Test Of Visual Perceptual Skills Research Articles

Visual Perception in Children with a History of Hypoglycemia due to Hyperinsulinism.

Hyperinsulinism refers to improper insulin secretion in the presence of low plasma glucose, causing severe and persistent hypoglycemia in infants and children. The brain's occipital lobe, which includes the visual and plays an essential role in visual perception is specifically sensitive to hypoglycemia-induced damage. The present study aims to investigate the visual perception in children suffering from hyperinsulinism and to compare it with the control group. This cross-sectional control study, conducted in 2020 in Isfahan, Iran, involved 20 children aged 4-13 years with hyperinsulinism and 20 healthy children of the same age and gender for comparison. In both groups, the measuring instrument was the Test of Visual Perceptual Skills (non-motor) Third Edition. The mean visual perceptual quotient in the case and control groups was 80.50±26.74 and 116.50±7.56 (p-value<0.001), respectively. The results overall indicated that children suffering from hyperinsulinism were weaker than healthy children in all areas of visual perception. Based on the obtained results, it is recommended that children suffering from hyperinsulinism be screened regarding visual perceptual disorders since this screening may be helpful in initiating different rehabilitation programs among these patients.

Impact of strabismus and binocular dysfunctions in the developmental eye movement test and test of visual perception skills: A multicentric and retrospective study

PurposeTo compare the performance in the Developmental Eye Movement test (DEM) and the Test of Visual Perceptual Skills (TVPS) between three groups: individuals with strabismus and amblyopia, patients with binocular and accommodative dysfunctions, and subjects with normal binocular and accommodative function. MethodsA multicentric, retrospective study including 110 children aged 6–14 years old was conducted to investigate the potential impact of strabismus, amblyopia, and different binocular conditions in DEM results (adjusted time in vertical and horizontal parts) and TVPS (percentiles in the seven sub-skills). ResultsNo significant differences were found in the different subtests of the vertical and horizontal DEM and all the sub-skills in the TVPS between the three groups of the study. We found high variability of performance in the DEM test between participants with strabismus and amblyopia compared with binocular and accommodative problems. ConclusionDEM and TVPS scores have not been found to be influenced by the presence of strabismus with or without amblyopia, nor by binocular and accommodative dysfunctions. A slightly correlation tendency with horizontal DEM and degree of exotropia deviation was observed.

Visual Performance and Perceptual–Motor Skills of Late Preterm Children and Healthy Controls Using the TVPS-3rd and VMI-6th Editions

Background: The visual system is key to the learning process, preterm births are commonly followed by visual dysfunctions and other neurological conditions. Objective: to measure, analyze and compare the visual efficacy, visual–perceptual, and visual–motor skills of 20 late preterm children (34–36 weeks) born by caesarean section and appropriate weight for gestational age with 20 healthy controls born at full term by natural birth, age 5 to 12 years, from Querétaro, México. Methods: This was an observational, transverse, and prospective study. Parametric and non-parametric tests were performed using the SPSS 25.0. The visual acuity at distance and near, the phoria state, and the degree of stereopsis were analyzed. The Test of Visual-Perceptual Skills, Third Edition, was used to assess the overall performance, basic, sequencing, and complex processes. Fine motor skills were evaluated using the Visual–Motor Integration Test of Beery, Sixth Edition. Results: Visual acuity at distance and near (p&lt;0.001), stereopsis (p&lt;0.001), and the amount of exophoria at distance (p=0.01) showed statistically significant differences between the groups. The overall performance (p=0.006), basic processes (p=0.001), sequencing processes (p=0.02), and General and Motor VMI (p&lt;0.001 and 0.002, respectively) presented lower values in children born preterm. Conclusion: This research showed that even late preterm children present visual deficiencies and are at risk of delays on perceptual–motor skills. Early evaluation of their visual and motor abilities should be considered in order to help improve their cognitive functioning.

A New Immersive Rehabilitation Therapy (MoveR) Improves More Than Classical Visual Training Visual Perceptual Skills in Dyslexic Children.

