VMI-VI and BG-II KOPPITZ-2 for Youth With HFASDs and Typical Youth

McDonald, Christin A.; Volker, Martin A.; Lopata, Christopher; Toomey, Jennifer A.; Thomeer, Marcus L.; Lee, Gloria K.; Lipinski, Alanna M.; Dua, Elissa H.; Schiavo, Audrey M.; Bain, Fabienne; Nelson, Andrew T.

doi:10.1177/0734282913514351

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…For the purpose of this study the term visual-motor performance 7 refers to these motor enhanced sub-tests, such as visual-motor integration, visual-motor speed, and eye-hand coordination. The term visual-motor performance is used interchangeably in the literature with visual-motor functions, and visual motor skills 27 .…”

Section: Literature Reviewmentioning

confidence: 99%

Visual perception of five-year-old Afrikaans-speaking children in Bloemfontein using the Beery VMI-6, DTVP-3 and TVPS-3: A follow up study of their English-speaking counterparts in Bloemfontein

Visser¹,

Nel²

2018

S. Afr. j. occup. ther.

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Background and aim: Previous research investigated the latest versions of the Beery-Buktenica Developmental Test of Visual-motor Integration 6 th edition (Beery VMI-6), Development Test of Visual Perception 3 rd edition (DTVP-3) and Test of Visual Perceptual Skills 3 rd edition (TVPS-3) on five-year-old English-speaking children. This study aimed to extend the investigation, to five-year-old Afrikaansspeaking children, and to compare the results to previous findings on English-speaking children of a similar age. Methods: A quantitative, cross-sectional investigation into the visual perception and visual-motor performance of five-year-old Afrikaans-speaking children (n=52) was conducted at Afrikaans Language of Learning and Teaching (ALOLT) schools in Bloemfontein, by using these tests according to the prescribed procedures, in a specific order and with adequate breaks between tests. Results: Both language groups' performance on the Beery VMI-6 and DTVP-3 compared well to the American normative sample, but below average on all the TVPS-3 composite scores. The Beery VMI-6 motor coordination sub-test yielded statistically significant gender differences. No significant language differences were noted in the three tests. A statistically significant difference was identified between form constancy and visual closure sub-tests of the DTVP-3 and the TVPS-3, and when the Beery VMI-6 visual-motor integration sub-test was compared to the DTVP-3copying sub-test. Conclusions: Occupational therapists are encouraged to consider the suitability of the three tests, and further research in this field is recommended.

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Section: Literature Reviewmentioning

confidence: 99%

Visual perception of five-year-old Afrikaans-speaking children in Bloemfontein using the Beery VMI-6, DTVP-3 and TVPS-3: A follow up study of their English-speaking counterparts in Bloemfontein

Visser¹,

Nel²

2018

S. Afr. j. occup. ther.

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“…Those that wore corrective lenses for minor visual acuity problems were monitored to ensure they used their corrective lenses during all screening testing and the current experiments. Earlier studies of HF children with ASD found no significant differences in visual perceptual acuity from that of TD children ( Volker et al, 2010 ; McDonald et al, 2014 ). Ten of the HF children with ASD and 10 matched TD children from Situation A also participated in the Church et al (2010) experiment, and thus had some past experience with the general task, though not with the particular categories, stimuli, and training specifics experienced in this context.…”

Section: Methodsmentioning

confidence: 70%

Heterogeneity in perceptual category learning by high functioning children with autism spectrum disorder

Mercado

Church

Coutinho

et al. 2015

Front. Integr. Neurosci.

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Previous research suggests that high functioning (HF) children with autism spectrum disorder (ASD) sometimes have problems learning categories, but often appear to perform normally in categorization tasks. The deficits that individuals with ASD show when learning categories have been attributed to executive dysfunction, general deficits in implicit learning, atypical cognitive strategies, or abnormal perceptual biases and abilities. Several of these psychological explanations for category learning deficits have been associated with neural abnormalities such as cortical underconnectivity. The present study evaluated how well existing neurally based theories account for atypical perceptual category learning shown by HF children with ASD across multiple category learning tasks involving novel, abstract shapes. Consistent with earlier results, children’s performances revealed two distinct patterns of learning and generalization associated with ASD: one was indistinguishable from performance in typically developing children; the other revealed dramatic impairments. These two patterns were evident regardless of training regimen or stimulus set. Surprisingly, some children with ASD showed both patterns. Simulations of perceptual category learning could account for the two observed patterns in terms of differences in neural plasticity. However, no current psychological or neural theory adequately explains why a child with ASD might show such large fluctuations in category learning ability across training conditions or stimulus sets.

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“…The perceived challenge may reflect objective difficulties experienced by the child. Previous studies have recognized the motor, cognitive, and social deficiencies of children with NDD (Mattard-Labrecque et al, 2013;McDonald et al, 2014). Hence, taking part in everyday activities such as dressing, organizing one's room, doing homework, or playing with friends may not be easy.…”

Section: Discussionmentioning

confidence: 99%

Differences in Meaning of Occupations Between Children With and Without Neurodevelopmental Disorders

Rosenberg

Erez

2022

OTJR: Occupational Therapy Journal of Research

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Engaging children in meaningful occupations is a means of improving their participation. The objective of this study is to assess differences in dimensions of meaning of occupations—challenge, value, felt time, and autonomy—between children with and without neurodevelopmental disorders and their associations with the participation of each group. Thirty children with neurodevelopmental disorders (autism spectrum disorder [ASD]/attention deficit hyperactive disorder [ADHD]) and 30 typically developing children ( M age = 9.37 ± 1.41 years) reported regarding dimensions of meaning of occupations. Their parents reported regarding children’s participation. Children with neurodevelopmental disorders attach different meanings to their everyday activities than their typically developing peers, with a large effect size ([Formula: see text] = .07–.12). For children with neurodevelopmental disorders, the value and autonomy dimensions of meaning were correlated with participation. The findings expand knowledge of occupational meaning and participation among children. To optimize the participation of children, occupational therapists should facilitate autonomy and engage children in activities that they value.

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VMI-VI and BG-II KOPPITZ-2 for Youth With HFASDs and Typical Youth

Cited by 9 publications

References 11 publications

Visual perception of five-year-old Afrikaans-speaking children in Bloemfontein using the Beery VMI-6, DTVP-3 and TVPS-3: A follow up study of their English-speaking counterparts in Bloemfontein

Visual perception of five-year-old Afrikaans-speaking children in Bloemfontein using the Beery VMI-6, DTVP-3 and TVPS-3: A follow up study of their English-speaking counterparts in Bloemfontein

Heterogeneity in perceptual category learning by high functioning children with autism spectrum disorder

Differences in Meaning of Occupations Between Children With and Without Neurodevelopmental Disorders

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