~ is designed to enhance both visual and auditory perceptual abilities in kindergarten and first grade children. This workbook is reproducible. Exercises promote eye-hand coordination, figure-ground, position-in-space, and memory.
~ (1982) is a quick screen of short-term visual memory. The BVMAT scores recall of visual symbols, visual sequencing ability, visual association skills, visual-motor ability, visual integrative ability, and symbol-integration skills. Form A tests scores upper case letters, form B scores lower case letters.
Kit includes: manual, 25 form A & 25 form B, and a scoring key
RANGE: grades 1-9
TIME: 3 minutes per form
~ (2007) offrers a recent comprehensive set of norms and a revised/updated edition of the popular Koppitz scoring and interpretation system for Bender's Visual Motor Gestalt Test.
Kit includes the extensive manual/text and a set of design cards. LEVEL: B
~ (1999) Second Edition) measures the cognitive domain of visuoconstructive abilities and screens for brain dysfunction. Contents include: intro to the Bender Gestalt, clinical judgment vs. objective scoring systems, administration, description of the scoring system, validity, reliability, recent advance, detailed scoring instructions and examples, selected clinical cases, summary and conclusions, references and subject index.
~ (1995) assesses visual motor integration by presenting simple geometric patterns which a student is asked to copy. Norms allow comparison of students' results with same-gade peers. Norms are Canadian.
Kit includes: manual, scoring overlay, 20 booklets & ruler
ADMINISTRATION: Individual or Group, 15-25 minutes
RANGE: K- grade 7 LEVEL: A
~ includes activities for all ages to help develop visual skills in the areas of pursuit, scanning, aligning, and locating movements; eye-hand coordination; and fixation unity.
~ (1995) detects visual processing problems using the following scales: visual acuity, visual tracking, figure-ground, visual closure, spatial orientaiton, perceptual reasoning, visual motor, reading decoding, and thematic maturity.
RANGE: 8+ years
TIME: 25 minutes
~ (2002) is an extension of the DTVP-2, measuring visual perceptual and visual motor abilities. Subtests are: copying, figure-ground, visual-motor search, visual closure, visual-motor speed, and constancy.
RANGE: 11-74 years
TIME: 25 minutes
~ is a reproducible program to help students to listen more efficiently by following directives on an assortment of grids, which will result in completed designs, figures, signs, proverbs, etc.
~ (2005) measures visual-motor ability by asking examinees to copy increasingly complex series of geometric figures and scores the results (0-3 points). This test is similar to Beery's classic DVMI and other tests of design copying ability. The range of scores makes it easy to distinguish between students with visual motor problems and those with exceptional copying skills. Results are reported in standard scores, percentiles and age equivalents. Adult norms offer a means of assessing adults who have acquired visual-motor difficulties.
Kit includes: manual and 50 summary/response forms
RANGE: 5-74 years
TIME: 20 minutes LEVEL: B
~ (2006) is a clear and concise introduction to the topic of sensory integration. Descriptions and diagrams of the reticular formation, vestibular system, proprioceptive system, and tactile system are included. Dyspraxia, visual perception disorder, and central auditory processing are also clearly explained. This booklet identifies signs of various types of sensory integration dysfunction and common therapeutic techniques. Tips are provided to help parents and teachers reinforce therapy at home and in the classroom.
~ (1996) measures visual perception using three tasks: Discrimination, Memory and Copy (construction). KVPT-D requires the individual to select the matching item from a set of alternatives. The KVPT-C consists of 3 increasingly difficult subtests requiring the individual to reproduce forms. The KVPT-M briefly exposes the individual to the form, then requires the individual to locate the target form.
RANGE: 5-11; 18-22; 55-91 years
ADMINISTRATION: Individual , 25 minutes LEVEL: B
~ (2004) assesses the cognitive ability to distinguish and manipulate sounds by measuring the ability to discriminate one speech sound from another and segment a spoken word into its consituent phonemic units. Examinees must understand the concepts of sameness and difference, be able to number to 4, and be familiar with left-to-right progression.
Kit includes: manual,audio CD, 24 blocks, 6 felts, 25 examiner record booklets.
RANGE: Preschool - Adult
TIME: 20-30 minutes
~ contains 30 pages of reproducible mazes varying in difficulty from the first to the last. Helps train grade 2 and older students in visual-motor skills, eye-hand coordination, fine motor control, visual discrimination, and visual memory.
~ (2002) assesses visual perceptual ability without motor involvement. New MVPT-3 features include updated norms, and additional test plates for challenging those over age 11. Optional response time norms are used as a screener to identify whether an individual's responses are significantly delayed. Scores are provided as percentile ranks or standard scores.
Kit includes: manual, test plates & 25 recording forms
RANGE: 4 - 70+ years
ADMINISTRATION: Individual, 25 minutes LEVEL: A
~ assesses visual perceptual abilities in adults with Hemifield Visual Neglect by presenting stimuli vertically at visual midline.
Kit includes: manual, test plates & 50 forms
RANGE: 18+ years
ADMINISTRATION: Individual, 15 minutes LEVEL: B
~ contain 250 reproducible activities (mazes, find-the-word, dot-to-dot, and finish-the-picture) in graduated skill levels.
