www.academictherapy.com

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$160.00

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Manual ($45)

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Test Plate Booklet ($80) 25 Record Forms ($35)

 Purpose: to give a reliable measure of a child’s visual perceptual abilities without requiring motor involvement  Performance-based assessment  Age Range: 4-0 through 18-11  Diagnostic Groups › › ASD ADHD › LD

 Settings › › › Home School System Private Practice  Examiners › › › › › › Occupational Therapists School Psychologists Counselors Optometrists Learning and Resource Specialists Level B Professionals

       Visual Discrimination Visual Memory Spatial Relationships Form Constancy Sequential Memory Visual Figure Ground Visual Closure 16 items and 2 examples/subtest 126 total items

Assessment Approach  Bottom-Up Frame of Reference  Visual Information Analysis Areas of Occupation  Reading, driving, writing, calculating, meal prep, feeding, dressing, leisure activities, mobility

 30 minutes to Administer › › Varies by age Recommended: 2 plates/minute  All subtests are untimed except: › Subtests 2 (Visual Memory) › Subtests 5 (Sequential Memory)

 Pilot Study › TVPS-R: items were selected from the middle (easier) and end (harder) of each subsection › 112 items selected from original 224 items › n=128 (ages 10-15) Conclusion › TVPS-3 was developed without utilizing any new items

 Normative Study › › Additional plates were added to pilot study plates After item analysis, the final items for were identified › › 18 items & 2 examples/subtest  140 test items Item bias studies provided a non-discriminatory test Final TVPS-3 › 16 items & 2 examples/subtest  126 test items

Sample    n = 2,008 83 sites in 38 states › Public, private, parochial schools 97 examiners (majority OTs) Item Bias Review      Gender Ethnicity Region Residence Parent Education Level

 Environment › › Free of any auditory and visual distractions Well illuminated and ventilated  Consider Time of Day  Record general information on TVPS-3 Record Form  Test materials prepared prior to evaluation

 Basals do not need to be determined  Give exact directions at child’s level › May be repeated throughout the TVPS-3 if needed  Administer both examples for all subtests › › They can be used to teach the task Further teaching is NOT allowed beyond the examples  Plates can be shown only ONCE  Administer all items until ceiling is reached

PSYCHOMETRIC PROPRTIES

INTERNAL CONSISTENCY RELIABILITY TEST-RETEST RELIABILITY VALIDITY

COEFFICIENT ALPHA ↓ SPEARMAN BROWN ↓ • • n=42 Mean re-test interval 21 days CONTENT: item analysis based on statistical methods 0.75-0.88 subtest 0.96 entire test 0.76-0.88 subtest 0.96 entire test 0.34-0.81 subtest 0.97 entire test CRITERION-RELATED: Visual Supplement of VMI-5 r = 0.67

CONSTRUCT: established by chronological age and children dx with learning disabilities and ADHD

  Scaled scores of below 7 % ile ranks below 16   Standard scores below 80 % ile ranks below 25

      Scoring can be confusing Administration can be lengthy depending on child’s response rate Child requires good receptive language skills to complete the assessment Competency in test administration Child’s behavior may interfere with results The test is only a “snapshot” of performance at a particular point

    Kramer, P., & Hinojosa, J. (1999). Visual Information Analysis: Frame of Reference for Visual Perception. Frames of reference for pediatric occupational therapy (2nd ed., pp. 205-256). Philadelphia: Williams & Wilkins.

Martin, N. (2006). TVPS-3: Test of visual perceptual skills (3rd ed.). Novato, CA: Academic Therapy Publications.

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http://www.wpspublish.com/store/Qualification_Guidelines%20V3.

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