Developmental Test Of Visual Perception Research Articles

Factor analysis of the developmental test of visual perception performance of educable mental retardates.

36 educable mental retardates were administered the Developmental Test of Visual Perception. A factor analysis of the 5 subtest and total test scores yielded a single factor. This differed from the two factors extracted in a study of normal children. The rationale for the single factor with educable mental retardates is discussed.

Variance Components in the Illinois Test of Psycholinguistic Abilities

The standardization data for the ITPA were analyzed to determine the variance components of its nine subtests. Over-all, the proportion of the total variance accounted for by the specificity was about three-quarters of that accounted for by the communality. This finding was compared with those of similar analyses of the WISC and the Developmental Test of Visual Perception.

Relation of achievement test scores and specific reading abilities to the Frostig Developmental Test of Visual Perception.

The purpose of this investigation was to determine the predictive value of the Frostig Developmental Test of Visual Perception to general achievement in the second grade and the relationships among Frostig test scores and estimates of specific reading abilities. The Frostig test has some value as a predictor of general achievement in the second grade but does not predict as well as the Hearing Sounds in Words, Visual Memory for Words, reversible words in context, and synthesizing words in context or the Gates Paragraph Reading and Word Recognition Tests. Four subtests of the Frostig test (excepting Form Constancy) showed significant relationships with specific reading abilities.

VARIANCE COMPONENTS IN THE DEVELOPMENTAL TEST OF VISUAL PERCEPTION.

A portion of the standardization data for the Developmental Test of Visual Perception was analyzed to determine the variance components of its five subtests. Data from two previous studies were reanalyzed with the same objective. On the average, the proportion of the total variance accounted for by the specificity of the subtests was approximately equal to that accounted for by their communality. This finding lends some support to the premise that a number of relatively distinct areas of perception can be delineated.

THE MARIANNE FROSTIG DEVELOPMENT TEST OF VISUAL PERCEPTION, 1963 STANDARDIZATION.

This monograph summarizes statistical data on the 1963 standardization sample of over 2100 unselected nursery school and public school children between the ages of 3 and 9 yr. who were tested with the Marianne Frostig Developmental Test of Visual Perception. The test contains five subtests, assessing relatively distinct functions. It may be administered either individually or to groups. Reliability and validity studies support use of the test as the basis for remedial training programs in visual perception.

VISUAL, PERCEPTUAL AND VISUOMOTOR IMPAIRMENT IN PHYSICALLY HANDICAPPED CHILDREN.

Children were examined for vision, motor handicap, neurological condition, and with the Wechsler Intelligence Scale for Children, Frostig Developmental Test of Visual Perception, a shape matching test, and the Benton Right-left Discrimination Battery. Cerebral palsied children were compared with non-brain-damaged, motor-handicapped children (controls). Impairment of visuomotor performance was associated with spasticity and not with athetosis, and the incidence in spastics was very high. The impairments in perceptual and visuomotor tests shown by some cerebral palsied children were not shown by the controls. It was concluded that they are not due to limitation of spatial experience. Among diplegic and hemiplegic spastics, impairment in the WISC Performance subtests, Frostig, shape matching, and Benton tests, was not related to impairment in the somatic-sensory and perceptual tests. Achievement on the WISC Verbal Scale and the Benton test was not related to motor handicap or to the presence of strabismus. Scores in Block Design, Coding, Eye-motor Coordination, Form Constancy and Spatial Relations subtests tended to be correlated with both motor handicap and strabismus; Object Assembly with motor handicap; and Mazes and Figure-ground with strabismus.

A Developmental Test of Visual Perception for Evaluating Normal and Neurologically Handicapped Children

Over the past several years the senior author has worked both intensively and extensively with children who exhibited a wide range of disrurbances. It was noted that certain perceptual tasks which were easily performed by children without perceptual impairment could not at first be executed by those children who had been diagnosed as handicapped. However, in the course of training, these handicapped children often acquired many of the perceptual skills which they had previously lacked. To facilitate the early detection and categorization of such perceptual impairment, a preliminary instrument was devised and normative data obtained so that the degrees rsnd kinds of deviations from these norms could be assessed. On the basis of the results of testing a sample of 434 normal children and a sample of 71 children with learning difficulties, most of them with a medical diagnosis of neurologically handicapped, a new version of this test was developed. During this same period, use of newly devised uaining methods gave clinical evidence of providing specific aid in those areas of perceptual disability measured by the test. Rationale