Abstract
Purpose As occupational therapists embrace evidence-informed and occupation-centred practice, the use of standardised visual perceptual tests remains a strong feature of typical paediatric practice. Yet, the research evidence for the use of such tools is inconclusive at best. This study compared the results of the Test of Visual Perceptual Skills (TVPS) with a checklist of reported functional difficulties in 30 children attending occupational therapy. The purpose of this paper was to determine the usefulness of visual perceptual testing in relation to occupation-centred practice. Design/methodology/approach A descriptive correlational study design was used. Participants were 30 primary school-age children who were on a paediatric occupational therapy caseload. An additional 30 typically developing children participated in the development of the checklist. Findings Correlations were found between reported functional visual skill difficulties and two subtests of the TVPS (visual memory and visual discrimination). No correlation was found between the reported functional difficulties and any of the other five subtests of the TVPS or the total score. Originality/value Results highlight the weak relationship that existed in this study between standardised measures of visual perception, as measured by the TVPS, and functional difficulties. Therapists are cautioned to explore both the evidence base for continued use of standardised visual perceptual measures to inform occupation-centred practice and the need to embrace a more comprehensive person-centred approach to visual perceptual assessment.
Highlights
Occupational therapists recognise themselves as having unique skills in the area of visual perceptual assessment and intervention with children (Howard, 2002)
The results showed a significant difference in scores between the two groups for each of the 50 questions of the Children’s Visual Behaviour Checklist (CVBC) (p < 0.01 for all but one question; Q22 ‘Has difficulty finding way around school or unfamiliar environments’ p < 0.05)
A series of two-way between-groups analysis of variances (ANOVAs) were conducted to explore the impact of age (7-8, 9-10- and 11-12-year-olds) and group on the individual areas of occupational performance addressed by the CVBC to confirm that it is a robust measure to use for all areas of occupational performance
Summary
Occupational therapists recognise themselves as having unique skills in the area of visual perceptual assessment and intervention with children (Howard, 2002). It is important that therapists practise from a sound theoretical base and use assessment tools that are fit for purpose (Rodger et al, 2005) To this end, therapists need to understand the entire visual system in relation to function, as well as the role of visual perception within this system, to be able to effectively address visual perceptual difficulties in children One of the most widely used and influential assessments is the Test of Visual Perceptual Skills (TVPS), whose fourth edition (TVPS-4) has recently been published (Frauwirth, 2017). This describes seven discrete areas of visual perception which are assessed and scored separately. It is critical that firstly we examine visual systems and visual perceptual theories to determine if this assessment has a strong theoretical basis, and, secondly, that we establish whether there is a link between the assessment results and the functional difficulties that children are experiencing
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