Correlations for the Developmental Visual-Motor Integration Test and the Wechsler Intelligence Scale for Children-III

Graf, Mercedes; Hinton, Richard N.

doi:10.2466/pms.1997.84.2.699

Cited by 13 publications

(8 citation statements)

References 5 publications

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“…Importantly, the associations between the measures of visual information processing and academic performance in this study remained significant even when adjusted for age, thus removing any potential for developmental differences to influence these associations. Another limitation of the current study was that we did not include assessment of refractive error, accommodation or general intelligence (IQ) tests, which are all known to be correlated with academic performance, visual‐motor integration and RAN in children (Graf & Hinton ; Rosner & Rosner , Stage et al. ; Rohde & Thompson ; Palomo‐Alvarez & Puell ).…”

Section: Discussionmentioning

confidence: 99%

Visual information processing skills are associated with academic performance in Grade 2 school children

Hopkins

Black

White

et al. 2019

Acta Ophthalmologica

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Purpose: This study evaluated the association between performance on visual information processing tests and academic performance in school children. Methods: Visual-motorintegration(VMI),theDevelopmentalEyeMovement(DEM)test,visualacuityandstereoacuitywere assessedin222Grade2children(meanage:7.90 AE 0.33 years).Academicperformancewasassessedusingstandardizedtestsof reading and mathematics (PAT-R and PAT-M). Linear regression analyses examined associations between visual information processing (VMI and DEM) and academic measures, adjusting for school socio-economic background and age. Receiver operatingcharacteristic(ROC)analysiswasusedtoassesstheabilityoftheteststoidentifychildrenwithbelowaverageacademic performance. Results: Visual-motor integration (VMI) and DEM (horizontal time) were most strongly associated with PAT-R and PAT-M. Linear regression models explained 28.6% of variance in PAT-R (VMI: standardized regression coefficient = 0.31, p < 0.01; DEM horizontal time: À0.28, p < 0.01) and 24.1% of variance in PAT-M (VMI: standardized regression coefficient = 0.29, p < 0.01; DEM horizontal time: À0.16, p = 0.02). Receiver operating characteristic (ROC) curve analysis indicated that VMI was most strongly associated with below average PAT-R (area under curve [AUC] of 0.74 [95% CI: 0.67-0.81]) and PAT-M (AUC of 0.73 [95% CI: 0.66-0.81]). Conclusion: Visual-motor integration (VMI) was most strongly associated with reading and mathematics scores in school children. A child's academic performance can be an important factor in their optometric management. The ability of clinical tests to identify children at risk of underachieving academically provides additional support to clinicians in managing their patients.

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Section: Discussionmentioning

confidence: 99%

Visual information processing skills are associated with academic performance in Grade 2 school children

Hopkins

Black

White

et al. 2019

Acta Ophthalmologica

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“…One of the limitations of the test is that it does not measure psychomotor speed (Graf & Hinton, 1997). Hence, the first aim of this study was to assess the concurrent validity of the American Test of Visual-Motor Integration (Beery, 1989(Beery, , 1997 and the South African Copying Test (Madge, 1981a) and the intercorrelation of these measures with teachers' ratings on academic abilities.…”

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confidence: 99%

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

2006

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This study assessed the intercorrelations of scores on the Developmental Test of Visual-Motor Integration, the locally standardized Copying Test, and teachers' ratings of scholastic skills in a South African multi-ethnic preschool sample. The study also investigated whether cultural and socioeconomic factors might influence test data. Participants were 71 Black, 101 Coloured, and 66 White children attending preschools in a semirural district. Participants' ages ranged from 4 yr., 9 mo. to 7yr., 0 mo. (M=5.8 yr., SD= 0.3 yr.). Analysis yielded a correlation of .75 between the test scores and supports the suitability of the widely used Developmental Test of Visual-Motor Integration in a multi-ethnic sample. Scores on the Copying Test correlated higher with teachers' ratings. However, significant differences in test performance among groups by race and socioeconomic status suggest the rate of perceptual-motor development may be related to cultural factors. Normative data are reported for groups by race and socioeconomic status.

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“…One possible explanation is that when participants perform VMI tasks, they create plans for performing actions and these plans are dependent on working memory skills. Research suggests that intellectual and perceptual motor skills, although distinct in their expression, are acquired in a similar way ( Rosenbaum, Carlson, & Gilmore, 2001 ), so there is a moderate, statistically signifi cant correlation between the intelligence scores and visual-motor integration scores ( Graf & Hinton, 1997 ). It is possible that there are similarities in acquisition of working memory and visual-motor integration; on the other hand, evidence for Monitoring playing a role in motor tasks has already been shown for gait control ( Beauchet, et al, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

Executive Functions as Predictors of Visual-Motor Integration in Children with Intellectual Disability

Memišević¹,

Sinanović

2013

Percept Mot Skills

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The goal of this study was to assess the relationship between visual-motor integration and executive functions, and in particular, the extent to which executive functions can predict visual-motor integration skills in children with intellectual disability. The sample consisted of 90 children (54 boys, 36 girls; M age = 11.3 yr., SD = 2.7, range 7-15) with intellectual disabilities of various etiologies. The measure of executive functions were 8 subscales of the Behavioral Rating Inventory of Executive Function (BRIEF) consisting of Inhibition, Shifting, Emotional Control, Initiating, Working memory, Planning, Organization of material, and Monitoring. Visual-motor integration was measured with the Acadia test of visual-motor integration (VMI). Regression analysis revealed that BRIEF subscales explained 38% of the variance in VMI scores. Of all the BRIEF subscales, only two were statistically significant predictors of visual-motor integration: Working memory and Monitoring. Possible implications of this finding are further elaborated.

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Correlations for the Developmental Visual-Motor Integration Test and the Wechsler Intelligence Scale for Children-III

Cited by 13 publications

References 5 publications

Visual information processing skills are associated with academic performance in Grade 2 school children

Visual information processing skills are associated with academic performance in Grade 2 school children

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

Executive Functions as Predictors of Visual-Motor Integration in Children with Intellectual Disability

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