Carmen López-de-la-Fuente

Executive functions (EFs) and motor skills are essential for many school and daily tasks. Many school-based occupational therapists need help addressing EFs. The current study aims to provide new insights into the relationship between executive functions and motor development by considering confounding factors. Ninety-six second-grade children were tested in one state-funded (public) school and another state-subsidised private school. Children were assessed with the Movement Assessment Battery for Children-2 (MABC-2), Neuropsychological Assessment of Executive Functions in Children, and Test of Perception of Differences–R. Families completed a sociodemographic questionnaire, and teachers completed a previous questionnaire and subsequently evaluated the information the occupational therapist provided. Mixed results were obtained regarding the correlation between motor and executive skills. Furthermore, children who received worse scores on the MABC-2 had more difficulties on the EFs tests. The Impulsivity Control Index was not correlated with any motor variable. Our results show that sociodemographic variables (except gender) correlate more with EFs than motor skills. The teachers showed a high degree of agreement with the occupational therapist (4.0 ± 0.8), even in children with good academic performance. They expressed the need for additional training and classroom interventions. A joint vision of motor-executive functioning can facilitate the design of effective interventions, especially in schools with more disadvantaged populations.

Background: Traumatic brain injury (TBI) can cause visual dysfunction affecting binocularity, spatial orientation, posture, and balance. Currently, there are several options for treating manifested visual disturbances; vision therapy is one of the possible treatment options. Methods: A 14-year-old female fainted and sustained trauma to the upper-temporal part of her right eyebrow. The patient presented with eye pain, a decreased visual field, and blurred vision and she exhibited great difficulties when reading. Both neurological tests and exploration of the anterior and posterior ocular segments showed results within normal limits. The patient was diagnosed with fusional vergence dysfunction, associated with accommodative infacility and oculomotor dysfunction. To eliminate her symptoms, a visual rehabilitation program was implemented; it consisted of accommodative, anti-suppressive, vergential, motility, hand–eye coordination, and peripheral vision exercises. Results: The symptoms manifested by the patient gradually dissipated throughout the course of therapy. However, not all optometric parameters reached normal values after visual therapy, which could indicate a traumatic injury that limited the achievement of normal optometric ranges. Conclusions: After a mild traumatic brain injury (mTBI), it is necessary to carry out a complete examination of the patient’s visual function. This visual examination must include an analysis of vergences, ocular motility, and the accommodative system to obtain an accurate diagnosis. The outcomes of the present clinical case imply that visual therapy should be considered as a treatment in cases of mTBIs.