The Predictive Validity of the Developmental Test of Visual-Motor Integration Under Group and Individual Modes of Administration Relative to Academic Performance Measures of Second-Grade Pupils Without Identifiable Major Learning Disabilities

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.

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Comparison of the Bender-Gestalt and Revised Developmental Test of Visual-Motor Integration

Perceptual and Motor Skills ◽

10.2466/pms.1982.55.1.164 ◽

1982 ◽

Vol 55 (1) ◽

pp. 164-166 ◽

Cited By ~ 9

Author(s):

Barbara B. Armstrong ◽

Karen F. Knopf

Keyword(s):

Learning Disabilities ◽

Test Scores ◽

Learning Disabled ◽

Mean Difference ◽

Visual Motor Integration ◽

Developmental Age ◽

Regular Classrooms ◽

Developmental Test ◽

Visual Motor ◽

Regular Students

The Bender-Gestalt and the Developmental Test of Visual-motor Integration were administered to two groups of 40 children each, ages 7 through 10 yr. Developmental age scores (Koppitz scoring) and age equivalents (Revised Beery manual) were obtained. Children screened for learning disabilities were selected for one group and children enrolled in regular classrooms were selected for another group. The correlation of .74 between the Bender and Beery test scores was high and statistically significant for the learning-disabled group. The correlation of .36 was low though statistically significant for the regular students, which suggests the groups performed differently on the tests. A significant mean difference of 9 mo. was noted between the Bender and Beery scores.

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Comparison of the Developmental Test of Visual-Motor Integration and the Bender-Gestalt Test

Perceptual and Motor Skills ◽

10.2466/pms.1977.45.3.981 ◽

1977 ◽

Vol 45 (3) ◽

pp. 981-982 ◽

Cited By ~ 8

Author(s):

Mary Jane Brown

Keyword(s):

T Test ◽

Second Grade ◽

Visual Motor Integration ◽

Developmental Age ◽

Significant Difference ◽

Developmental Test ◽

Visual Motor ◽

Bender Gestalt Test ◽

Motor Perception

The Developmental Test of Visual-motor Integration (Beery) and the Bender-Gestalt test (Bender) were administered to 44 second-grade children. Developmental age scores (Koppitz scoring) and age equivalents (Beery) were compared. The correlation of .43 between Bender (Koppitz scoring) and Beery scores was moderate but statistically significant. A t test for dependent groups indicated a significant difference between the means on the Bender and Beery tests. These results confirm that neither test should be utilized as the sole indicator of visual-motor perception.

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Developmental Test of Visual-Motor Integration and the Goodenough Draw-a-Man Test as Predictors of Academic Success

Perceptual and Motor Skills ◽

10.2466/pms.1976.43.2.543 ◽

1976 ◽

Vol 43 (2) ◽

pp. 543-546 ◽

Cited By ~ 14

Author(s):

James B. Duffey ◽

David R. Ritter ◽

Mark Fedner

Keyword(s):

Academic Success ◽

Academic Functioning ◽

Current Level ◽

Second Grade ◽

Predictive Utility ◽

Stanford Achievement Test ◽

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor ◽

Predictors Of Academic Success

At the inception of their kindergarten program 80 children were administered the Developmental Test of Visual-motor Integration and the Draw-A-Man. These same children, at the conclusion of second grade, received the Stanford Achievement Tests to obtain indices of their current level of academic functioning. Results indicated that, while the Developmental Test of Visual-motor Integration and the Draw-A-Man were both significant predictors of academic success in Grade 2 as measured by the Stanford Achievement Test total score, each measure accounted for only 93 % of the test variance. These tests then have little predictive utility; tests which are more educationally relevant may be better predictors of future academic success.

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