Reaching and Visual Attention: Children With Severe Motor and Intellectual Disabilities (SMID)

Abstract

The present research explored reaching and visual attention in the exploratory behavior of 3 children with severe motor and intellectual disabilities (SMID). The participants, 2 boys and 1 girl (boys’ages: 8 years, and 6 years 11 months; girl’s age: 7 years 3 months), were able to sit with support and move their arms. First, the time that it took for their visual recognition of objects that had been hidden was measured. The number of objects presented varied from 3 to 9, depending on the child’s cognitive level and ability to move. The results suggested that the location of the objects may have been an important factor in whether they drew a child’s attention. The relation between repetitive reaching actions and the time to recognize an object was then investigated. These results suggested that the experience of reaching may have contributed greatly to the promptness of these children’s recognition of an object. Reaching may enhance a specifıc distribution of cognitive ability. Furthermore, closer attention to location may improve the possibility of a child meeting someone’s gaze.