In this study, we wonder how to compare the improvement in visual perceptual skills (by using the test of visual perceptual skills, TVPS) in children with dyslexia after two visual training types (a new immersive rehabilitation therapy called MoveR, and the classical vision therapy). Thirty-nine children with dyslexia were enrolled in the study. They were split into two groups (G1 and G2) matched in IQ (intelligence quotient), sex, and age. Children of the group G1 underwent to MoveR training while children of the group G2 underwent to visual training. TVPS scores of four subtests were assessed twice before and 6 months after the two different types of training (MoveR or visual). MoveR training is an immersive therapy to reinforce visual discrimination, visual attention, saccadic/vergence system and spatial orientation. Visual therapy is based by training different types of eyes movements (horizontal, vertical and oblique pursuits and saccades, convergence and divergence movements), reading task and some exercise for improving eyes-head coordination. Each training type lasted 30 min a day, five days a week, for two weeks. Before training, the TVPS scores of the four subtests measured were statistically similar for both groups of children with dyslexia (G1 and G2). After training, both group of children (G1 and G2) improved the TVPS score of the four subtests assessed; however, such improvement reached significance in G1 only. We conclude that MoveR training could be a more useful tool than classical visual training to improve visual perceptual abilities in dyslexic children. Follow up studies on a larger number of dyslexic children will be necessary in order to explore whether such improvement persists over time and its eventual implication in reading or other classroom's activities.

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.

Haptic Perception Training Programs on Fine Motor Control in Adolescents with Developmental Coordination Disorder: A Preliminary Study.

Somatosensory and haptic perception deficit was commonly found in developmental coordination disorder (DCD) and was closely related to fine motor functions, and the intervention strategies should thus emphasize improving the underlying haptic functions. This study was intended to investigate the effects of haptic perception training programs on fine motor functions in adolescents with DCD. A total of 82 DCD participants were assigned to either the haptic perception training program (HTP; n = 42, 16 females, mean age = 13.32 ± 2.85 years) or standard occupational therapy (SOT; n = 40, 16 females, mean age = 13.41 ± 3.8 years) group. Both groups were given 12-week training, twice a week, 30 min per session. Outcome measures were: Jebsen-Taylor Hand Function Test (JTFHT), Bruininks–Oseretsky Test of Motor Proficiency-Second Edition (BOT-2), Test of Visual-Perceptual Skills- Fourth Edition (TVPS-4), and Vineland Adaptive Behavior Scale -Chinese Version (VABS-C). After the intervention, the HTP group outscored the SOT group on most fine motor control (JTFHT and BOT-2) tasks and all TVPS-4 and VABS-C items. The HTP group had greater pre–post changes on fine motor integration, fine motor precision, manual dexterity, and writing. TVPS-4 reached significant intervention gains on visual spatial relations, visual memory, and visual sequential memory. The haptic perception training programs demonstrated benefits in enhancing fine motor control in adolescents with DCD. It could be used as an easy and effective alternative to hospital or school-based therapy during the pandemic.

Visual occlusion effects on bipedal stance control in Chinese-speaking children with dyslexia

Visual processing of complex character configurations is especially challenging for Chinese-speaking children with dyslexia (CSCD). The purpose of this study was to compare the effects of visual occlusion on postural control between dyslexic and non-dyslexic Chinese-speaking children by examining their visual-perceptual capacity and movement coordination with scale measures. Sixteen dyslexic children (10 males and, 6 females, 9.46 ± 1.26 yrs) and sixteen non-dyslexic children (10 males and 6 females, 9.91 ± 1.18 yrs) were recruited from the campus in Taiwan. Motor and visual perceptual performance were assessed with the Movement Assessment Battery for Children, 2nd Edition (MABC-2) and the Test of Visual-Perceptual Skills, 4th Edition (TVPS-4). Root mean square (RMS) and sample entropy (SampEn) of center of pressure (COP) were characterized during a bilateral upright stance with eyes open (EO) and eyes closed (EC). The results showed significant group differences in six of the seven TVPS-4 subscales (P <.001–0.017) and one category of the MABC-2 (P =.006). In the EO condition, the children with dyslexia showed a greater RMS of COP specifically in the anterior–posterior (AP) direction than did the non-dyslexic children (P =.029). However, SampEn of COP in the two directions were not group dependent (P >.05). In the EC condition, RMS and SampEn of COP did not vary with group (P >.05). RMS of COP in the AP direction was negatively correlated with the sub-score of visual figure-ground in the TVPS-4 (r = −0.381, P =.031). In summary, postural control of Chinese-speaking children with dyslexia is more affected with eyes open than with eyes closed, and the effect is related to visual disturbance of the foreground and background.