~ (2006) is a quick,norm-referenced assessment of a child's ability to perceive visual information. The three 20-item subtests include: Visual Discrimination, Visual Figure-Ground, and Visual Closure. Each subtest assesses important features of visual-perception, visual processing, and pre-reading skills. The SVPSS is helpful in diagnosing children with learning disabilities, visual-perceptual deficiencies, and visual processing disorders.
RANGE: 5-10 years
ADMINISTRATION: 5-10 minutes Scoring 3-5 minutes
~ (1996) screens individuals with perceptual organizational problems involving eye-hand coordination by measuring the ability to interpret and translate visually perceived geometric patterns using hand-motor responses. The individual is asked to copy geometric figures increasing in complexity.
RANGE: 4+ years
ADMINISTRATION: Individual or Group
TIME: 10-15 minutes
~ is a three minute screen to determine if a child has sufficiently developed skills in processing sequences of syllables and sounds within common words.
RANGE: K-grade 3
ADMINISTRATION: Individual, 3 minutes
~ evaluates visual skills by indentifying whether the child is either competent or in need of remediation for perceiving visual relationships necessary for integration of letter and word shapes. The child is asked to copy a range of geometric patterns until the child reaches tepoint where errors are consistently made.
Kit includes: Directions card and 10 Booklets
RANGE: 5-8 years
ADMINSITRATION: Individual, untimed LEVEL: B
~ TVMS-R measures eye-hand coordination using a series of 23 geometric designs which are copied, then measured using the following performance classifications: closure, angles, line intesections, size rotation, line length, under or over-penetration, and design modification. The scoring system features a revised multi-point system allowing greater discrimination of problem areas.
An alternate scoring method has been developed for scoring only the most common types of visual motor errors (rated 0,1,2 or 3). This method provides supplementary information only and is more time consuming than the regular scoring method.
See also the "VMDRA", listed separately.
Kit includes: manual, 15 booklets, & 15 scoring forms
RANGE: 3-13 years
ADMINISTRATION: Individual or Group. 10 minutes LEVEL: B
~ TVMS-UL provides useful information regarding visual perception of non-language forms and reproduction of what is visually perceived by a subject. There are 16 geometric designs in increasing order of difficulty which are to be copied in the test booklet. Errors from 9-22 are recorded with the scoring sheets.
See also: "VMULRA" listed separately
Kit includes: manual, 25 test booklets, protractor, 25 scoring sheets
RANGE: 12-40 years
ADMINISTRATION: Individual or Group, 10 minutes LEVEL: B
~ (2006) is an easy to use assessment of visual-perceptual strengths and weaknesses. Visual perception is an ability that enables one to make sense out of what is seen, in contrast to visual acuity tests which determine that something was seen by the individual.
There are still 16 plates in each of the 7 areas measured, so the length of the test remains the same as previous editions: (1) Visual Discrimination, (2) Visual Memory,
(3) Visual Spacial Relationships, (4) Form Constancy, (5) Visual Sequential Memory, (6) Figure-Ground & (7) Visual Closure
Kit includes: Manual, Test Plates and 25 Record Forms
ADMINISTRATION: Individual, 25 minutes
RANGE: 4 years to 18 years 11 mths LEVEL: B
~ is a criterion referenced measure used to identify visual inefficiencies that affect school performance. Six subtests assess: pursuit, scanning alignment, and locating movements, eye-hand coordination, and fixation unity.
Kit includes: manual, cards, 25 design forms, 25 trail forms, 25 score sheets & glasses
RANGE: K - grade 4
ADMINISTRATION: Individual, 10-15 minutes LEVEL: B
~ (2006) was formerly entitled The Minnesota Perception Diagnostic Test. ViMo provides a quick screen for visual-motor impairment. It consists of six Gestalt designs that the respondent is asked to reproduce. Based on the degree of rotation and the number of separations and distortions, results indicate the type of visual-motor impairment and the likelihood of a learning or behavioral problem, emotional or personality disturbance, brain damage, or other organic mental disorder.
The author asserts that by controlling for age and IQ, ViMo can provide a more accurate measure of visual motor abilities.
A four-step diagnostic process is used to to guide the clinician when using the rotation, separation, and distortion scores to determine which diagnostic group is most likely related to various types of impairment.
ViMo's non-verbal format is ideal for use with respondents from different environmental and educational backgrounds.
The ViMo assessment is based on 35 years of diagnostic data and research on visual-motor performance. Normative data is based on large child and adult samples—over 12,000 respondents in total.
Kit includes Manual 2 sets of test cards and 25 record forms
RANGE: 6 +years
TIME: 5-10 MInutes LEVEL: A
~ screens for auditory discrimination by assessing the ability to recognize the differences between phonemes. The examiner reads aloud 40 pairs of words, and the child must determine whether the words in each pair are the same or different.
Kit includes: manual, 100 form 1A and 100 form 2A tests
RANGE: 4-8 years
ADMINISTRATION: Individual, 5 minutes LEVEL: B
~ (1995) provides a visual-motor integration composite derived from the separate subtest assessments of fine-motor, visual-spatial, and visual-motor abilities. Each of the three subtests were standardized on over 2,600 children. Expected revision release: 2006.
Kit includes: manual, 25 examiner forms, 25 visual matching forms, 25 drawing forms, and a pegboard & pegs
RANGE: 3-17 years
ADMINSTRATION: Individual, 4-10 minutes per test LEVEL: B
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