Visual-Motor (Neuro-Sensory integration) Assessments

Test of Pictures / Forms / Letters / Numbers Spatial Orientation & Sequencing Skills [TPFLNSOSS]
Test of Visual-Motor Skills - Revised [TVMS-R]
Test of Visual-Motor Skills - Revised (Alternate Scoring Method) [TVMS-R (ASM)]
Test of Visual-Motor Skills: (Upper Level) Adolescents and Adult [TVMS-UL]
DeGangi-Berk Test of Sensory Integration [TSI]
Beery-Buktenica Developmental Test of Visual-Motor Integration - Fifth Edition [Beery VMI-5]
Full Range Test of Visual Motor Integration [FRTVMI]
Jordan Left-Right Reversal Test - Revised [JLRRT-R]
Koppitz Developmental Scoring System for the Bender Gestalt Test - Second Edition WITH Bender Cards [KOPPITZ-2]
McDowell Vision Screening Kit [MCDOWELL]
Peabody Development Motor Scales - Second Edition [PDMS-2]
Test of Gross Motor Development - Second Edition [TGMD-2]
Test of Handwriting Skills - Revised [THS-R]
Visual Skills Appraisal [VSA]

Test of Pictures / Forms / Letters / Numbers Spatial Orientation & Sequencing Skills [TPFLNSOSS]

Morrison F. Gardner

The Test of Pictures/Forms/Letters/Numbers Spatial Orientation and Sequencing Skills (TPFLNSOSS) was developed to aid optometrists, occupational therapists, resource specialists, psychologists, learning specialists, teachers, and other professionals in determining a child's ability to visually perceive forms and letters and numbers in the correct direction and to visually perceive words with the letters in the correct sequence.
While the Test of Pictures/Forms/Letters/Numbers/Spatial Orientation and Sequencing Skills can be individually administered, it can also be administered to groups. The test can be administered in 10 to 15 minutes depending on the age of the child and can be scored in 5 to 10 minutes. The test was designed for children ages 5 years to 9 years.
The Test of Pictures/Forms/Letters/Number/Spatial Orientation and Sequencing Skills yields raw scores that are easily converted into standard scores, scaled scores, percentiles, and stanines. Normative data as well as information on reliability and validity are well documented in the manual. Features of this test include ease of administration and scoring and the speed with which administration and scoring can be completed. The test stimuli are attractive and interesting, and children find this to be an interesting test. One specific feature is that no verbal responses are required; all responses are made in the test booklet. Another feature is that the child does not have to rely on his or her understanding of language symbols-only the orientation of language and non-language symbols.

Test of Visual-Motor Skills - Revised [TVMS-R]

Morrison F. Gardner

The Test of Visual-Motor Skills, a well-accepted and well-normed and standardized test, has been revised.
The revised method of scoring the geometric forms of the TVMS-R, while requiring more time, is not difficult. While the revised method of scoring the geometric forms does require more time (scoring requires that each geometric form be evaluated by following a definitive criterion), the value is justifiable.
The value of this scoring criteria of the geometric forms can give the examiner a more refined diagnosis of a subject's visual-motor strengths and weaknesses. This revised method is unlike the right or wrong method of scoring geometric forms. From the application of the revised method of scoring (scoring a number of visual motor characteristics for each geometric design), a subject's specific strengths and specific weaknesses can be determined areas of visual-motor functions, and remediation can be prescribed for any specific weakness.
The TVMS-R, for ages 3 years to 14 years was standardized on approximately 1500 subjects. The TVMS-R is easy to administer. Testing time is approximately 3 to 6 minutes, and scoring a test booklet of 23 geometric forms requires 15 to 20 minutes.
A scoring-criterion form for each test booklet of geometric forms is provided for the convenience of examiners.
Like the TVMS, the revised form can be administered by occupational therapists, teachers, psychologists, physicians (pediatricians and neurologists), resource specialists, optometrists, speech and language pathologists, teachers of special education, counselors, and other professionals.
The revised form of the TVMS can also be administered to groups of subjects as well as to individuals.

