Developmental Test Of Visual Perception Research Articles

The relationship between motor function and visual perception in school-aged children with neurodevelopmental disorders

Motor function and visual perception are key areas of occupational performance skills in which children with neurodevelopmental disorders have deficits that affect their daily activities and tasks, such as writing. Aim: The aim of this study was to investigate the relationship between motor function and visual perception in children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) and explore differences in performance between the groups. Methodology: We reviewed the file records of 60 school-aged children (51 boys/9 girls), 30 with ASD (M = 8.53 years) and 30 with ADHD (M = 8.42 years), derived from a university Child Psychiatry Department and including assessments in visual perception (Developmental test of Visual Perception- DTVP-2) and motor function (Movement ABC2- M-ABC2). Results: Results indicated a significant correlation between total motor function performance scores and visual-motor integration categories in children with ASD (r(28)=.70, p<.001) and ADHD (r(28)=.40, p=.03). Manual dexterity and balance were found to predict performance on visual-motor integration in both ASD (F (2,27)=10.94, p<.001) and ADHD (F(1,28)=8.45, p=.007). Children with ASD performed lower than ADHD children in the categories of Aiming and Catching (p=.032) and Balance (p<.001). Conclusions: The findings of the present study highlight the interrelationships between motor function and visual perception as it is manifested in children with ASD and ADHD at school age. In-depth knowledge of how motor function relates to visual perception offers valuable insights, therapeutically and research-wise, to enhance participation in daily activities of children with neurodevelopmental disorders.

Mediating effect of sequential memory on the relationship between visual-motor integration and self-care performance in young children with autism spectrum disorder.

ObjectiveVisual perception is a skill that contributes to the performance of self-care and important development tasks in early childhood. The relationship between self-care and visual perception is especially significant for young children with autism spectrum disorder (ASD), who have been described as visual learners. However, this relationship is not clearly understood among young children with ASD. We investigated the role of motor-free visual perception on the relationship between self-care and visual-motor integration in young children with ASD.MethodsA sample of 66 children with ASD aged 48 to 83 months were recruited. Measurements included the Assessment of Motor and Process Skills, the Developmental Test of Visual Perception—Third Edition, and Test of Visual-Perceptual Skills—Third Edition.ResultsThe results indicated that self-care performance had significant positive correlations with visual-motor integration, visual discrimination, visual memory, visual spatial relationships, and visual sequential memory. Of these, visual sequential memory and visual spatial relationships were the main factors related to self-care performance. Sequential memory was a mediator of the relationship between visual-motor integration and self-care performance.ConclusionThis study establishes a deeper understanding of self-care and motor-free visual perception among young children with ASD. Understanding the relationship between visual perception and self-care in young children with ASD may aid professionals in providing self-care interventions for this population.

Vision therapy for children with autism spectrum disorder – A review and case report

A higher incidence of ocular morbidity including visual perceptual disorders has been noted in individuals with autism spectrum disorder (ASD). Individuals with ASD show a lack of eye contact, poorly developed eye-hand coordination, and decreased visual perceptual skills. The presence of such deficits may influence the development of cognitive, motor skills, perception, behaviour, social interactions, and communication of these children. A nine-year-old male child diagnosed with autism spectrum disorder presented with a lack of eye contact, challenges in gross and fine motor skills, and social interactions. A comprehensive eye examination was performed, followed by an assessment of visual-spatial abilities of the child. Developmental Test of Visual Perception - third edition, administered to understand visual-motor integration and motor-reduced visual perceptual skills, revealed perceptual deficits in all domains. The child completed 30 sessions of vision therapy resulting in significant improvement in visual-spatial skills, visual-motor integration, and motor-reduced visual perception. This case demonstrated that individuals with ASD can benefit from vision therapy. Significant changes in behaviour including improved attention span and increased understanding of instructions were evident from parental feedback. Visual perceptual skill training holds the promise of being an adjunct developmentally supportive intervention for some children with an autism spectrum disorder.

Integration of Speed and Quality in Measuring Graphomotor Skills: The Zurich Graphomotor Test.

