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Relevant bibliographies by topics / Frostig Developmental Test of Visual Perception

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Academic literature on the topic 'Frostig Developmental Test of Visual Perception'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Frostig Developmental Test of Visual Perception"

1

Kashiwagi, Hirosuke. "Visual perceptual characteristics of developmental disorders on the Frostig Developmental Test of Visual Perception." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2AM—1–042–2AM—1–042. http://dx.doi.org/10.4992/pacjpa.78.0_2am-1-042.

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Natalia, Maria Yulinda Ayu, and Saifuddin Azwar. "Development of visual perception test for children aged 3-8 years." Research, Society and Development 9, no. 10 (September 30, 2020): e3689108849. http://dx.doi.org/10.33448/rsd-v9i10.8849.

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Eyesight is an essential sense. The eyes are responsible for 80% of the information we receive about the world around us. The ability to perceive visual stimuli should therefore be considered the most effective ability when compared to other senses. Furthermore, it predisposes all developmental and growth issues in children. Impairment in visual perception leads to several problems, such as learning disorders, behavioral disorders, emotional problems and social disorders. Visual perception impairment is also often comorbid with other disabilities. Using the Frostig test, the examination of visual perception has begun to be carried out by several health workers, such as psychologists and occupational therapists. Although the Frostig test has been used in Indonesia, some of its aspects need to be reviewed. Indonesia’s visual perception tests are limited, and infrequently inspected. This study aims to modify the Frostig test into a testing instrument that is appropriate to the culture of child development in Indonesia and to be a child-friendly instrument, especially for children aged three-to-eight years. Modifications that will be made include the amendment of item content, additional dimensions, items and response options. The measurement of content validity involved 20 participants, a trial test of 30 participants, a visual attention test of 111 participants and a test for validity and reliability in 219 participants. The exploratory factor analysis confirmed six sub-tests, consisting of 38 items, with composite reliabilities ranging from 0.648-0.823.

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Brand, Handré J. "Reliability of the Frostig Test of Visual Perception in a South African Sample." Perceptual and Motor Skills 69, no. 1 (August 1989): 273–74. http://dx.doi.org/10.2466/pms.1989.69.1.273.

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The Marianne Frostig Developmental Test of Visual Perception was administered to 31 preschool children (19 boys and 12 girls) whose mean age was 68 mo. An item analysis showed that 52% of the test items satisfied the requirements with regard to degree of difficulty and discrimination. KR-20 reliability coefficients varied between 0.31 and 0.58 for the different subtests, with r = 0.72 for the full scale.

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4

Altun, Meryem. "The Effects of Mind Games and Games Containing Physical Activity on Attention and Visual Perception Levels of Primary School Students." Journal of Education and Learning 8, no. 6 (October 24, 2019): 72. http://dx.doi.org/10.5539/jel.v8n6p72.

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The aim of the research is to investigate the effects of mind games and games containing physical activity on the attention and visual perception levels of the primary school students. In this research, experimental design with pretest-posttest control group was used. The population of the study consists of seven-year-old children, and the sample consists of 160 volunteer students, who are chosen through purposeful sampling method and involved in game and physical activity group, mind games group, both physical activity and mind games group, and control group, studying at the Primary School in Kırşehir province in the 2017–2018 academic year. The data were collected by “Bourdon Attention Test (Letter Form)” and “Frostig Developmental Visual Perception Test”. A 14-week program was applied to the students in the experimental group and the students were given two hours of practice per day for three days a week. In the analysis of the data, arithmetic mean and standard deviation values of the pre-tests were calculated according to the group variables. The dependent sample t test was used to examine the differences of measurements within the group, one-way analysis of variance was used to make comparisons between the groups and the Tukey HSD analysis was used as a post-hoc analysis to determine the difference between the groups. According to the findings of the study, the attention and visual perception pre and post-test scores obtained from the experimental groups indicate that there is a significant difference in favor of the post-test scores. As a result, all experimental groups showed a significantly higher difference in visual perception and attention when compared to the control group. This result shows that applying mind games, games containing physical activity, both mind games and games containing physical activity together are effective in developing visual perception and attention.

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Ramseyer, Gary C., and Valjean M. Cashen. "The Relationship of Level of Eye-Hand Coordination and Answer Marking Format to the Test Performance of First — And Second-Grade Pupils; Implications for Test Validity." Educational and Psychological Measurement 45, no. 2 (July 1985): 369–75. http://dx.doi.org/10.1177/001316448504500222.