Test of Visual-Motor Skills - Revised (Alternate Scoring Method) [TVMS-R (ASM)]

Morrison F. Gardner

While the Scoring Criteria Method of scoring the geometric forms of the Test of Visual Motor Skills - Revised is not difficult, it does require more time. The purpose of this method of scoring the geometric forms is to give examiners a more refined diagnose of a subject's visual-motor strengths and weaknesses in eight categories of visual-motor functions. This method of scoring a subject's copied forms which is characteristically detailed but accurate does yield a composite overall score in addition to various scores for each of the eight categories of visual-motor functions.
Even though the Scoring Criteria Method of scoring is well-accepted and widely used by various professionals, it requires more time than a simplified, less elaborate method of scoring; and it is for this reason that the Alternate Scoring Method of scoring the geometric forms of the Test of Visual-Motor Skills - Revised was developed and is now available. The Alternate Scoring Method does not replace the Scoring Criteria Method which includes scoring eight (8) Classifications.
The Alternate Scoring Method for ages 3 years to 14 years is used to score only the most common types of visual-motor errors. The scoring is a zero, a one, a two, or a three. A score of zero indicates that a subject is unable to copy the form with any degree of accuracy whereas a score of three indicates a subject is able to copy the forms with precision. Scores of one and two indicate that a subject has made various minor visual-motor errors. In addition to the written documented types of errors, the errors are also illustrated.
After scoring the geometric forms, the total score can be recorded on the profile form. This total score can be converted to motor age, standard score, scaled score, percentile, and stanine.
The same Test Booklet of geometric forms can be scored by either the Alternate Scoring Method (ASM) or by the Scoring Criteria Method (SCM). While either scoring method can be used to score the same geometric forms, each scoring method has its own manual of statistics and norms.

Test of Visual-Motor Skills: (Upper Level) Adolescents and Adult [TVMS-UL]

Morrison F. Gardner

The Test of Visual-Motor Skills - Upper Level, for use with subjects from 12 to 40 years of age, is an upper-level companion to the original Test of Visual-Motor Skills, a test for use with subjects between 2 and 13 years of age. These two tests offer practical information about how a subject visually perceives non-language forms and reproduces with his or her hand what is visually perceived.
The TVMS-UL can be another tool for occupational therapists, optometrists, rehabilitation specialists, resource specialists, teachers, psychologists, and other professionals to use to diagnose subjects from 12 to 40 years of age for possible neuro-sensory integration dysfunction such as poor motor control, delayed or impaired motor coordination, poor motor accuracy, and motor confusion.
The TVMS-UL is an untimed instrument designed to measure visual-motor skills and may be administered to individuals or to groups. The test comprises 16 geometric figures arranged in increasing order of difficulty, each of which is to be copied by the test subject within the Test Booklet. Each copied figure is to be scored for a variety of discrete errors (from a minimum of 9 to a maximum of 22 errors per figure). A Scoring Sheet is provided to assist examiners in marking scorable errors. Standardization data and accompanying conversions from raw scores to standard scores, scaled scores, percentiles ranks, and stanines are presented in the Manual.
The TVMS-UL is easy to administer. Testing time is approximately 5 to 10 minutes: scoring takes about 15 to 20 minutes. The TVMS-UL has been standardized on approximately 900 subjects.

DeGangi-Berk Test of Sensory Integration [TSI]

George A. DeGangi, Ronald A. Berk

The DeGangi-Berk Test of Sensory Integration (TSI) makes it easier to identify sensory integrative dysfunction in young children. Sensitive to even subtle developmental deficits, the TSI permits early detection of problems that could lead to learning difficulties if left untreated.
Designed for use with 3 to 5-year old children, the TSI includes 38 items measuring overall sensory integration as well as three clinically significant subdomains: Postural Control, Bilateral Motor Integration, and Reflex Integration.
TSI items require the child to perform specific tasks or respond to various stimuli. The test can be individually administered and scored in jut 30 minutes. The therapist simply rates the child's performance on each item, using a numerical scale ranging from "abnormal" to "normal" development. In addition to a total score, the TSI provides scores by each of the three subdomains measured.
The TSI effectively differentiates normal and developmentally delayed children.

