 $ › Manual ($45) › 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  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 Frame of Reference  Bottom-Up  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) › TVPS-3 was developed without utilizing any new items Conclusion

 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 › 16 items & 2 examples/subtest  126 test items Final TVPS-3

Sample Item Bias Review  n = 2,008  83 sites in 38 states › Public, private, parochial schools  97 examiners (majority OTs)  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 subtest subtest subtest CRITERION-RELATED : Visual Supplement of VMI-5 r = entire test 0.96 entire test 0.97 entire test 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 ). Philadelphia: Williams & Wilkins.  Martin, N. (2006). TVPS-3: Test of visual perceptual skills (3rd ed.). Novato, CA: Academic Therapy Publications.  41.jpg  pdf