Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

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.

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Predicting Handwriting Performance of Early Elementary Students with the Developmental Test of Visual-Motor Integration

Perceptual and Motor Skills ◽

10.2466/pms.2002.95.2.661 ◽

2002 ◽

Vol 95 (2) ◽

pp. 661-669 ◽

Cited By ~ 26

Author(s):

Deborah Marr ◽

Sharon Cermak

Keyword(s):

Elementary Students ◽

First Grade ◽

Early Elementary ◽

Children At Risk ◽

Successful Completion ◽

Successful Performance ◽

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor ◽

Clear Support

The purpose of this study was to examine use of the Developmental Test of Visual-Motor Integration in predicting handwriting performance of early elementary students and the contribution of sex. An additional purpose was to examine whether successful completion of the first nine figures or the oblique cross from the test predicted handwriting. 101 children were tested at the beginning of their kindergarten year and again in the middle of the first-grade year on the Scale of Children's Readiness In Printing (SCRIPT). The VMI kindergarten scores did not significantly predict first-grade SCRIPT scores for the sample as a whole. When boys and girls were considered separately, VMI scores predicted handwriting SCRIPT scores for girls, but accounted for only 10% of the variance. Successful performance on the first nine VMI figures was significantly associated with handwriting for girls but not boys, while the oblique cross did not significantly predict handwriting performance. These results do not provide clear support, for administration of the Developmental Test of Visual-Motor Integration during kindergarten as a tool to identify children at risk for handwriting difficulties.

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Developmental Test of Visual-Motor Integration and the Goodenough Draw-a-Man Test as Predictors of Academic Success

Perceptual and Motor Skills ◽

10.2466/pms.1976.43.2.543 ◽

1976 ◽

Vol 43 (2) ◽

pp. 543-546 ◽

Cited By ~ 14

Author(s):

James B. Duffey ◽

David R. Ritter ◽

Mark Fedner

Keyword(s):

Academic Success ◽

Academic Functioning ◽

Current Level ◽

Second Grade ◽

Predictive Utility ◽

Stanford Achievement Test ◽

Visual Motor Integration ◽

Developmental Test ◽

Visual Motor ◽

Predictors Of Academic Success

At the inception of their kindergarten program 80 children were administered the Developmental Test of Visual-motor Integration and the Draw-A-Man. These same children, at the conclusion of second grade, received the Stanford Achievement Tests to obtain indices of their current level of academic functioning. Results indicated that, while the Developmental Test of Visual-motor Integration and the Draw-A-Man were both significant predictors of academic success in Grade 2 as measured by the Stanford Achievement Test total score, each measure accounted for only 93 % of the test variance. These tests then have little predictive utility; tests which are more educationally relevant may be better predictors of future academic success.

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