Developmental Test Of Visual Perception Research Articles

Perceptual skills of children with developmental coordination disorder

The aim of this study was to investigate whether children with a Developmental Coordination Disorder (DCD) experience problems in the processing of visual, proprioceptive or tactile information. Different aspects of visual perception were tested with the Developmental Test of Visual Perception (DTVP-2), tactile perception was assessed with the Tactual Performance Test (TPT), and a manual pointing task was employed to measure the ability to use visual and proprioceptive information in goal-directed movements. Nineteen children with DCD and nineteen age and sex-matched controls participated in this study. Differences between groups were most pronounced in the subtests measuring visual–motor integration of the DTVP-2, and in two subtests measuring visual perception (visual closure and position in space). On average the children with DCD performed slightly below the norm for tactile perception, with only three children failing the norm. On the manual pointing task, children with DCD made inconsistent responses towards the targets in all three conditions (visual, visual–proprioceptive and proprioceptive condition). No significant differences between groups were found for absolute error. Inspection of the individual data revealed that only two children failed on the majority of perceptual tasks in the three modalities. Across tasks, no consistent pattern of deficits appeared, illustrating the heterogeneity of the problems of children with DCD.

Autism and visual agnosia in a child with right occipital lobectomy

OBJECTIVESAutistic disorder is a developmental handicap with an unknown neurological basis. Current neuropsychological models for autism suggest an abnormal construction of visual perceptual representation or a deficit in executive functions....

Book Review: Developmental Test of Visual Perception

Book Review: Developmental Test of Visual Perception

Discriminant validity of the Developmental Test of Visual Perception–2 for children with learning disabilities

AbstractThis study examined the discriminant validity of the Developmental Test of Visual Perception‐2 (DTVP‐2). It was administered to 17 children between the ages 7 and 10 with learning disabilities. Their scores were compared with the reported scores of the normative sample and found to be significantly lower, suggesting that the DTVP‐2 can discriminate between children with and without learning disabilities on the variable of visual perception. The study supports the use of the DTVP‐2 to assess the visual‐perceptual abilities of children with learning disabilities. Further research is suggested to corroborate findings. Copyright © 1996 Whurr Publishers Ltd.

Assessment of visuoperceptual disturbance in children with spastic diplegia using measurements of the lateral ventricles on cerebral MRI.

The authors estimated perceptual disturbance in children with spastic diplegia from the difference between the visual and performance IQ scores (VIQ-PIQ) on the Wechsler Intelligence Scale for Children-Revised (WISC-R), having found a strong negative correlation between this score and the PQ obtained on the Frostig Developmental Test of Visual Perception (DTVP). The ratio of the areas of the posterior horns to the anterior horns (P/A) correlated negatively with visuoperceptual disturbance. This ratio can therefore be used to assess perceptual disturbance at an early age in children with spastic diplegia.

Visuo-perceptual impairment and cerebral lesions in spastic diplegia with preterm birth

Eighteen cases of spastic diplegia (SD) ranging in age from 5 year 4 month to 9 year 5 month with preterm birth were studied to clarify the relationship between visuo-perceptual impairment and their cerebral lesions. All underwent neuropsychological examinations including the Frostig developmental test of visual perception, Tanaka-Binet or Suzuki-Binet intelligence test, and MRI examination. Cerebral lesions were detected in all subjects, and the volume of the peritrigonal white matter of the parietal and occipital lobes was significantly correlated with the visuo-perceptual impairment (r = 0.74, in the axial plane; r = 0.64, in the coronal plane). We propose that visuo-perceptual impairment is caused by cerebral lesions and that the measurement of peritrigonal white matter by MRI is useful for detecting potential visuo-perceptual impairment at an early age.

Visual and Auditory Information Processing in Dyslexia: The Possibility of Subtypes

THIS DOUBLE‐BLIND experiment investigated various aspects of visual and auditory problems related to dyslexia. Seventeen children with dyslexia aged 7.25 to 10.25 years were compared with 17 normal readers matched for CA and intellectual ability. A speech perception task which measured the subjects’ auditory threshold level significantly separated the two groups. No difference was found when this task was performed at 35 dB above individual threshold levels. A significant difference between groups was found for the Form Constancy Subtest of the Frostig Developmental Test of Visual Perception (DTVP) (1966). A significant negative correlation found between these measures for the dyslexics, but not for the normal readers, supports previous evidence for auditory and visual subtypes in dyslexia. Various optometric measures were also examined. Four dyslexics, but no normal readers, suffered fixation disparity. This difference was significant. Six representative subjects of each group were compared for eye track...

