Visual-Motor (Neuro-Sensory integration) Assessments

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]
Quick Neurological Screening Test - 3 [QNST-3]
Test of Gross Motor Development - Second Edition [TGMD-2]
Test of Handwriting Skills - Revised [THS-R]
Test of Pictures / Forms / Letters / Numbers Spatial Orientation & Sequencing Skills [TPFLNSOSS]
Test of Visual-Motor Skills - Third Edition [TVMS-3]
Visual Skills Appraisal [VSA]

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.

The New Beery VMI, 6th edition Manual is not available through Psychological and Educational Publications but continue to use the existing Beery VMI-5th edition forms since the test content has not changed.

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 - 3 [JLRRT-3]

Brian T. Jordan

The Jordan Left-Right Reversal Test-3rd Edition (2011) helps clinicians identify students who have difficulty with reversals, and what types of reversals are problematic: objects, letters, numbers, words, or letter sequences. The JLRRT-3 now has two parts consisting of five subtests, in developmental sequence. Although the test is for individuals 5 years to 19 years, children 5 years to 8 years take Part 1 only. The first and last subtests are new, line drawings and letter sequences, respectively. The remaining three subtests are letters and numbers. words, and words in sentences. A Remedial Checklist provides suggested remediation activities.

The JLRRT-3 can be administered to individuals or small groups. Norm-referenced , two scores are derived: Correct Responses (reversals correctly identified) and Errors (nonreversed items that were incorrectly identified as reversals, plus reversals that were not identified). Both scores are converted to percentile ranks and interpreted using cutoff scores based on score frequencies in the normative sample. Age equivalents are also provided.

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.

Quick Neurological Screening Test - 3 [QNST-3]

Margaret Mutti, Harold Sterling, Nancy A. Martin, Norma Spaulding

The Third Edition of the Quick Neurological Screening Test documents the presence of neurological soft signs (NSS), which can indicate neural trauma and often harbingers of learning difficulties (without history of trauma). The expanded norms now cover ages 5 years through geriatrics (80+). The QNST-3 tasks are commonly used in traditional neurological exams and require no special equipment, just a pencil. The presence of NSS indicates impaired motor coordination and sensory integration, both of which relate to learning as well as to general daily functioning.

The QNST-3 is an individually administered, empirically based assessment that can be completed and scored in 20 to 30 minutes. Hand scoring is quick and easy; raw scores (from each task and an overall total) are interpreted in terms of functional categories (based on the frequencies of NSS seen in the normative sample).

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 3-0 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.

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 - Third Edition [TVMS-3]

Nancy Martin

The third edition of the Test of Visual-Motor Skills assesses how well a person can coordinate visually guided fine-motor movements to copy a design while it is in sight. The TVMS-3 is used to detemine whether there are any systematic distortions or gross inaccuracies in the copied design that could be the result of deficits in visual perception, motor planning, and/or execution.
The TVMS-3 utilizes a greatly simplified scoring system. A single test is now available for ages 3 through 90+, administered individually or in a group. The test is untimed; it can be administered in about 20 to 30 minutes. The test-taker is given a booklet containing a series of 39 geometric designs of increasing complexity. The individual is asked to reproduce each design as closely as possible but may not sketch or trace the designs, nor attempt more than one copy for each design.
Results are expressed as a general accuracy standard score and an analysis of errors seen in the copied design. The manual contains detailed descriptions and exemplars of actual test results obtained during the norming study, showing the error types and scoring guidelines. The scoring sheet has a built-in guide to the types of errors possible on each design. Nine types are errors are identified: incorrect closures, incorrect angles, line quality, line lengths, line connections, modification of size or part, addition or deletion of a part, rotation or reversal, and shape overlap. Analysis of the types of errors provides a detailed evaluation of visual-motor skills. Results can be reported as standard scores, percentile ranks, or age equivalents. When used with the Test of Visual-Perceptual Skills, the tests can differentiate between a primarily visual-motor impairment and a perceptual difficulty.

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.