Intelligent Decision Support System for Eye-Hand Coordination Assessment

Learning to write is an important occupation of children [5, 10]. Problems with handwriting or drawing skills (graphomotor skills) are frequently the reason children in public schools are referred to occupational therapy services [8], [9]. There are five identified components that contribute to the quality of handwriting: kinesthesia, motor planning, eye-hand coordination, visuomotor integration, and in-hand manipulation [7]. Children with genetic anomalies or neurological disorders can also have problems with eye-hand coordination such as children with Down syndrome, cerebral palsy, and learning disabilities. All these diagnoses require intervention for eye-hand coordination and often for grip strength because these components are necessary for successfully performing activities of daily living such as dressing, feeding, drawing, and writing.