Reliability of the Frostig Test of Visual Perception in a South African Sample

The Marianne Frostig Developmental Test of Visual Perception was administered to 31 preschool children (19 boys and 12 girls) whose mean age was 68 mo. An item analysis showed that 52% of the test items satisfied the requirements with regard to degree of difficulty and discrimination. KR-20 reliability coefficients varied between 0.31 and 0.58 for the different subtests, with r=0.72 for the full scale.

Ten Years After a Preschool Intervention for Low Birth Weight Spanish-American Children

Abstract The Responsive Environment Program for Spanish-American Children (REPSAC) served as an early educational intervention for 3, 4, and 5-year old “high risk” Spanish-American children living in the area served by the Clovis Municipal Schools, Clovis, New Mexico. Children were considered high risk based on their low birth weight, 5 1/2 pounds or less, and the probability of having additional physical and mental handicaps as they entered the first grade. The program was intended to demonstrate that such an early intervention can provide high-risk children the experiences necessary for them to succeed and remain in the educational mainstream. The purpose of the follow-up study was to assess the current status of former students who, 10 years previously, attended this federally funded innovative bilingual program. Test scores on various measures (including the Hiskey-Nebraska Test of Learning Aptitude, Frostig Developmental Test of Visual Perception, Templin-Darley Test of Articulation, and Peabody Pict...

The Relationship of Level of Eye-Hand Coordination and Answer Marking Format to the Test Performance of First — And Second-Grade Pupils; Implications for Test Validity

This study was concerned with the effects of eye-hand coordination on the ability of first- and second-grade pupils to use separate answer sheets on the California Test of Mental Maturity, Short Form (CTMM). The subjects were 57 pupils enrolled in these two grades at one elementary school. In terms of their scores on Subtest I of the Frostig Developmental Test of Visual Perception, subjects were grouped into low, middle, and high levels of eye-hand coordination. The CTMM was then administered twice to all subjects: once using the test booklet marking format and once employing a separate answer sheet. Order of administration was counterbalanced within each eye-hand group. As expected, the analysis of variance yielded significant main effects of marking format at each grade level in favor of the booklet marking format. Moreover, marking format and eye-hand group membership yielded a significant interaction ( p <.05) at grade one. Simple effects tests indicated significant differences in favor of the booklet format for low and middle range eye-hand groups but not for the high group. It was concluded that a low level of eye-hand coordination contributes to a severe depression of separate answer sheet performance at grade one. Developmental differences were cited as the probable cause. Implications for test validity were discussed briefly.

A Meta‐Analytic Evaluation of the Frostig Test and Training Program

Abstract This investigation reviewed 59 studies examining the utility of the Frostig Developmental Test of Visual Perception and the efficacy of the Frostig program for the development of visual perception. Meta‐analysis, statistical procedures for accumulating evidence, was the method used to evaluate research findings relating to both test and program. Findings indicated that neither the Frostig test nor the Frostig training program were advantageous. The Frostig test did not demonstrate sufficient association with reading ability to be a useful predictor; it proved less useful than other visual perceptual measures and revealed a large common variance with intelligence. Findings assessing the efficacy of Frostig training showed that it is not an effective intervention for improving either visual perceptual skills assessed by the test or academic achievement. It is concluded that the available research has demonstrated that the Frostig materials are not successful and should be questioned as primary meth...

The Frostig Test: A Review

Within the last few years, more and more occupational therapists practising in Great Britain have been using standardised assessments in their work. Mostly they rely on popular tests which have gained respectability and acceptance in psychology and related professions. However, it is of utmost importance that occupational therapists are fully aware of how the tests they are using are thought of by a wide variety of people. The purpose of this article was to search the literature and discover what had been said about the Marianne Frostig Developmental Test of Visual Perception. The Frostig Programme for Individual Training and Remediation in Visual Perception is also examined briefly. It is hoped that this review will be of use in helping occupational therapists who are either using the test or thinking about using it to decide whether it is appropriate for their purpose.

Correlation of Frostig visual perception scores and verbal IQs among epileptic children.

In a large study of the visual-perceptual deficits of epileptic children both Frostig's Developmental Test of Visual Perception and the verbal part of the German version of the WISC were administered. All WISC subtests correlated significantly with the Frostig Perceptual Quotients. Verbal IQs correlated significantly with scaled scores of all the Frostig subtests. From the results of this pilot study it was suggested that intellectual abilities of epileptic children as measured by the verbal WISC and visual perception as measured by the Frostig are both influenced by the same contingencies.