Beery-Buktenica Developmental Test of Visual-Motor Integration - Fifth Edition [Beery VMI-5]

Keith E. Beery, Norman A. Buktenica, Natasha A. Beery

The Beery VMI helps assess the extent to which individuals can integrate their visual and motor abilities. The Short format often used with children ages 2 to 8 years, and Full Format tests present drawings of geometric forms arranged in order of increasing difficulty that the individual is asked to copy.

The Short and Full Format tests can be administered individually or to groups in 10 to 15 minutes. The Beery VMI series also provides supplemental Visual Perception and Motor Coordination tests, which use the same stimulus forms as the Short and Full Format Tests. These optonal assessments are designed to be administered after results from the Short of Full Format test show the need for further testing, to help compare an individual's test results with relatively pure visual and motor performances. Individual administration is recommended for the supplemental tests, which take about 5 minutes each to administer.

The Beery VMI was standardized on a national sample of 2,512 individuals age 2 to 18 years. Results are reported as standard scores, percentile, or other equicalents.

The Beery VMI can be used by psychologists, learning disability specialists, school counselors, teachers, and other professionals.

Full Range Test of Visual Motor Integration [FRTVMI]

Donald D. Hammill, Nils A. Pearson, Judith K. Voress, Cecil R. Reynolds

The Full Range Test of Visual-Motor Integration is an extensive revision of the original Test of Visual-Motor Integration (TVMI). The norms now include ages 5 years through 74 years of age. The test assesses the ability to accurately relate visual stimuli to motor responses. The purposes of the test include: documenting the presence and degree of visual-motor problems in individuals, identifying candidates for referral, verifying the effectiveness of intervention programs, and serving as a research tool. The test requires the person being tested to copy a series of designs that become increasingly complicated.

Jordan Left-Right Reversal Test - Revised [JLRRT-R]

Brian T. Jordan

The revised edition of the JLRRT assesses reversals of letters, numbers, and words. The scope of test material has been expanded. New, more conservative norms accurately detect visual reversal problems.
The JLRRT may be administered to individuals or groups by teachers or specialists. Level 1 tests reversals of letters and numerals. Level 2 assesses reversed lower-case letters within words, and whole-word reversals within sentences.
The test is untimed and can be administered and scored in about 20 minutes to ages 5 though 12.

Koppitz Developmental Scoring System for the Bender Gestalt Test - Second Edition WITH Bender Cards [KOPPITZ-2]

Cecil R. Reynolds

The revision of Elizabeth Koppitz' Bender-Gestalt test scoring system, as one of the most frequently used psychological tests, has been extensively revised and updated for ages 5 years to 85 years. This new test is to be used by psychologists, educational diagnosticians, licensed professional counselors, occupational therapists, and others with proper training in the use of psychologically based tests of visual-motor integration. The KOPPITZ-2 requires the examinee to draw increasingly complex figures from a model (the Bender designs) on a plain sheet of white paper and to organize the task independently.
The KOPPITZ-2 can be used to determine the presence and degree of any extant visual-motor problems, identify candidates for remedial programs and visual-motor training, evaluate the effectiveness of intervention programs and monitoring recovery following acute injury, monitor the progress of progressive degenerative disease processes that affect visual-motor integration skills, gather research regarding visual-motor integration process.
Testing time is between 5 and 10 minutes on an individual basis. Completely non verbal and useful with individuals from widely varied cultural and ethnic backgrounds, this test maintains a developmental view of visual-motor integration and provides separate scoring systems for young children, 5-7 years, and older children and adults 8-85 years.
Detailed scoring guides and a clear template are provided for the developmental scoring systems that result in high levels of interscorer reliability. Standard scores and percentile ranks along with specialized scores and age equivalents are provided to meet the needs of all practitioners.

McDowell Vision Screening Kit [MCDOWELL]

P. Marlene McDowell, Richard L. McDowell

Convenient and quick, the McDowell provides a complete evaluation for any child, beginning with the very young preschooler. It gives a behavioral assessment of visual performance in five areas: Distance Visual Acuity, Near Point Visual Acuity, Ocular Alignment and Motility, Color Perception, and Ocular Function.
The McDowell Kit contains all the toys, objects, and recording forms needed for a comprehensive screening. The entire process takes only 10 to 20 minutes, and scoring is based on simple pass/fail criteria. If the child fails in a given area, referral recommendations are provided.
The procedures used in the McDowell consistently identify children with the three most common and correctable vision problems: refractive errors, ocular alignment dysfunction, and amblyopia. Virtually all children, regardless of their developmental level, can complete these procedures.

