Standardised Tests: An Appropriate Way to Measure the Outcome of Paediatric Occupational Therapy?

Payne, Sally

doi:10.1177/030802260206500303

Cited by 24 publications

(15 citation statements)

References 28 publications

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“…The continued and almost exclusive use of standardised tests (such as the VMI) that measure performance components to demonstrate outcomes in occupational tasks, such as handwriting, is of significant concern (Payne, 2002). Unsworth (2000) reminds us that ‘… when selecting assessments, make sure that they measure change in the attribute or area that is being targeted …’ (p. 151).…”

Section: Discussionmentioning

confidence: 99%

Discriminant validity of the Developmental Test of Visual–Motor Integration in relation to children with handwriting dysfunction

Goyen

Duff

2005

Aus Occup Therapy J

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Background: The Developmental Test of Visual-Motor Integration (VMI) is commonly used to assess handwriting dysfunction in children. The relationship between handwriting and underlying abilities as measured by the VMI, beyond the writing readiness stage, is unclear. The present study examined the ability of the VMI to discriminate between children with and without handwriting dysfunction. Methods: As part of a larger research study, 35 children with handwriting dysfunction from grades 4-6 (as identified by their teachers) and 35 children without handwriting dysfunction were assessed with the VMI. Results: The VMI correctly identified only a small number of the children with handwriting dysfunction (sensitivity, 34%). Conclusion: The authors caution against the routine use of the VMI to assess older school-aged children with handwriting dysfunction. Use of a model of practice and clinical reasoning is recommended to guide the assessment of children with handwriting dysfunction.

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Section: Discussionmentioning

confidence: 99%

Discriminant validity of the Developmental Test of Visual–Motor Integration in relation to children with handwriting dysfunction

Goyen

Duff

2005

Aus Occup Therapy J

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“…First, several of the variables in this study were evaluated using nonstandardized assessment tools. Berninger et al (1997), and Payne (2002) emphasize the importance of using standardized measures to evaluate the effectiveness of treatment interventions. In contrast, Case-Smith (2001) criticizes that most standardized tests assess performance components (such as balance, visual motor skills), rather than actual functional performance (for example, the functional aspects of handwriting) and that they are an inappropriate substitute for functional assessment.…”

Section: Limitationsmentioning

confidence: 99%

Evaluating a school skills programme for Australian Indigenous children: a pilot study

McGarrigle

Nelson

2006

Occupation Therapy Intl

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The purpose of this study was to evaluate the effectiveness of an occupational therapy skill development programme in improving handwriting, scissor use, visual motor co-ordination and classroom behaviour, in a group of grade-one Australian urban Indigenous students. The sample (N = 13) was randomly assigned to an experimental group or comparison group. Both groups were exposed to the intervention. The experimental group received a six week school skills programme in addition to regular schooling, while the comparison group received regular schooling only. Following this, the comparison group received the same six week programme. Participants underwent pre- and post-testing using Beery-Buktenica's Developmental Test of Visual Motor Integration, Conner's Abbreviated Symptom Questionnaire, and two non-standardized handwriting and scissor skill measures. Results indicated that participants significantly improved in aspects of handwriting, scissor skills, and behaviour, but not visual motor co-ordination, following participation in the programme. The experimental group demonstrated greater improvements only in handwriting ability scores (p = 0.037), compared to a comparison group. It was concluded that a school-based occupational therapy programme was effective in improving handwriting, in a group of grade-one Australian Indigenous children.

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“…The TVPS third edition (TVPS-3) (Martin, 2006) as described in the literature review was chosen for this study because it was the most frequently purchased TVPS on the Irish market (ETC, 2012, personal communication) and one of the most widely used assessments internationally (Rodger et al, 2005;Payne, 2002;Howard, 2002). Therefore, any findings from this study may be considered to have relevance both in Ireland and internationally to contribute to current occupational therapy practice knowledge in this area.…”

Section: Instrumentsmentioning

confidence: 99%

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

Sullivan¹,

Lynch

Kirby

2018

IJOT

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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.

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Standardised Tests: An Appropriate Way to Measure the Outcome of Paediatric Occupational Therapy?

Cited by 24 publications

References 28 publications

Discriminant validity of the Developmental Test of Visual–Motor Integration in relation to children with handwriting dysfunction

Discriminant validity of the Developmental Test of Visual–Motor Integration in relation to children with handwriting dysfunction

Evaluating a school skills programme for Australian Indigenous children: a pilot study

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

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