Comparison of Two Tests of Visual-Motor Development Used to Assess 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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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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Structured vs Unstructured Visual-Motor Tests for Educable Retarded Children

Perceptual and Motor Skills ◽

10.2466/pms.1972.34.3.691 ◽

1972 ◽

Vol 34 (3) ◽

pp. 691-694 ◽

Cited By ~ 13

Author(s):

Virginia R. Krauft ◽

Conrad C. Krauft

Keyword(s):

Motor Skills ◽

Test Scores ◽

Visual Motor Integration ◽

Developmental Age ◽

Motor Testing ◽

Developmental Test ◽

Motor Tests ◽

Visual Motor ◽

Structured Test

To determine correlations among test scores on Berry Developmental Test of Visual-motor Integration (Berry), a structured test, and the Bender-Gestalt (Bender), an unstructured one, half of 24 children (IQs ranging from 50 to 80) were given each test first. Developmental age scores and/or equivalents were obtained. Both Koppitz and Bender methods were used to score the Bender protocols. Intercorrelations between the Bender (Koppitz and Bender scoring) and Berry were statistically significant ( p < .01). For this sample a structured booklet for visual-motor testing (Berry) measures visual-motor skills in a manner comparable to the unstructured Bender.

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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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CORRELATIONS OF SCORES ON THE DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION AND COPYING TEST IN A SOUTH AFRICAN MULTI-ETHNIC PRESCHOOL SAMPLE

Perceptual and Motor Skills ◽

10.2466/pms.103.7.951-958 ◽

2006 ◽

Vol 103 (7) ◽

pp. 951 ◽

Cited By ~ 1

Author(s):

MUNITA DUNN

Keyword(s):

South African ◽

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor

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COMPARISON OF PRESCHOOL CHILDREN'S SCORES ON THE MODIFIED VERSION OF THE BENDER-GESTALT TEST AND THE DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION

Perceptual and Motor Skills ◽

10.2466/pms.85.6.766-766 ◽

1997 ◽

Vol 85 (6) ◽

pp. 766 ◽

Cited By ~ 2

Author(s):

DALE MOOSE

Keyword(s):

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor ◽

Bender Gestalt Test

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Correlations of Scores on the Developmental Test of Visual-Motor Integration and Copying Test in a South African Multi-Ethnic Preschool Sample

Perceptual and Motor Skills ◽

10.2466/pms.103.3.951-958 ◽

2006 ◽

Vol 103 (3) ◽

pp. 951-958 ◽

Cited By ~ 8

Author(s):

Munita Dunn ◽

Helene Loxton ◽

Anthony Naidoo

Keyword(s):

South African ◽

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor

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Gross Motor Development in Preschool Children with Learning Disabilities

Adapted Physical Activity Quarterly ◽

10.1123/apaq.6.3.268 ◽

1989 ◽

Vol 6 (3) ◽

pp. 268-279 ◽

Cited By ~ 8

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.

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