In educational settings, children are under pressure to finish their work successfully within required time frames. Existing tools for assessing graphomotor skills measure either quality or speed of performance, and the speed-accuracy trade-off (SAT) in such tools has never been investigated. We aimed to evaluate a newly developed tool for measuring graphomotor skills, the Zurich Graphomotor Test (ZGT), that assesses both speed and quality of performance. We also explored whether graphomotor tests are affected by the SAT and, if so, the effects it has on graphomotor test results. Cross-sectional study. Educational institutions in Switzerland. Children, adolescents, and young adults (N = 547) ages 4-22 yr (50.3% female). Graphomotor performance was measured with the ZGT and the Developmental Test of Visual Perception, Second Edition (DVTP-2). Standard deviation scores were used to quantify performance. We combined ZGT speed and quality measurements into a performance score adjusted for age and sex. ZGT results indicated a marked developmental trend in graphomotor performance; older children were faster than younger children. Girls showed higher overall performance than boys. The pattern of making more mistakes when being faster and making fewer mistakes when being slower was observed for both graphomotor tests, regardless of time pressure, indicating that the SAT affected the children's scores on both tests. SAT is influential in graphomotor assessment. The ZGT captures this trade-off by combining accuracy and speed measurements into one score that provides a realistic assessment of graphomotor skills. What This Article Adds: The newly developed ZGT provides occupational therapy practitioners with more precise information on graphomotor skills in children, adolescents, and young adults than currently available tools.

Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms

Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. Aim: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens. Setting: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Methods: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used.Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group. Results: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children’s visual perception skills. Conclusion: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.

Visual Perceptual Skills as Predictors of Handwriting Skills of Children Grades 1-3

ABSTRACT The purposes of this study were to identify if correlations exist between the eight sub-components of visual perception including eye hand coordination, position in space, copying, figure ground discrimination, spatial relations, visual closure, visual motor speed and form constancy, and handwriting ability. The studies also further determined which sub-components of visual perception were best predictors of children’s handwriting abilities. In this descriptive correlational research design, 65 children in grades 1–3 were evaluated using the Evaluation Tool of Children’s Handwriting (ETCH) and the Developmental Test of Visual Perception-2 (DTVP-2) on two different occasions. The Pearson’s Product-Moment Correlation Coefficient (r) and Multiple Linear Regression: Stepwise method were used to analyze the data. The results revealed significant relationships between four subcomponents (eye-hand coordination, copying, figure-ground, and spatial relations) of visual perception and word legibility. Based on the stepwise regression analysis, the best predictors of handwriting legibility are spatial relations, visual closure, and position in space, respectively. This study can guide therapists/educators in determining which visual perceptual areas to focus on when working with children with handwriting difficulties. When evaluating children with poor handwriting, special attention should be paid to the areas of figure ground, spatial relations, visual closure, and copying as they were found to correlate significantly with handwriting legibility.

Combined Effects of Virtual Reality and Computer Game-Based Cognitive Therapy on the Development of Visual-Motor Integration in Children with Intellectual Disabilities: A Pilot Study.

Purpose Visual-motor integration is a good indicator of a child's overall developmental and functional level. This study investigated the combined effects of virtual reality (VR) and computer game-based cognitive therapy on the development of visual-motor integration in children with intellectual disabilities. Methods The study used a single-group pre-post study design and 13 children with intellectual disabilities who were recruited from a community rehabilitation center participated in the study. We used the Wii VR video game and the CoTras computer game to deliver cognitive therapy over 12 sessions. The Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) was used to evaluate motor function related to visual-motor integration to identify changes in function, and the Developmental Test of Visual Perception-2 (DTVP-2) was used to assess changes in visual perception function associated with visual-motor integration. Results The VR and computer game-based cognitive therapy has shown significant difference in total standard score of BOT-2 associated with visual-motor integration representing improved motor function (p < 0.01). Comparison of the DTVP-2 scores showed the significant difference in visual-motor integration of spatial relation and visual-motor speed (p < 0.05), motor-reduced visual perception (p < 0.01), and general visual perception (p < 0.01). Conclusions Results of this study provide useful evidence supporting the possibility of combined VR and computer game-based cognitive therapy for children with intellectual disabilities.