Efficacy of Visual Training Program for Students with Visual Impairment

This pilot study investigated the effects of a visual training program for students with low vision. A pre and post design was used. The Beery–Buktenica Developmental Test of Visual–Motor Integration and the Test of Visual-Perceptual Skills were used to assess the perceptual and visual motor skills of fifteen students with low vision. Their mean age was (8.47 ± 1.12); and the mean of their visual acuity of was (0.12 ± 0.11). The three-part intervention program (physical worksheets, a computer-based intervention program, activities of visual perceptual skills) was implemented over four weeks (three sessions/week). Kruskal Wallis tests were used to examine the effect of visual acuity on the progress achieved, and the Wilcoxon-Signed Ranks test was used to identify differences in the scores pre-post intervention. Results showed statistically significant improvement in the visual perceptual and visual-motor integration skills. There was not any statistically significant effect of visual acuity on the progress achieved.

Comprehensive Assessment of Visual Perceptual Skills in Autism Spectrum Disorder.

The purpose of the current study was to assess meaningful variability in visual-perceptual skills using a standardized assessment of visual perception, the Test of Visual Perceptual Skills (TVPS), across children with and without autism spectrum disorder (ASD). In addition to assessing overall accuracy across subtests of the TVPS, we also assessed response variability at the item-level, and the linear relationship between quantitative measures of ASD symptoms, task performance, and item-level variance. We report a significant linear relationship between ASD features and performance on the TVPS Figure Ground subtest. Additionally, results of an item-level analysis point to a significant relationship between within-task variability on the Figure Ground subtest and quantitative ASD traits, with a less variable response pattern being associated with increased ASD symptoms. Findings presented here suggest variability in perceptual processing across ASD may be influenced by individual differences in trait distribution.

Association between Clinical Vision Measures and Visual Perception and Soccer Referees' On-field Performance.

The decisions taken by soccer officials are critically important to game management. Understanding the underlying processes that mediate expert performance in soccer refereeing may lead to a better standard of officiating. Vision is the dominant source of incoming information upon which officials rely to make their on-field decisions. We tested the hypothesis that performance on generic tests of vision and visual perception predicts domain-specific performance in elite-level soccer referees (R) and assistant referees (AR). We assessed the vision of R and AR who officiate at the highest level in Portugal. To be eligible for inclusion, R and AR had to have officiated for at least two consecutive seasons across the 2014/2015, 2015/2016, and 2016/2017 seasons. A single, rank-order list of the performance of eligible officials was created based on the rank-order list for each season that was made by the Portuguese Soccer Federation. Clinical vision measures included visual acuity and stereoacuity, and visual perception measures were gathered using the Test of Visual Perceptual Skills, Third Edition. A total of 59 officials participated (21 R, 38 AR), 17 of whom officiated at the international level. The R and AR groups did not differ in vision or visual perception measures. We found that better stereoacuity (P < .001) and visual memory (P = .001) are associated with a higher rank order of on-field performance after adjusting for the age, experience, the national/international status, and the regional affiliation of the officials. Together, these two measures explain 22% of the variance in rank-order performance. This is the first study to show a link between the vision of officials and their on-field performance. The origin and significance of these findings remain to be established, and further work is required to establish whether they are component skills in the domain of soccer refereeing.

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.