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This study was concerned with the effects of eye-hand coordination on the ability of first- and second-grade pupils to use separate answer sheets on the California Test of Mental Maturity, Short Form (CTMM). The subjects were 57 pupils enrolled in these two grades at one elementary school. In terms of their scores on Subtest I of the Frostig Developmental Test of Visual Perception, subjects were grouped into low, middle, and high levels of eye-hand coordination. The CTMM was then administered twice to all subjects: once using the test booklet marking format and once employing a separate answer sheet. Order of administration was counterbalanced within each eye-hand group. As expected, the analysis of variance yielded significant main effects of marking format at each grade level in favor of the booklet marking format. Moreover, marking format and eye-hand group membership yielded a significant interaction ( p <.05) at grade one. Simple effects tests indicated significant differences in favor of the booklet format for low and middle range eye-hand groups but not for the high group. It was concluded that a low level of eye-hand coordination contributes to a severe depression of separate answer sheet performance at grade one. Developmental differences were cited as the probable cause. Implications for test validity were discussed briefly.

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6

Moore, Bridget, and Bev Clarke. "Book Review: Developmental Test of Visual Perception." British Journal of Occupational Therapy 60, no. 4 (April 1997): 189. http://dx.doi.org/10.1177/030802269706000420.

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7

Brown, Ted, and Sylvia Rodger. "Validity of the Developmental Test of Visual-Motor Integration Supplemental Developmental Test of Visual Perception." Perceptual and Motor Skills 106, no. 3 (June 2008): 659–78. http://dx.doi.org/10.2466/pms.106.3.659-678.

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8

Woehrle, Mary Beth, Brian Carney, Amy Lahay, and Robert Peters. "SUBTEST CORRELATION OF THE TEST OF VISUAL PERCEPTUAL SKILLS AND THE DEVELOPMENTAL TEST OF VISUAL PERCEPTION-2." Optometry and Vision Science 72, SUPPLEMENT (December 1995): 206. http://dx.doi.org/10.1097/00006324-199512001-00329.

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9

Kulp, Marjean Taylor, Michael J. Earley, Cara S. Frasco, Meghan Geiger, and Lisa M. Timmerman. "(PO-139)REPEATABILITY OF THE VMI SUPPLEMENTAL DEVELOPMENTAL TEST OF VISUAL PERCEPTION." Optometry and Vision Science 77, SUPPLEMENT (December 2000): 278. http://dx.doi.org/10.1097/00006324-200012001-00460.

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10

Parush, Shula, Aviva Yochman, Dalit Cohen, and Esther Gershon. "Relation of Visual Perception and Visual-Motor Integration for Clumsy Children." Perceptual and Motor Skills 86, no. 1 (February 1998): 291–95. http://dx.doi.org/10.2466/pms.1998.86.1.291.

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The purpose of this study was to examine the relationship between visual perception and visual-motor integration in 30 normal children compared to 30 clumsy children. Difficulty in visual perception, as assessed by the Test of Visual-Perceptual Skills, accounts for about half the variance in the clumsy children's performance in visual-motor integration, as assessed by the Developmental Test of Visual Motor Integration. In contrast, the correlation between scores on these tests for normal control children was low and not significant. These results suggest that visual perception and visual-motor integration may be separate functions in normally developing children. When considering clumsy children, however, these functions cannot be considered as two independent skills.

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Dissertations / Theses on the topic "Frostig Developmental Test of Visual Perception"

1

Diemand, Sarah Catherine. "Validity of the Miller Function and Participation Scales." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245281688.

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Helm, Moira Elizabeth. "The use of the developmental test of visual motor integration and the developmental test of visual perception with the urban black child." Thesis, 2015. http://hdl.handle.net/10539/18009.

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A dissertation submitted to the Faculty of Medicine, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science (Occupational Therapy).
Tho purpose ot this study was to investigate the appropriateness oi the Developmental Test of Visual Motor Integration and the Developmental Test oi Visual Perception for the evaluation of perceptual problems in the urban Black child. b U) children were assessed on both < ests. 1 hoy w e r e grouped according to academic ability. Statist ieal comparisons were made between the two test results lor each of the three academic groups and between each group and the American sample population. Percentile rankings of the South African sample population's results were provided. The results of the above comparisons reflected a low correlation between handwriting and academic performance, and tho results of the two tests. There was no significant difference between the three academic group's results on the two tests. I here was a significant difference between the South African and the American sample populations on the two tests. The above factors and the fact that studies by other authors were not conclusive in regard to the tests relevance to academic performance led the candidate to the conclusion that the tests -ere Inappropriate I or the assessment of urban Black children.

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3

Rens, Zona. "The standardization of the Beery-Buktenica developmental test of visual-motor integration with supplemental developmental tests of visual perception and motor coordination (4th edition, revised, 1997) on an Eastern Cape population aged 7 years 0 months to 7 years 3 months." Thesis, 2009. http://hdl.handle.net/10539/6944.

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Klapwijk, Jonathan Menno. "A validation of the Visual Perceptual Aspects Test using a bifactor exploratory structural equation modelling approach." Diss., 2018. http://hdl.handle.net/10500/25693.