Examining the Convergent Validity of the Test of Visual Perceptual Skills – Fourth Edition (TVPS-4) in the Australian Context

ABSTRACT The Test of Visual Perceptual Skills – Fourth Edition (TVPS-4) is a recently revised assessment of motor-free perceptual abilities, that was standardized in the United States. The TVPS-4 is commonly used by pediatric occupational therapists, health professionals and educators, therefore it is important that its psychometric properties and use in cross-cultural contexts are investigated. The study aim was to examine the convergent validity of the TVPS-4 when completed by Australian children. Thirty typically developing children aged 6–12 years (17 females and 13 males; mean age 8.7 years; SD = 1.7) completed the TVPS-4, the Developmental Test of Visual Perception – Third Edition (DTVP-3) and the Motor-Free Perception Test – Fourth Edition (MVPT-4). Spearman Rho correlation analyses with bootstrapping were completed to examine the associations between the TVPS-4, DTVP-3 and MVPT-4. The TVPS-4 total scale raw score exhibited strong significant correlations with the DTVP-3 (rho = .745, p < .000) and MVPT-4 (rho = .791, p < .000) total scale raw scores, and moderate to strong significant correlations with all of the DTVP-3 subscales (rho = .540 to .717, p = .002 to .000) and three of the MVPT-4 subscales (rho = .536 to .695, p = .004 to .000). Several weak to moderate significant correlations were found between the TVPS-4 and DTVP-3 subscale raw scores (rho = .370 to .607, p = .044 to .001). The TVPS-4 and MVPT-4 subscale raw scores exhibited several weak to strong, positive and statistically significant associations (rho = .385 to .600, p = .036 to .001). Australian children appeared to complete the TVPS-4 without any cross-cultural issues. The study findings suggest that the TVPS-4 assesses some similar motor-free perceptual abilities as the DTVP-3 and MVPT-4. This study provides some preliminary insights about the TVPS-4’s convergent validity with the Australian context. The primary clinical implication is that the study findings add to the TVPS-4’s body of validity evidence. Further research studies are recommended.

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Visual-perceptual function of children using the developmental test of visual perception-3

ABSTRACT Clinical relevance: The development of region-specific norms for the Developmental Test of Visual Perception, third edition (DTVP-3), from a group of children from South India will contribute to the assessment of visual-perceptual skills in children. Background: Visual-perceptual skills are crucial for children to understand their environment, perform activities of daily living, and cope with their learning environment. These perceptual skills also influence children’s behavioural characteristics. Well-constructed, norm-referenced standardised tools are vital for assessing visual-perceptual skills. Since ethnicity and cultural background may influence the performance of perceptual tasks, the proposed norms for any assessment tool need to be validated for specific populations. Hence, the current study aimed to develop norms in the Indian context for the Developmental Test of Visual Perception, third edition (DTVP-3), and compare the obtained norms with the norms established in the United States of America. Methods: One hundred and thirty-seven healthy children (mean age: 9.5 ± 1.7 years, range: 7-12 years, 67 females) participated in the study. Visual-perceptual functions including eye-hand coordination, copying, figure-ground, visual closure, and form constancy, were assessed and compared with age-matched norms provided in the test manual. Internal consistency of DTVP-3 was evaluated using Cronbach’s Alpha correlation coefficients. Results: Significant differences were observed between the study groups and the given norms for assessment of the abilities of eye-hand coordination, copying skills and visual figure-ground (p < 0.05). No significant difference was found for visual closure and form constancy subtests. Cronbach’s alpha coefficients for the five subtests ranged from 0.70 to 0.91 while the composite indexes had coefficients from 0.90 to 0.93. Conclusion: The DTVP-3 showed acceptable limits of internal consistency when tested in a group of children from South India. Region-specific norms need to be used for each of the subtests.

