Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? / Beth A. PFEIFFER in American Journal of Occupational Therapy, Vol. 69/4 (Juillet-Août 2015)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904350010p1-6904350010p7 Titre : Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? Type de document : texte imprimé Auteurs : Beth A. PFEIFFER, Auteur ; Beverly Moskowitz, Auteur ; Andrew Paoletti, Auteur Année de publication : 2015 Article en page(s) : 6904350010p1-6904350010p7 Langues : Anglais (eng) Mots-clés : Handwriting  visual motor coordination  kindergartens  measures of outcome Résumé : We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Permalink : ./index.php?lvl=notice_display&id=40423 [article] Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students? [texte imprimé] / Beth A. PFEIFFER, Auteur ; Beverly Moskowitz, Auteur ; Andrew Paoletti, Auteur . - 2015 . - 6904350010p1-6904350010p7. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 69/4 (Juillet-Août 2015) . - 6904350010p1-6904350010p7 Mots-clés : Handwriting  visual motor coordination  kindergartens  measures of outcome Résumé : We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Permalink : ./index.php?lvl=notice_display&id=40423

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