Hearing impairment and visual perceptual processes in reading.

SUMMARYThe hypothesis investigated was, that reading retardation in hearing impaired children is due in part to certain visual perceptual deficits known to be related to mechanical reading skills.Nineteen children, from a school for the hearing impaired, with a mean age of 11–23 were found to have a mean reading age of 7–6 on the Sal ford Sentence Reading Test. Nineteen hearing controls were selected with the same mean reading age on the Reading Test but with a mean chronological age of 7–71 years. Five sub-tests of the Frostig Developmental Test of Visual Perception were administered to all of the children.It was found that the partially hearing school children showed deficits on all the visual sub-tests of the Frostig Test, compared with the published norms for hearing children of the same age. The partially hearing generally performed at the same level as the hearing controls who were on average 3Vi years younger.It is suggested that this deficit in visual perceptual skills contributes to the relativel...

Visual perception and language levels of deaf children.

Researchers interested in deaf education agree that poor language development is one of the prime factors responsible for delayed communication skills as well as later achievement problems (5, 6). Deaf children exhibit delays in psychomotor speed, laterality, and perceptual motor development, when compared with the norms for hearing children (6). Poor language and visual perceprual development have been directly related to the process of reading and difficulty in one or both has been linked to learning disabilities (1). This study assessed the magnitude of relation between deaf children's perceptual motor development and their language development. To accomplish this, GO children between the ages of 5 yr., 3 mo. and 8 yr., 6 mo., who were of at least average intelligence (IQ 80 or above) as measured by the WISC-R and Leiter International Performance Scale were compared on measures of perceptual motor skills and language development. All children were either deaf or hard of hearing (70 dB loss), with the hearing loss being either congenital or prelingual. Perceptual ages were taken from the Developmental Test of Visual Perception (3), while language developmental levels were represented by Mean Length of Sign as used in Bloom and Lahey's (2) Test of Language Development. All children were ranked separately on measures and a Spearman rho was computed (4).

Optimal response modes influence the performance of learning disabled children on academic tasks.

The purpose of this study was to introduce a testing procedure that could be used to determine the optimal response modes of learning disabled children on a standardized diagnostic test such as the Frostig Developmental Test of Visual Perception (FDTVP). Learning disabled children with below average scores on the FDTVP were presented items previously missed on this test using one of three different methods of task presentation, i.e., covert, vocal, and visual-manual response-eliciting strategies. At the end of the instruction phase, a posttest was administered. Analysis of pretest and posttest scores indicated that for each learning disabled child there was a single method of task presentation that was most effective in eliminating errors. This outcome was operationally defined as the learning disabled child's optimal response mode. Each child was then shown an eight-item paired-associate task using a method of task presentation that was either similar to or different from the testing condition that generated the optimal response mode. It was found that the learning disabled children in the matched condition recalled significantly more paired-associate items than those in the unmatched condition, which suggests that the method of task presentation may determine the expression of the learning disability deficit on an academic task. The importance of these results in clarifying the behavioral basis of the learning disability deficit is discussed within the context of the diagnosis and remediation of educational handicaps.

Comparative assessment of visual perceptual abilities in the trainable mentally retarded.

Visual perceptual abilities of 47 institutionalized trainable retarded subjects were compared on selected measures of visual perception. Significant relationships were found between the Developmental Test of Visual Perception and the Matching and Copying subtests of the Metropolitan Readiness Test. Only moderate correlations were found between these two subtests and Motor-free Visual Perception Test.

Frostig Developmental Test of Visual Perception for the Children with Minimal Brain Dysfunction and Learning Disabilities

Frostig Developmental Test of Visual Perception for the Children with Minimal Brain Dysfunction and Learning Disabilities

Birth order and perceptual motor performance.

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. Later-born children performed significantly better than did firstborns on specific subtests of the Frostig (Visual-motor Coordination and Figure-ground Perception). There was a significant interaction on Perceptual Constancy which indicated that later-born males performed significantly better than did firstborn males. A secondary finding was a r of .547, a stronger relationship between intelligence level and global perceptual performance than previously reported.

Development of the Modified Frostig Test

We developed a screening version of Marianne Frostig's Developmental Test of Visual Perception, which we call the Modified Frostig Test. It was designed to guide optometrists educators, and psychologists in screening kindergarten or first grade children for possible visual perception problems.