Relevance of Norms and Psychometric Properties of Three Standardised Visual Perceptual Tests for Children Attending Mainstream Schools in Gauteng

ABSTRACT INTRODUCTION: Occupational therapists routinely assess children's visual perceptual and visual-motor integration skills. To determine visual perception and visual-motor integration dysfunction, occupational therapists use standardised visual perceptual assessment instruments. For accurate results, the norms used to evaluate the outcomes of the tests need to reflect the ability of the population on which they are used This study aimed to determine the comparison of scores for a sample of 6 to 9 year old South African children attending schools in middle socio-economic urban areas, to American norms on standardised visual perceptual tests - the Test of Visual Perceptual Skills Third Edition (TVPS-3), the Developmental Test of Visual Perception - Third Edition (DTVP-3) and the Developmental Test of Visual-Motor integration - Sixth Edition (Beery VMI-6). METHOD: A cross-sectional, quantitative design was utilised. Forty-eight children aged 6 years 0 months to 9 years 11 months participated in the study. The TVPS-3, DTVP-3 and Beery VMI-6 were administered to each participant as prescribed RESULTS: The scores for the typical children fell within the American norms reported for all three tests. The DTVP-3, TVPS-3 and Beery VMI-6 were found to show little convergence in the scores but exhibited adequate internal consistency for the South African sample CONCLUSION: The scores on the DTVP-3, TVPS-3 and Beery VMI-6 for South African children were similar to the American norms in identifying visual perceptual and VMI dysfunction and are suitable for use with children attending schools in a middle socio-economic urban area Keywords: Visual perception, visual-motor integration, standardised tests, TVPS-3, DTVP-3, Beery VMI-6.

Relevance of Norms and Psychometric Properties of Three Standardised Visual Perceptual Tests for Children Attending Mainstream Schools in Gauteng

ABSTRACT INTRODUCTION: Occupational therapists routinely assess children's visual perceptual and visual-motor integration skills. To determine visual perception and visual-motor integration dysfunction, occupational therapists use standardised visual perceptual assessment instruments. For accurate results, the norms used to evaluate the outcomes of the tests need to reflect the ability of the population on which they are used This study aimed to determine the comparison of scores for a sample of 6 to 9 year old South African children attending schools in middle socio-economic urban areas, to American norms on standardised visual perceptual tests - the Test of Visual Perceptual Skills Third Edition (TVPS-3), the Developmental Test of Visual Perception - Third Edition (DTVP-3) and the Developmental Test of Visual-Motor integration - Sixth Edition (Beery VMI-6). METHOD: A cross-sectional, quantitative design was utilised. Forty-eight children aged 6 years 0 months to 9 years 11 months participated in the study. The TVPS-3, DTVP-3 and Beery VMI-6 were administered to each participant as prescribed RESULTS: The scores for the typical children fell within the American norms reported for all three tests. The DTVP-3, TVPS-3 and Beery VMI-6 were found to show little convergence in the scores but exhibited adequate internal consistency for the South African sample CONCLUSION: The scores on the DTVP-3, TVPS-3 and Beery VMI-6 for South African children were similar to the American norms in identifying visual perceptual and VMI dysfunction and are suitable for use with children attending schools in a middle socio-economic urban area Keywords: Visual perception, visual-motor integration, standardised tests, TVPS-3, DTVP-3, Beery VMI-6.

Visual Perception, Fine Motor, and Visual-Motor Skills in Very Preterm and Term-Born Children before School Entry-Observational Cohort Study.

Very preterm children (<32 weeks gestation at birth; VP) are at risk of developmental difficulties. Specific functional difficulties and delays in visual perception, fine motor, and visual-motor skills have received little research attention, although they are critical for daily life and school readiness. Our aim was to assess these skills in a contemporary cohort of 60 VP and 60 matched term-born children before school entry. We administered the Movement Assessment Battery for Children (M-ABC-2) and the Developmental Test of Visual Perception (DTVP-2). Linear and logistic regressions were run to test group differences in performance and rates of developmental delay in visual perception, fine motor, and visual-motor skills. Very preterm children had lower scores than term-born children in visual perception (β = −0.25; p = 0.006), fine motor (β = −0.44; p < 0.001), and visual-motor tasks (β = −0.46; p < 0.001). The rate of developmental delay (<−1 SD) was higher among VP in visual perception (odds ratio (OR) = 3.4; 95% confidence interval (CI 1.1–10.6)), fine motor (OR = 6.2 (2.4–16.0)), and visual-motor skills (OR = 13.4 (4.1–43.9)) than in term-born controls. VP children are at increased risk for clinically relevant developmental delays in visual perception, fine motor, and visual-motor skills. Following up VP children until preschool age may facilitate early identification and timely intervention.

