Learning disabilities and visual-motor skills; comparing assessment from a hapto-virtual reality tool and Bender-Gestalt test

2014 ◽  
Vol 18 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Line Tremblay ◽  
Brahim Chebbi ◽  
Stéphane Bouchard ◽  
Krystel Cimon-Lambert ◽  
Jessica Carmichael
Keyword(s):  
Virtual Reality ◽  
Learning Disabilities ◽  
Motor Skills ◽  
Visual Motor ◽  
Bender Gestalt Test

Comparison of Two Tests of Visual-Motor Development Used to Assess Children with Learning Disabilities

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1099-1103 ◽  
Author(s):  
Robert J. Palisano ◽  
Carol G. Dichter
Keyword(s):  
Learning Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Dysfunction ◽  
Test Results ◽  
Students With Learning Disabilities ◽  
Visual Motor Integration ◽  
Z Scores ◽  
Developmental Test ◽  
Visual Motor

To examine the validity and sensitivity of the Test of Visual-motor Skills and the Developmental Test of Visual-motor Integration, 38 students with learning disabilities were administered each test twice over a 6-mo. period. Correlations between age-equivalents, percentile ranks, and z-scores ranged from .58 to .71, supporting the construct validity of the Test of Visual-motor Skills. However, mean scores on the Developmental Test of Visual-motor Integration were significantly higher with all three methods of reporting test results and do not support concurrent validity. Subjects made a significantly greater mean change in age-equivalent score on the Test of Visual-motor Skills, suggesting that this score is preferable for measuring change in children receiving remedial programs for visual-motor dysfunction.

Concurrent Validity of the Gardner Test of Visual-Motor Skills

1989 ◽  
Vol 69 (2) ◽  
pp. 605-606 ◽  
Author(s):  
Donald J. Goldstein ◽  
N. Carroll Peterson ◽  
Christopher I. Sheaffer
Keyword(s):  
Motor Skills ◽  
Concurrent Validity ◽  
Elementary School Children ◽  
Learning Disorders ◽  
Standard Score ◽  
Developmental Test ◽  
The Mean ◽  
Visual Motor ◽  
Bender Gestalt Test ◽  
Evaluation Of Learning

Scores on the Test of Visual-motor Skills, Developmental Test of Visual-motor Integration, and Bender-Gestalt test were compared for a sample of 44 elementary school children referred for evaluation of learning disorders. While the tests shared common variance, the mean standard score on the Test of Visual-motor Skills was significantly lower than the means of the other two tests, suggesting caution in the clinical use of the new scale.

scholarly journals Investigating handwriting: The relationships of visual-motor skills

1997 ◽  
Vol 12 (4) ◽  
pp. 323-323
Author(s):  
R. Glidden ◽  
D. Sheslow ◽  
W. Adams
Keyword(s):  
Motor Skills ◽  
Visual Motor

Language Arts and Arithmetic Achievement, and Specifically Related Perceptual Skills

1973 ◽  
Vol 10 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Jerome Rosner
Keyword(s):  
Language Arts ◽  
Motor Skills ◽  
Primary Grade ◽  
Instructional Programs ◽  
Stanford Achievement Test ◽  
Perceptual Skills ◽  
Perceptual Test ◽  
Partial Correlations ◽  
Visual Motor ◽  
Auditory Skills

This study explored the correlates between auditory and visual perceptual skills, and primary grade reading and arithmetic achievement. Three sets of scores–Stanford Achievement Test, a visual perceptual test (VAT), and an auditory perceptual test (AAT) were compared. Partial correlations were calculated for AAT and achievement, controlling on VAT; and for VAT and achievement, controlling on AAT. Results indicated that AAT scores account for significantly more of the variance in the language arts subtest scores than do the VAT; the reverse was true in accounting for the variance in arithmetic scores. It is suggested that learning to read depends heavily upon auditory skills, and that primary arithmetic achievement depends heavily on visual-motor skills. Pedagogical implications of these data are discussed, in terms of choosing optimally effective instructional programs for primary grade children based upon the strengths and deficits of their perceptual skills.

Written Expression in Boys with Attention Deficit Disorder

1994 ◽  
Vol 79 (3) ◽  
pp. 1131-1138 ◽  
Author(s):  
S. Peter Resta ◽  
John Eliot
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Rating Scales ◽  
Language Assessment ◽  
Written Language ◽  
Attention Deficits ◽  
Written Expression ◽  
Visual Motor ◽  
Teachers And Parents ◽  
Bender Gestalt Test

32 boys, between the ages of 8 and 13 years, were identified on four teachers' and parents' rating scales (including the diagnostic criteria of the DSM-III for ADD) as showing attention deficits and hyperactivity (ADD + H; n = 10), attention deficits without hyperactivity (ADD - H; n = 11), or without ADD (attention deficits controls; n = 11). All subjects were administered Bender's Visual-motor Gestalt test and the Written Language Assessment. The ADD + H children produced significantly more errors on the Bender-Gestalt test, and both groups with attention deficits had lower (poorer) scores on most of the written language subtests. Results were interpreted as providing evidence that these children possessed significant limitations in their writing, copying, and composition.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

Williams Syndrome: Features in Late Childhood and Adolescence

PEDIATRICS ◽  
1987 ◽  
Vol 80 (1) ◽  
pp. 85-91
Author(s):  
Roberta A. Pagon ◽  
Forrest C. Bennett ◽  
Beverly LaVeck ◽  
Katherine B. Stewart ◽  
Jennifer Johnson
Keyword(s):  
Williams Syndrome ◽  
Motor Skills ◽  
Behavioral Characteristics ◽  
Childhood And Adolescence ◽  
Older Children ◽  
Performance Expectations ◽  
Reading Abilities ◽  
History Of ◽  
Overall Performance ◽  
Visual Motor

Nine children with the Williams syndrome were evaluated for physical, neurodevelopmental, and behavioral characteristics to record the natural history of this disorder. The study subjects, who ranged in age from 10 years to 20 years, generally showed lower than expected cognitive functioning with four of the nine functioning in the severely retarded range. However, all the children showed uneven developmental profiles, compared to measured IQ, with reading abilities exceeding the expected level and visual-motor skills deficient for overall performance expectations. All but one child had evidence of supravalvular aortic stenosis on echocardiography, but there was little morbidity from cardiovascular disease in this group of patients. Although all had grown at or below the fifth percentile in early childhood, seven now were above the fifth percentile for height. Personality attributes that characterize younger children with Williams syndrome persisted in this group of older children.

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