Effectiveness of Vestibular Stimulation on Visual Motor Integration Among Children with 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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Visual motor integration in children with and without reading disability

International Journal of Research in Pharmaceutical Sciences ◽

10.26452/ijrps.v11i4.3466 ◽

2020 ◽

Vol 11 (4) ◽

pp. 6486-6489

Author(s):

Ganapathy Sankar U ◽

Monisha R

Keyword(s):

Learning Disabilities ◽

Reading Disability ◽

Primary Schools ◽

Peer Group ◽

Full Range ◽

Early Years ◽

Assessment Procedure ◽

Typically Developing ◽

Visual Motor Integration ◽

Visual Motor

Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.

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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

Educational and Psychological Measurement ◽

10.1177/001316447903900219 ◽

1979 ◽

Vol 39 (2) ◽

pp. 401-410 ◽

Cited By ~ 5

Author(s):

Connie June Curtis ◽

Joan J. Michael ◽

William B. Michael

Keyword(s):

Learning Disabilities ◽

Academic Performance ◽

Predictive Validity ◽

Performance Measures ◽

Second Grade ◽

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor

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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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