Peabody Development Motor Scales - Second Edition [PDMS-2]

M. Rhonda Folio, Rebecca R. Fewell

The Peabody Development Motor Scales - Second Edition (PDMS-2) is an early childhood motor development program that provides (in one package) both in-depth assessment and training or remediation of gross and fine motor skills. The assessment is composed of six subtests that measure inter-related motor abilities that develop early in life. It is designed to assess the motor skills of children from birth through five years of age. Reliability and validity have been determined empirically. The normative sample consists of 2,003 persons residing in 46 states. The PDMS-2 can be used by occupational therapists, physical therapists, diagnosticians, early intervention specialists, adapted physical education teachers, psychologists, and others who are interested in examining the motor abilities of young children.
Subtests include Reflexes, Stationary, Locomotion, Object Manipulation, Grasping, Visual-Motor Integration. The subtests yield a gross motor quotient, a fine motor quotient, and a total motor quotient.

Test of Gross Motor Development - Second Edition [TGMD-2]

Dale A. Ulrich

The Test of Gross Motor Development - Second Edition (TGMD-2), a major revision of the Test of Gross Motor Development, is a norm-referenced measure of common gross motor skills that can be used by kinesiologists, general and special educators, psychologists, and physical therapists. The TGMD-2 assists you in identifying children ages 3-0 through 10-11 who are significantly behind in their peers in gross motor skill development.
The TGMD-2 is made up of 12 skills (six for each subtest): Locomotor: run, gallop, hop, leap, horizontal jump, slide; and Object Control: striking a stationary ball, stationary dribble, kick, catch, overhand throw, and underhand roll.
Detailed descriptions and illustrations of the gross motor skills and simplified scoring system allow you to administer the TGMD-2 quickly and easily in 15 to 20 minutes.
Age norms have been divided into half-year increments for both subtests for ages 30 through 7-11. Using the TGMD-2, you will obtain standard scores, percentile scores, and age equivalents. The test also provides you with a Gross Motor Quotient if both subtests are completed.

Test of Handwriting Skills - Revised [THS-R]

Michael Milone

The Test of Handwriting Skills - Revised (THS-R) is an untimed, clinical assessment of neurosensory integration skills evident in handwriting (both manuscript and cursive) that are often disrupted in students with learning difficulties. The THS-R provides standardized assessment of children's handwriting ability for both manuscript and cursive styles that can be used with any of the popular handwriting programs, such as Palmer, Zaner-Bloser, D'Nealian. The THS-R is not a classroom assessment of penmanship.
The results of the THS-R can be used to identify neurosensory integration problems, monitor progress of students with disabilities, determine if neurosensory integration difficulties are contributing to students' learning problems, and guide instructional or rehabilitaion practices. A video tutorial is included to assist practitioners in the scoring process. Subtest scores are reported as scaled scores and percentile ranks, and an Overall standard score has been added. The test was normed on 1500 individuals and can be administered to individuals or groups, ages 5 years to 19 years. Testing/scoring time is approximately 25 minutes.

Visual Skills Appraisal [VSA]

Regina G. Richards, Gary S. Oppenheim, in consultation with G. N. Getman

The Visual Skills Appraisal (VSA) is a screening test for grades K to 4 developed to assist teachers and other educators, who may not have specialized training in visual skills assessment, to identify visual inefficiencies that affect school performance. Six subtests assess pursuit. scanning, alignment, and locating movements; eye-hand coordination; and fixation unity. The VSA is a self-contained instrument that does not require the use of other equipment. In addition to its use in the identification of visual deficits, the manual includes many visual skill training techniques that are keyed to each subtest. The VSA can be individually administered in 10-15 minutes by an experienced examiner. The resulting subtest scores are converted to a scale of 0-5 and cut-off points, which indicate whether a student requires further examination by a vision specialist, are provided.