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 zeta-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.
Hahnemann University, Programs in Physical Therapy, Philadelphia, PA 19102-1192.
R J
RJ
Palisano
C G
CG
Dichter
D002648:Child; D002657:Child Development; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D011581:Psychological Tests; D011597:Psychomotor Performance