The Beery-Buktenica Developmental Test Of Visual-Motor .

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the previous criteria but:‒ There is an additional line‒ There are overstrikes (numerous lines or sketches)‒ Drawings touch or extend beyond the boundaries of the box.To Achieve a Score of 1: The drawing has the gestalt of the stimulus but the drawing is inferior There is always a description corresponding to a “1” score in AppendixAdditional DTVP-3 SubtestsEye-Hand Coordination Administer all 5 items (no ceiling) Child is not allowed to lift pencil during tracingtasks (can correct them on first item but not onsubsequent items). Each segment is scored from 0-4 depending onhow far they deviate from the middle. If they lift the pencil they get a 0Visual Closure Uses picture stimulus book. Child identifies whichdrawing would look like the stimulus shape ifcompleted. 2 examples 26 items The child receives a score of 1 for every each correctanswer. The ceiling is achieved at three consecutive 0sFigure-Ground Uses picture stimulus book. Child must identify allshapes used in the stimulus shape from a selectionof shapes below. 2 examples 23 items, max of 4 shapes within stimulus shape The child receives 1 point for each correctlyidentified shape. The child receives a score of 0 if an incorrectshape is identified The ceiling is achieved at three consecutive 0s Do not indicate how many shapes are in thestimulus shapeForm Constancy Uses picture stimulus book. Child must identify all ofthe shapes that contain the stimulus shape. Theymight be bigger/smaller, darker/lighter, in a differentorientation or part of a drawing. There can be morethan one that matches the stimulus. 2 examples 24 items, max of 3 shapes that contain stimulus shape The child receives 1 point for each correctly identifiedshape. The child receives a score of 0 if an incorrect shape isidentified The ceiling is achieved at three consecutive 0s3

28/11/2017What Differentiates theWRAVMA? Includes fine motor and visual spatial subtests thatare unique to the visual motor task.Tasks tend to be engaging for children and aredesigned to limit impact of attention deficit onperformanceQuick administrationIncludes visual perceptual tasks that require moremental manipulation than the Beery but does notdifferentiate them into component skills/scores likethe DTVP-3 doesIncludes a strictly fine motor task (peg board) thatdoes not require pencil controlIf not doing any other fine motor assessment allowsfor at least a quick screen of fine motor viapegboard which allows you to observe in-handmanipulation, grasp, crossing midline,control/modulation and depth perception (as theboard is textured).Additional WRAVMA SubtestsVisual Spatial (Matching) Different start points based on age Child is asked to identify which of four options “goes best” with the stimulus. If the child gets the first few incorrect, tell them it’s incorrect and point out thecorrect one but don’t explain why an option is correct/incorrect Some stimuli are rotated, some are from a different orientation, some areidentifying a puzzle piece that would fit, etc 46 total items 1 point is awarded for each correct match. Ceiling is achieved when 6 of 8 consecutive items score “0” Intentionally only 4 options and varied presentation to limit impact of attentionFine Motor (Peg Board) Task is to put as many pegs as possible in 90 seconds Dominant hand is tested first (this is what is scored). Child is encouraged to put“resting hand” in lap Non-dominant hand tested second (doesn’t contribute to score but there arenorms available) Can only pick up one peg at a time Must not skip any holes Task is modelled by therapist and then the child gets to practice Board is textured for increased challenge If child is seeking out one colour of peg tell them to use all colours Raw score is total number of pegs placed in 90 secondsAdministration & Scoring Notes forDrawing Subtest of the WRAVMA Different start points depending on ageThe youngest age group (3-5) start by completing a drawing andincludes the therapist modellingThe remainder of the items are copyingNo erasing – only score child’s first attemptDiscourage sketchingAvoid outlining the shape with your finger or pencil or doing anygesturing, only point to the stimulusEach shape has specific criteria that need to be metBasic criteria are included on the score sheet with more specificcriteria and examples in the manualThe child can receive a score of 1 or 0 for each item depending onwhether or not all of the criteria have been metA ceiling is achieved at 3 consecutive 0 scoresWhen in doubt, give the child creditIn scoring criteria the word “clearly” is used when a more exactingjudgement should be employed. The words “generally” and“mostly” are used when a more liberal judgement can be applied.Using a visual-motor integration assessment toit’s max potential – Other things to look for Pencil grasp Bilateral hand use (holding page) Posture while seated Attention to detail Self-monitoring Perseverance when challenged Calibration of movement (e.g. going slower for moreintricate forms) Search / locate skills Ability to process multiple info on page Part-whole awareness Impulsivity22So Which One Should I Use?Thanks for your attention!Any questions?All three will provide you a reliable, valid measure of visual-motor integration BeeryDTVP-3WRAVMA I need a quick screenspecifically to assess VMI I have limited budget andneed something I can easilytransport I want something that is “triedand true”. Something that hasbeen around a long time, haslarge norm samples and hasbeen used extensively inresearch I suspect the child hasdifficulties with visualperception that are impactingtheir visual-motor integration I’ve done the Beery and thechild came out low on visualperception I’ve already done acomprehensive motorassessment so don’t want tooverlap on assessing I want something that will bequick but will still allow me tohave a good screen for visualspatial and fine motor skills inaddition to visual-motorintegration I work with children who aredifficult to engage or havelimited attention and needsomething quick that is om0407 259 317244

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Beery VMI:WRAVMA VM .52 VMI:DTVP2 Copying .75 VP:DTVP2 P.I.S. .62 MC:DTVP2 E.H.C. .65 High correlation to chronological age. Subtests are related but measure different constructs. The VMI s

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