Visual Perceptual Deficits in Different Types of Cerebral Palsy

Abstract Introduction: Children with cerebral palsy (CP) have been found to present with visual perceptual impairments (VPI). Research indicates differences in VPI in various subtypes of CP. However, visual perceptual deficits in children with CP has not been investigated in terms of occupational therapy assessment and treatment in a South African context. The purpose of this study was to determine the specific VPI in learners ages 4-18 years with various subtypes of CP attending a school for learners with special needs in Johannesburg, South Africa. Method: The Test of Visual Perceptual Skills 3 rd ed. (TVPS-3) was used to assess 80 learners and their subtest scores and composite scores were compared according to their subtype of CP as well as other demographic variables including age, gender and GMFCS level. Results: All the subtypes of CP were found to present with VPI, with the right spastic unilateral (hemiplegic) group having the fewest number of impairments and the ataxic group greatest number of impairments. A significant difference in visual discrimination and figure ground scores were found based on the subtype of CP while the Composite Basic Processes scores on the TVPS-3 differed significantly for both the subtypes of CP and gender. No significant differences were found for VPI based on age and GMFCS levels. Conclusion: Visual perceptual impairments were found in a high percentage of participants with CP with significant differences between the subtypes of CP and according to gender but not for age and GMFCS levels. Key words: Cerebral Palsy, Visual Perception, TVPS-3, Visual Perceptual Impairment, Occupational Therapy

Visual Perceptual Skills (non-motor) among Adults in Selangor of Malaysia

Visual perceptual skills are important skills for an adult to carry out their daily activities such as reading, writing and driving, successfully. This study was conducted to determine the visual perceptual skills (non-motor) of a group of adults in Selangor, Malaysia. A total of 120 subjects from Selangor with the age ranging from 20 to 59 years were randomly recruited in this cross-sectional study. This study involved distance and near visual acuity measurements using Snellen chart and Universiti Kebangsaan Malaysia (UKM) near vision chart, cognitive screening tests using the Mini Mental State Examination questionnaire (MMSE) as well as visual perceptual skills assessment (non-motor) using the Test of Visual Perceptual Skills (Non-Motor)- Revised (TVPS-R). The mean age of the subjects was 39.41+11.81 years old. Results showed that the mean standard scored obtained for Visual Discrimination (VD), Visual Memory (VM), Visual-Spatial Relationships (VSR), Visual Form Constancy (VFC), Visual Sequential Memory (VSM), Visual Figure-Ground (VFG) and Visual Closure (VC) subtests were 14.12+1.10, 13.42+1.58, 14.53+1.26, 12.47+1.03, 12.35+2.26, 13.67+1.64 and 13.73+2.23, respectively. Analysis of ANOVA shows that the VD, VM, and VSM scores are influenced by educational level (p&lt;0.05). Pearson correlation showed a significant negative correlation between all the sub-tests of TVPS-R scores with age variation (p&lt;0.05) except the VFC. Linear regression showed significant negative relationship between VD, VM, VSR and VSM with age. This research provided normative data of TVPS-R test on Malaysian adults for future reference and study.

The Effect of Convergence Vision Therapy on Symptoms and Visual Perception in Children with ADHD tendency

The purpose of this study is to determine whether vision therapy improves symptom and visual perceptual skills in children with attention deficit hyperactivity disorder tendency who have visual problems. The subjects of this study were 10 children. Before and after vision therapy, the visual function test, developmental test of visual-motor integration, test of visual perceptual skills, and ADHD rating scale test were performed. Vision therapy was conducted twice a week for a period of 6 months to 1 year. After vision therapy, all subjects achieved normal ranges of visual function, sensory fusion, stereoacuity, vergence function, and convergence. The visual function and visual perceptual skill were improved and the score for ADHD symptoms was reduced. Therefore, it seems that vision therapy can be used to improve the symptoms and visual perception of children with ADHD.

Visual Perceptual Skills in Attention-deficit/Hyperactivity Disorder Children: The Mediating Role of Comorbidities.