Validity of the Wide-range Assessment of Vision-related Essential Skills in Japanese Children with Learning Problems.

Our study revealed that the validity of a new Japanese visual-perceptual test was acceptable. Visual-perceptual abilities are important to activities of daily living; thus, accurate assessment of visual perception is especially important for children with neurodevelopmental disorders and particularly so for those with learning problems. Visual perception refers to the process by which one receives visual information through sensory impulses and then translates those impulses into meaning based on a previously developed view of the environment. A problem in Japan is the paucity of visual perception tests that use normative data from children who are native Japanese. The Wide-range Assessment of Vision-related Essential Skills (WAVES), which measures visual perception and eye-hand coordination skills and is based on Japanese normative data, was recently published in Japan. The validity of this test has not been comprehensively established. To investigate the validity of the WAVES, we used the Pearson correlation coefficient to calculate the degrees of association among WAVES scaled and index scores compared with Developmental Test of Visual Perception, Third Edition, scores from 108 elementary school children with symptoms of learning problems. Participants were recruited at Osaka Medical College Learning Disability Center and Sakai Seikeikai Learning Disability Center. The concurrent validity of the WAVES was supported by moderate correlation (r = 0.67, P < .01) between the total scores for visual perception and eye-hand coordination index from the WAVES and general visual perception index from the Developmental Test of Visual Perception, Third Edition, even though a correlation analysis of subtests found differences between the two tests. Our results showed that the indices from the two tests measured nearly the same underlying visual-perceptual constructs and indicated that the WAVES had acceptable levels of concurrent validity.

Miller Fonksiyon ve Katılım Ölçeği: 48-95 ay arası çocuklar için geçerlik ve güvenirlik çalışması

Erken çocukluk dönemi motor becerilerin yeterlilik ve gelişimi için kritik bir dönemdir. Çocukların motor gelişimlerini anlamak ve uygun planlamalar yapabilmek amacıyla motor gelişimin değerlendirilmesi gereklidir. Bu araştırmada, 48-95 ay arası çocukların motor gelişimlerini değerlendirmek amacıyla Miller Fonksiyon ve Katılım Ölçeği’nin Türkçe formunun geçerlik ve güvenirlik çalışması yapılmıştır. Araştırmanın çalışma grubunu 48-95 ay arası motor gelişim gecikmesi gösteren grup dâhil olmak üzere toplam 262 çocuk oluşturmaktadır. Araştırma verileri; araştırmacı tarafından oluşturulan kişisel bilgi formu ve Miller Fonksiyon ve Katılım Ölçeği kullanılarak toplanmıştır. Uyum geçerliğini belirlemek amacıyla Gazi Erken Çocukluk Gelişimi Değerlendirme Aracı ve Frostig Gelişimsel Görsel Algı Testi kullanılmıştır. Miller Fonksiyon ve Katılım Ölçeği’nin geçerlik çalışması kapsamında yapı geçerliği, diğer değişkenlerle olan ilişkisi ve klinik ayırt edici geçerliği kanıtlanmıştır. Güvenirlik çalışması kapsamında, iç tutarlılığı, test-tekrar test güvenirliği ve bağımsız değerlendiriciler arası korelasyon katsayısı hesaplanmıştır. Araştırma sonuçları göz önünde bulundurulduğunda, Miller Fonksiyon ve Katılım Ölçeği Türkçe formunun 48-95 ay arası çocuklar için geçerli ve güvenilir bir ölçme aracı olduğu görülmüştür.

Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective

Naming speed is considered to be one of the essential components used to predict reading capacity in school. The current study examined how visual perception and attention networks influence naming speed, and analyzed the relationship between visual perception and attention networks. The total number of participants was 163 Thai preschool children between the ages of five and seven years selected through multistage random sampling. Visual perception, attention networks, and naming speed were assessed using the Developmental Test of Visual Perception 3 (DTVP-3), Attention Network Task (ANT), and Rapid Automatized Naming (RAN), respectively. Structural equation modeling was used to test naming speed hypotheses. The hypothesis of a causal model was supported by the evidence generated by this study. A direct positive association between both visual perception and attention networks to naming speed was observed. Compared with attention networks, visual perception had a higher significant effect on naming speed performance. Consequently, children who have higher visual perception are more likely to demonstrate a better naming speed performance. These results indicate that visual perception is strongly urged to naming speed, as doing so can help predict children's reading readiness before they start learning to read.

Effects of Goal Management Training According to Bilateral Activities of Autism Spectrum Disorders: Pilot Study

목적: 본 연구는 정상 발달아동과 자폐스펙트럼으로 진단 받은 아동에게 목표관리 훈련을 실시하여 그 효과를 비교하였다. 방법: 연구대상자는 정상 발달아동 4명과 자폐스펙트럼으로 진단 받은 아동 4명을 대상으로 실시하였으며, 모든 대상자 에게 동일한 목표관리 훈련을 제공하였다. 아동 및 보호자가 원하는 목표활동을 선정하여 3가지 활동에 모두 목표 관리 훈련을 실시하였다. 중재기간은 총 10회로 주 2회씩 5주 동안 진행되었으며, 두 그룹의 총 8명의 대상자에게 연구자가 1:1로 각 대상자에게 40분씩 목표 관리 훈련을 실시하였다. 통계방법으로는 기술통계와 빈도분석을 사용하였으며, 두 그룹의 차이를 비교하기 위해 비모수 통계분석인 Mann-Whitney 검정을 실시하였다. 통계학적 유의수준은 0.05로 설정하였다. 결과: 목표관리 훈련은 두 그룹에서 COPM의 수행도에서는 통계학적으로 유의하게 차이가 없었다(p>.05). 목표 관리 훈련은 운동기능을 평가하는 BOT-2의 총점에서 자페스펙트럼 장애 그룹과 정상아동 그룹 간에 통계적으로 유의한 차이가 있었다(p<.05). 또한 시지각 기능을 평가하는 DTVP에서도 양측 활동을 하는 눈손협응 하위검사에서 자폐스펙트럼 아동과 정상아동 그룹간에 통계적으로 유의한 차이가 있었다 (p<.05). 결론: 본 연구는 정상아동과 비교하여 자페스펙트럼 아동에게 목표관리 훈련을 적용가능성을 확인하였으며, 그 효과성도 확인하였다.The study has compared normally developed children and children who were diagnosed as autism spectrum in goal management training them to observe the effect. The research was conducted to four normally developed children and four children who were diagnosed as autism spectrum, and all subjects were provided with identical goal management training. The children and the caregivers have selected desired objectives activity, and all three activities were followed by goal management training. Intervention periods were conducted ten times in total, two times a week for five weeks, and eight subjects in the two groups were trained one on one by the researcher. The training time was 40 minutes for every session. The descriptive statistics and frequency analysis were used as the statistical method, and the Mann-Whitney test, the nonparametric statistical analysis, was conducted to compare the difference between the two groups. Goal management training for two groups did not show a statistically significant difference in terms of the performance status of Canadian Occupational Performance Measure (p>.05). In the summary of Bruininks-Oseretsky Test of Motor Proficiency (2nd) which evaluates the motor skill, there was a statistically significant difference between the autism spectrum disorder group and normal group (p<.05). Additionally, the two groups showed a statistically significant difference in eye-hand coordination sub-test among Developmental Test of Visual Perception (2nd) which evaluates the visual perception performance (p<.05). The research has confirmed the applicability of goal management training to children with autism spectrum compared to the normally developed children, and it has confirmed the effectiveness of the training.

