Structured program for visual motor integration (SP-VMI) for preschool children

The objective of this study was to investigate the efficacy of the
Structural Program of Visual-Motor Integration (SP-VMI) with preschool disadvantaged
and special education (SPED) children. The SP-VMI is based on theoretical
perspectives that emphasize developmental principles and needs for
mastery of perceptual-motor skills in relation to writing and reading skills (i.e.
Gesell 1940; Montessori 1960) and on the Mediated Learning Experience (MLE)
theory which stresses mediation of metacognitive strategies and an active-modificational
approach (Feuerstein, Rand, & Hoffman 1979). A sample of disadvantaged
(n = 60) and SPED (n = 30) preschool children were randomly assigned to
experimental (n = 45) and control (n = 45). All children were administered
perceptual-motor tests and a dynamic test of Complex Figure before and after
the intervention. Ratings of the children in various adjustment categories were
taken at the end of the program. The SP-VMI was applied in small groups (3-5
children) for four months; during this period the control group received a freeplay
intervention. The major findings show that the experimental children
significantly improved their performance from pre- to post-intervention on
(a) perceptual-motor tests, (b) measures of cognitive modifiability, and (c) rated
higher on adjustment categories. The improvement on the dynamic test of Complex
Figure was significantly higher for the SPED than for the disadvantaged
children in the experimental group as compared to the parallel subgroups
among control group. The findings, in general, confirm the efficacy of the SPVMI
and support the integration of mediated learning experience processes with
perceptual-motor training.