A comparison of three Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised

Abstract

This study compared the performance of three different Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised and the Comprehensive Test of Basic Skills. The tests were administered to 40 Navajo, 40 Papago, 40 Hopi, and 40 Caucasian children. All of the children were in regular classrooms and none had been referred for school psychological services. The results, using a one-way analysis of variance, indicated significant differences among the four groups on the MPD-R rotation scores and two of the three configuration scores. When age was controlled, these MPD-R scores remained significant. There were no significant differences among the four groups for achievement. It was also found that the MPD-R was correlated significantly with some of the achievement variables.The Minnesota Percepto-Diagnostic Test-Revised (MPD-R; Fuller, 1982) is a frequently used instrument that measures perceptual-motor development, visual-motor integration, and motor coordination. It offers an objective scoring system for individuals 5 years of age to adult. To date, the test has been shown to differentiate between braindamaged and non-brain-damaged subjects (Fuller & Levine, Vance et al., 1986) have indicated that the MPD was more sensitive than the Bender in identifying areas of achievement for young children as well as older children. Fuller and Vance (1993) investigated whether the MPD-R or the Bender would more accurately predict achievement at the first-, third-, and fifth-grade levels. Results of their study indicated that the MPD-R is a better predictor of achievement than the Bender, especially at the first-and fifth-grade levels when comparing scores from the California Achievement Test. At each of the grade levels, the MPD-R scores correlated with more achievement subtests than did the Bender. Therefore, it appears that the MPD-R is a valid measure of visual-motor perception and a more accurate predictor of achievement than the Bender in several areas.Few studies have focused on variables that affect or are related to test performance.These variables must be delineated to avoid misinterpretations of test results. Fuller, Thomas, and Vance (1987) compared the performance of three different ethnic groups on the MPD-R and found no significant differences among African-American, Hispanic, and Caucasian children on the rotation score. There were significant differences for the configuration scores (Separation of Circle-Diamond, Distortion of Circle-Diamond, and Distortion of Dots). The African-American children performed significantly less well on the Distortion of Circle-Diamond and Distortion of Dots than did the Caucasians.Requests for reprints should be addressed to Gerald B. Fuller, P.O. Box 4150, Traverse City, MI 49685. 12

Fine motor skills and mathematics achievement in East Asian American and European American kindergartners and first graders

“…The performance of African‐American and Hispanic American children was lower than that of Caucasian children on some scales. In another study, Fuller and Vance (1995) found that Navajo, Papago and Hopi children scored lower than Caucasian children in the Minnesota Perceptual Diagnostic Test. Huntsinger et al (1997) have observed that young children of Chinese heritage had better developed fine motor skills (writing names and numerals) than their European American counterparts.…”