Microstructure changes of occipital white matter are responsible for visual problems in the 3-4-year-old very low birth weight children.

Purpose:The main aim of the study was to evaluate which factors affect the long-time visual function in preterm children, whether it is prematurity or retinopathy of prematurity or perhaps disturbances in the visual pathway.Materials and Methods:Fifty-eight children with mean birth weight 1016 g (range 520–1500 g) were evaluated at mean age 48 months (range 42–54 months). All children underwent magnetic resonance imaging (MRI) studies, visual evoked potentials (VEPs), and the Developmental Test of Visual Perception (DTVP). The MRI evaluation included diffusion tensor imaging and fractional anisotropy (FA), and colored orientation maps were calculated for each subject. Based on the results of the VEP evaluation, children were divided into two groups: A-abnormal results of VEP (n = 16) and B-normal VEP results (comparison group, n = 42).Results:FA values of inferior left and right occipital white matter (OWM) were lower in the group of children with abnormal VEP compared to the comparison group (0.34 ± 0.06 vs. 0.38 ± 0.06; P = 0.047; 0.31 ± 0.04 vs. 0.36 ± 0.06; P = 0.007, respectively). Furthermore, there were correlations between the latency (r = −0.35; P = 0.01) and amplitude (r = 0.31; P = 0.02) and FA in OWM. Children with abnormal VEP had lower DTVP scores as compared with children with normal VEP results (88 ± 18 vs. 95 ± 16 points, P = 0.048). Finally, a multivariate logistic regression revealed that FA of the inferior OWM was the only independent risk factor for the abnormal VEP (P = 0.04).Conclusion:Visual perception, VEPs, and white matter microstructural abnormalities in very low birth weight children at the age of 3–4 are significantly correlated.

The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading comprehension, reading errors were determined by The Informal Reading Inventory, and their visual perception levels were determined with Developmental Test of Visual Perception-2. Data was coded in SPSS version 22.0. As a result of the study, the majority of students was identified at the level of anxiety while thirty four students was identified at the instructional level, it was also seen that there was no student at an independent level. Instructional level students had higher reading speeds and reading comprehension than anxiety level students significantly. Anxiety level students had higher reading error rates than instructional level students significantly. It was seen that instructional level students having higher reading levels had significantly higher general visual, motor-independent, and visual-motor perception than anxiety level students. While anxiety level students were above average , instructional level students are superior all visual perception abilities.There is a positive meaningful relationship between the all levels of visual perception, and reading speed, reading comprehension. As first grade students’ general visual perception, motor-independent visual perception, and visual-motor perception scores increased, reading speed and reading comprehension increased, reading error scores decreased.

Development of SNARC and distance effects and their relation to mathematical and visuospatial abilities

The current experiment measured symbolic SNARC (Spatial–Numeric Association of Response Codes) and distance effects in school-aged children and investigated the relation between these measures and visuospatial skills and mathematics ability. In the experiment, 6-, 7-, and 8-year-olds performed a magnitude-relevant SNARC task, in which they indicated whether a target number was less or greater than 5, as well as standardized tests of visuospatial skills (Developmental Test of Visual Perception–Second Edition, DTVP-2) and mathematics ability (Test of Early Mathematics Ability–Third Edition, TEMA-3). Consistent with previous research using numerical SNARC tasks with Western children, all age groups exhibited robust distance effects, and SNARC effects were observed only in 7- and 8-year-olds. Distance effects, but not SNARC effects, were moderately but significantly correlated with a subtest of the DTVP-2 measuring the ability to mentally manipulate objects in space but no other subtest. These data suggest that mental orientation abilities, but perhaps not visuospatial skills involved in visual perception and visuomotor coordination, are related to some aspects of mental number line development. Nevertheless, no relation was observed between SNARC or distance effects and mathematics ability. This result is consistent with previous developmental studies investigating the association between SNARC and math skill. However, these data are inconsistent with most experiments assessing the relationship between distance effect strength and math—a difference that can likely be attributed to the fact that a magnitude-relevant SNARC task was employed as opposed to a traditional SNARC parity task.