[article] 
inAmerican Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) . - p. 710

Titre :	Drawing Proficiency Screening Questionnaire (DPSQ) : Development, Reliability, and Validity
Type de document :	texte imprimé
Auteurs :	Lisa T. SHOOMAN ; Sara Rosenblum
Année de publication :	2014
Article en page(s) :	p. 710
Langues :	Anglais (eng)
Mots-clés :	Enfant 2 5 ans  Dessin  Psychomotricité  Test dépistage  Ergothérapie  Trouble vision  Trouble écriture
Résumé :	OBJECTIVE. We describe the development and preliminary psychometric examination of the DPSQ for identifying drawing difficulties in preschool children. METHOD. Teachers completed the DPSQ for 78 children ages 3–6 yr from 4 preschools. Children drew age-appropriate geometric forms of the Visual–Motor Integration (VMI) test on a digitizing tablet. We examined psychometric properties of the DPSQ and analyzed group membership. RESULTS. Internal consistency was high (α = .82). Significant correlations were found between DPSQ and VMI scores indicating in-air time (r = .37, p = .002) and pressure on the writing tool (r = .32, p = .007). The typical and at-risk groups differed significantly in VMI and DPSQ scores, t(76) = 5.6, p = .001. The DPSQ mean score differentiated between 76% of children with and without visual–motor deficits. CONCLUSION. The DPSQ is a useful tool for teachers and occupational therapy practitioners for indicating visual–motor deficits and potential handwriting problems.
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[article] Drawing Proficiency Screening Questionnaire (DPSQ) : Development, Reliability, and Validity [texte imprimé] / Lisa T. SHOOMAN ; Sara Rosenblum . - 2014 . - p. 710.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) . - p. 710

Mots-clés :	Enfant 2 5 ans  Dessin  Psychomotricité  Test dépistage  Ergothérapie  Trouble vision  Trouble écriture
Résumé :	OBJECTIVE. We describe the development and preliminary psychometric examination of the DPSQ for identifying drawing difficulties in preschool children. METHOD. Teachers completed the DPSQ for 78 children ages 3–6 yr from 4 preschools. Children drew age-appropriate geometric forms of the Visual–Motor Integration (VMI) test on a digitizing tablet. We examined psychometric properties of the DPSQ and analyzed group membership. RESULTS. Internal consistency was high (α = .82). Significant correlations were found between DPSQ and VMI scores indicating in-air time (r = .37, p = .002) and pressure on the writing tool (r = .32, p = .007). The typical and at-risk groups differed significantly in VMI and DPSQ scores, t(76) = 5.6, p = .001. The DPSQ mean score differentiated between 76% of children with and without visual–motor deficits. CONCLUSION. The DPSQ is a useful tool for teachers and occupational therapy practitioners for indicating visual–motor deficits and potential handwriting problems.
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