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Visual perception is a psychological construct that describes the awareness of visual sensations and arise from the interactions of the individual or observer in the external environment together with the physiology of the observer’s visual system. A variety of theories of the development of visual perception have led to the development of different psychometric measures aimed at quantifying the cognitive construct. The Visual Perceptual Aspects Test was developed by Clutten (2009) to measure nine different constructs of visual perception. The original VPAT was validated using content and construct validity based on a Western Cape sample. However, to the researcher’s knowledge, a factor analysis had not yet been conducted on the VPAT to determine the factor validity of the test. Furthermore, no measures of validity or reliability had been conducted on the VPAT using a sample outside of the Western Cape. The aim of this research is to validate the hypothesised nine factor structure of the Visual Perceptual Aspects Test, using a confirmatory factor analysis, exploratory structural equation model, a bifactor confirmatory factor analysis and a bifactor exploratory structural equation model. The results of the analysis showed marginal model fit of the VPAT with the sample data, with sufficient levels of reliability for certain sub-tests. However, the VPAT did not meet significant levels of validity or reliability of the proposed model structure of the VPAT for the sample group of learners based in the Eastern Cape.
Psychology
M.A. (Research Psychology)

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Books on the topic "Frostig Developmental Test of Visual Perception"

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Reynolds, Cecil R. Developmental Test of Visual Perception: DTVP-A. Austin, Tex: Pro-Ed, 2002.

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2

Hammill, Donald D. Developmental Test of Visual Perception: DTVP-2. 2nd ed. Austin, Tex: Pro-Ed, 1993.

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3

The Beery-Buktenica VMI: Developmental test of visual-motor integration with supplemental developmental tests of visual perception and motor coordination : administration, scoring, and teaching manual. 4th ed. Parsippany, N.J: Modern Curriculum Press, 1997.

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4

Beery, Keith E., and Norman A. Buktenica. Visual Perception Test-25 PK (VMI Series: The Beery-Buktenica Developmental Test, Fourth Edition). Modern Curriculum Press, 1996.

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5

Beery, Keith E., and Norman A. Buktenica. Visual Perception Test-100 PK (VMI Series: The Beery-Buktenica Developmental Test, Fourth Edition). Unknown Publisher - Being Researched, 1996.

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Book chapters on the topic "Frostig Developmental Test of Visual Perception"

1

Quiroga-Torres, Daniel Alejandro, Juan S. Lara, Antonio Miguel-Cruz, and Adriana María Ríos-Rincón. "Prototype Measurement System for the Eye-Hand Coordination Test of the Developmental Test of Visual Perception." In IFMBE Proceedings, 687–91. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9035-6_127.

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2

Aparecida Capellini, Simone, Larissa Sellin, Ilaria D’Angelo, Noemi Del Bianco, Catia Giaconi, and Giseli Donadon Germano. "Visual-Motor Perception and Handwriting Performance of Students with Mixed Subtype Dyslexia." In Dyslexia. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.93626.

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This studyaimed to characterize and compare the visual-motor perception and handwriting performance of students with mixed dyslexia and students with good academic performance. Twenty-six schoolchildren of both sexes participated in this study, aged 9 to 11 years and 11 months old, from fourth and fifth grades of an elementary school in municipal public schools, from an average socioeconomic level, divided into two groups: Group I (GI) composed of 13 students with a multidisciplinary diagnosis of mixed developmental dyslexia and Group II (GII) composed of 13 students with good academic performance from a municipal school and matched according to gender, education, and age to GI. All students in this study were subjected to the application of the following procedures: Developmental Test of Visual Perception III—DTVP-III, Dysgraphia Scale and writing analysis by NeuroScript MovAlyzeR 6.1 software. The results were analyzed statistically using the following tests: Mann-Whitney test, Wilcoxon signed-rank test, and Friedman test, aiming to verify intragroup and intergroup differences for the variables of interest in the DTVP-III, the Dysgraphia Scale, and the measures of handwriting speed and pressure by the MovAlyzeR software. The results were analyzed statistically at a significance level of 5% (0.050). The results showed that there were statistically significant differences between GI and GII in the parameters of the Dysgraphia Scale, floating lines, irregular spaces between words, junction points, sudden movements, and dimension irregularities. GII showed a superior performance in relation to GI in the variables analyzed with the DTVP-III in visual-motor integration, reduced motricity perception, and general visual perception. There was no statistically significant difference between GI and GII in the variables analyzed by the MovAlyzeR software. The results of this study allowed us to conclude that students with mixed dyslexia present a lower performance profile than the students with good academic performance in general visual perception, reduced motricity visual perception, and visual-motor perception skills, which may be the cause of the quality of dysgraphic writing characterized by floating lines, irregular spaces, junction points, sudden movements, and dimension irregularities.

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