DEVELOPMENT OF A SECOND-TIER RESPONSE TO INTERVENTION (RTI) PROGRAM FOR FINE MOTOR FUNCTION

Motor learning can be understood as the acquisition or modification of movement, which includes learning strategies (or new ones) that will lead to the execution of the movement.Specifically, fine motor skills correspond to the use of intrinsic and extrinsic muscles of the hand and fingers, enabling the performance of activities that require greater manual refinement, such as: daily tasks of eating, hygiene and school tasks.It is emphasized that fine motor coordination is an important indicator of a student's overall level of development, in addition to being able to contribute to social and emotional adjustment in the school environment.The study aimed to develop an intervention program with fine motor functions, based on the RTI model, for students in the 2nd grade of Elementary School.This study was divided into phases, as follows: Phase 1: Corresponds to the development of a program based on the Response to Intervention Model; Phase 2 -Corresponds to the characterization of the performance of fine motor functions of students in the 2nd grade of EFI.Phase 1: To develop the program, a bibliographic survey was carried out regarding the theoretical bases for the development of the Response to Intervention (RTI) program.The focus was on fine motor skills for students in the 1st and 2nd grade of Elementary School I.The Scielo and Pubmed databases were used, with the descriptors "fine motor function" and "intervention".Based on the theoretical models and the fine motor skills surveyed, six sessions with three tasks each were developed, with increasing complexity, and two training sessions per skill.Six sessions were developed, covering the skills of Tactile Perception, Grasping, Dexterity and manipulation of objects with one hand, Bilateral movement, Isolated finger movement and Pincer movement.Phase 2: 25 students were evaluated in fine motor tests (Fine Motor Precision and Visual Motor Integration), and 12 (34.3%)presented fine motor difficulties, which should be referred for intervention in the program developed in phase 1.The study demonstrated that it was possible to develop an intervention program for fine motor skills, based on the Response to Intervention Model (RTI), in the second layer, for students in the 2nd year of Elementary School I and that 12 (34.3%)presented fine motor difficulties, which should be referred for intervention in the program developed in phase 1.