Attention-deficit/hyperactivity disorder (ADHD) has been commonly associated with alterations in visual perception. However, the individual behavior of visual perceptual skills and its relationship with different comorbidities remain unknown. The purpose of this study was to examine whether visual perceptual skills are impaired in children with ADHD, as well as to test the possible mediating role of comorbidities. Thirty-five nonmedicated ADHD (20 pure and 15 with comorbidities) and 35 age-matched controls completed the performance-based Test of Visual Perceptual Skills. The analysis between total ADHD and controls favored the alternative hypothesis (greater values for children with ADHD) for visual memory, spatial relationships, sequential memory, and all the composite measures (Bayes factor [BF] range, 4.26 to 366.85). The analysis between pure ADHD and controls showed that data are more likely under the alternative hypothesis for spatial relationships, sequential memory, overall, basic, and sequencing (BF range, 3.82 to 21.71), whereas the comparison between ADHD with comorbidities and controls additionally favored the alternative hypothesis for visual discrimination (BF = 5.37). Lastly, data from the comparison between pure ADHD and ADHD with comorbidities were insensitive for favoring the null or alternative hypotheses in any subtest or composite scaled score (BF range, 0.33 to 0.66). Our results suggest that some specific patterns of visual perception are altered in ADHD, especially for the total ADHD group. The current findings also evidence that comorbidities play an important role in the association between ADHD and visual perceptual skills. Future studies should address the mediating role of each specific type of comorbidity.

Does visual perceptual testing correlate with caregiver and teacher reported functional visual skill difficulties in school-aged children?

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.

Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study.

Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010-2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.

Subjective and objective evaluation of visual functions in dyslexic children with visual perceptual deficiency—Before and after ten-weeks of perceptual training

AimsThis pilot study investigated perceptual and electrophysiological characteristics of dyslexic children, and evaluated the immediate and prolonged effect of visual perceptual training on these characteristics in these children. Methods and proceduresSeven dyslexic children and seven controls aged 7–8 years were recruited and completed this study. All dyslexic children completed 10-weeks of visual perceptual training. The visual perceptual skills were assessed and binocular visual evoked potentials (VEP) were recorded with two different pattern stimulations initially (Baseline), 3 months after the first assessment (Evaluation I) and 6 months after first assessment (Evaluation II). Outcomes and resultsA significant reduction (p = 0.021) in VEP amplitudes in the dyslexic subjects in response to 15 Hz reversal frequency at 15% contrast stimulation was found, compared with controls, prior to perceptual training. A significant correlation (p = 0.005) was found between the VEP amplitude with 15 Hz reversal frequency and the total score of Test of Visual Perceptual Skills (non-motor) – revised (TVPS-R). After training, dyslexic subjects scored higher in some of the visual perceptual tasks and these improvements persisted for 3 months. However, the VEP amplitude in the dyslexics showed no significant change after perceptual training.

The Broader Autism Phenotype and Visual Perception in Children.

Atypical visual perception has increasingly been described in individuals with autism spectrum disorders (ASD) and linked to quantitative, autism-like features that are present in children and adults without ASD. We investigated whether individual differences in visual processing skills were related to quantitative measures of autism traits in a pediatric sample with a range of clinical features. Visual processing was comprehensively characterized using the test of visual perceptual skills (TVPS), a standardized test of visual perception with seven subtests that capture a range of visual processing abilities. The TVPS Figure Ground (TVPS-FG) subtest requires an individual to disembed a smaller figure from a larger scene. TVPS-FG subtest scores were positively correlated with children's autism features as measured by a parental report of the Broader Autism Phenotype Questionnaire (BAP-Q). The correlation with BAP-Q was specific to the TVPS-FG subtest, as the other TVPS subtest scores were not significantly related to the BAP-Q. This adds to the growing body of research documenting that atypical visual processing is associated with the autism phenotype and highlights the importance of capturing quantitative traits in heterogeneous developmental brain disorders.

Visual and Haptic Perception Training to Improve Handwriting Skills in Children With Dysgraphia.

We investigated a visual-perceptual and haptic-perceptual training program to enhance motor skills and Chinese handwriting performance among children with handwriting difficulties. The participants were 28 first- and second-grade children with handwriting difficulties. They were matched according to age and then randomly assigned into a control group or an experimental group. Participants in the experimental group received 12 sessions of a training program, whereas those in the control group received conventional handwriting training. The Test of Visual Perceptual Skills-Third Edition (TVPS-3), Tactual Performance Test (TPT), and Battery of Chinese Basic Literacy (BCBL) were all administered before and after 6 wk of intervention. Repeated-measures analysis of variance revealed that the experimental group showed significant improvement on the TVPS-3 but not on the TPT. Along with the improved visual-perceptual skills, the experimental group showed a significant difference in far-point copy speed and handwriting accuracy, as reflected in the BCBL.