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.

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.

Use of Nonverbal Tests to Screen for Writing Dysfluency in School-Age Children

1993 ◽  
Vol 76 (3) ◽  
pp. 803-809 ◽  
Author(s):  
Jane Williams ◽  
A. J. Zolten ◽  
Vaughn I. Rickert ◽  
G. T. Spence ◽  
E. W. Ashcraft
Keyword(s):  
Stepwise Regression ◽  
Basic Writing ◽  
School Age Children ◽  
Writing Fluency ◽  
Timely Completion ◽  
Developmental Test ◽  
The Mean ◽  
Visual Motor ◽  
And Gender ◽  
Written Assignments

Writing fluency, the ability to write rapidly and easily, is critical for the timely completion of written assignments in the classroom. Children who possess basic writing skills and have an ability to communicate ideas are often penalized for slowness in completing written tasks. The present study used frequently administered nonverbal tasks to predict performance on the Writing Fluency subtest of the Woodcock-Johnson Tests of Achievement—Revised for 146 subjects from 6 to 16 years old. A stepwise-regression analysis indicated the Coding subtest of the WISC—R, Beery Developmental Test of Visual Motor Integration, the Grooved Pegboard, and gender accounted for 32% of the variance. Logistic regression suggested cut-off scores falling one standard deviation below the mean on Coding and Beery's visuomotor test would signal need for further evaluation of writing dysfluency, particularly for boys.

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

Structured vs Unstructured Visual-Motor Tests for Educable Retarded Children

1972 ◽  
Vol 34 (3) ◽  
pp. 691-694 ◽  
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.

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

1977 ◽  
Vol 45 (3) ◽  
pp. 981-982 ◽  
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.

Egocentrism in Elementary School Children: Validity and Application of Assessment Techniques

1981 ◽  
Vol 48 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Dennis W. Champion ◽  
Roland C. Lowe ◽  
Norman Cavior
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Motor Skills ◽  
School Children ◽  
Elementary School Children ◽  
Assessment Techniques ◽  
Two Measures ◽  
Visual Motor ◽  
Auditory Skills

Scores on a newly constructed measure of social egocentrism were correlated with those on measures of spatial egocentricity and communicative egocentricity and with two measures of school-related behaviors, popularity with peers and academic achievement, for 12 boys and 12 girls at each grade/age. At the kindergarten level, visual-motor skills and auditory skills correlated significantly with social egocentricity, .43 ( p < .01), and .49 ( P < .01), respectively. Correlations of academic achievement and egocentricity at Grades 2, 4, and 6 were all low and non-significant. Similarly, all correlations between egocentricity and popularity were low with only one correlation of .18 for communicative egocentrism and popularity being significant. The three measures of egocentricity intercorrelated moderately, the highest between spatial and communicative egocentrism ( r = .45, p < .01).

Cognitive Abilities and Lipomyelomeningocele

1993 ◽  
Vol 73 (2) ◽  
pp. 467-470 ◽  
Author(s):  
William N. Friedrich ◽  
David B. Shurtleff ◽  
Joyce Shaffer
Keyword(s):  
Motor Skills ◽  
Cognitive Abilities ◽  
Child Behavior Checklist ◽  
Behavioral Characteristics ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Developmental Test ◽  
Visual Motor ◽  
Perceptual Motor Skills ◽  
Wide Range Achievement

Ten children with lipomyelomeningocele were evaluated with the WISC—R, the Wide Range Achievement Test—Revised, the Developmental Test of Visual-motor Integration, and the Child Behavior Checklist. These children were consecutive referrals to a birth defects clinic. Unlike their meningomyelocele counterparts, as a group these children appear to be average in their intellectual, academic, and behavioral characteristics. However, they exhibited low average perceptual motor skills, a feature more commonly seen in meningomyelocele.

Comparison of Scores on Two Visual-Motor Tests for Children Referred for Learning or Adjustment Difficulties

1981 ◽  
Vol 53 (3) ◽  
pp. 863-867 ◽  
Author(s):  
Stephen T. De Mers ◽  
Dan Wright ◽  
Leon Dappen
Keyword(s):  
Normal Subjects ◽  
Classroom Teachers ◽  
Visual Motor Integration ◽  
Adjustment Difficulties ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Highly Correlated ◽  
Mean Differences ◽  
Bender Gestalt Test

93 students 6 to 11 yr. old and referred for evaluation because of learning or adjustment difficulties by their classroom teachers were administered Beery's Developmental Test of Visual-motor Integration and Koppitz's version of the Bender-Gestalt test. Previous research with retarded samples indicated the two tests were highly correlated while one study using normal subjects yielded significant differences between the tests. The present study indicated significant mean differences between the tests and significant but moderate correlations between the measures for each of three age ranges between 6 and 11 yr. In general, Beery's test gave higher standard scores for this sample of referred students; examiners are cautioned not to use the tests interchangeably with similar populations.

Visuomotor Performance in Children with Infantile Nephropathy Cystinosis

1996 ◽  
Vol 82 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Kathleen M. Scarvie ◽  
Angela O. Ballantyne ◽  
Doris A. Trauner
Keyword(s):  
Visual Processing ◽  
Visual Information ◽  
Control Group ◽  
Standard Score ◽  
Developmental Test ◽  
Visual Motor ◽  
The Brain ◽  
Progressive Cognitive Impairment ◽  
Processing Of Visual Information ◽  
Qualitative Analyses

Infantile nephropathy cystinosis is a genetic metabolic disorder in which the amino acid cystine accumulates in various organs, including the kidney, cornea, thyroid, and brain. Despite normal intellect, individuals with cystinosis may have specific impairments in the processing of visual information. To examine further the specific types of deficits in visual processing found in individuals with cystinosis, we administered the Developmental Test of Visual-motor Integration to 26 children with cystinosis (4 to 16 yr. old) and 26 matched controls. The cystinosis group achieved a significantly lower standard score, raw score, and mean ceiling than did the control group. Qualitative analyses showed that in the cystinosis group, size within errors and rotation errors were more prevalent than in the control group. Correlational analyses showed that with advancing age, the cystinosis subjects tended to fall further behind their chronological age. Our data, together with the findings of previous studies, suggest that the visuospatial difficulties in children with cystinosis may be due to inadequate perception or processing of visually presented information. Furthermore, the increasing discrepancy with age may reflect a progressive cognitive impairment, possibly as a result of cystine accumulation in the brain over time.

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