Table 3.
Correlation between attention and fine motor skill values of the students at special education schools.
| N = 80 | FMP-1 | FMP-2 | FMP-3 | FMP-4 | FMP-5 | FMP-6 | FMP-7 | FMP-Total | ||
|---|---|---|---|---|---|---|---|---|---|---|
| BAT | R | .553** | .581** | .576** | .476** | .427** | .197 | .457** | .592** | |
| |
P |
.000 |
.000 |
.000 |
.000 |
.000 |
.080 |
.000 |
.000 |
|
| |
|
FMI-1
|
FMI-2
|
FMI-3
|
FMI-4
|
FMI-5
|
FMI-6
|
FMI-7
|
FMI-8
|
FMI-Total
|
| BAT | R | .489** | .526** | .654** | .526** | .385** | .425** | .452** | .094 | .656** |
| P | .000 | .000 | .000 | .000 | .000 | .000 | .000 | .407 | .000 |
**Correlation is significant at 0.01 level, *Correlation is significant at 0.05 level.
BAT: Bourdon Attention Test; FMP-1: Filling in Shapes-Circle; FMP-2: Filling in Shapes-Star; FMP-3: Drawing Lines through Paths-Crooked; FMP-4: Drawing Lines through Paths-Curved; FMP-5: Connecting Dots; FMP-6: Folding Paper; FMP-7: Cutting out a Circle; FMP-Total: Fine Motor Precision-Total. FMI-1: Copying a Circle; FMI-2: Copying a Square; FMI-3: Copying Overlapping Circles; FMI-4: Copying a Wavy Line; FMI-5: Copying a Triangle; FMI-6: Copying a Diamond; FMI-7: Copying a Star; FMI-8: Copying Overlapping Pencils; FMI-Total: Fine Motor Integration Total.