pixels), representing the difference between cursor trajectory and the ideal path to the target. Retention was assessed by comparing 2DE from the end of Day 2 to the start of Day 7.
RESULTS: On Day 7, 2DE increased in term (29.4 ± 25.9%) and preterm (22.7 ± 47.7%) children compared to their 2DE on Day 2, indicating lower skill retention and motor learning. However, there was no statistically significant difference in skill retention between groups (t = 0.492, p = 0.625).
CONCLUSION: Children showed evidence of decreased motor learning after initial training, suggesting motor skills decline without continued repetition within one week. Virtual and portable technology could be used between traditional occupational therapy sessions to offer additional opportunities for motor learning outside of clinician-provided treatment.
References
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