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The Beery-Buktenica Developmental Test

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Britta Carlson

on 9 November 2013

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Transcript of The Beery-Buktenica Developmental Test

The Beery-Buktenica Developmental Test
Visual-Motor Integration

WHAT is it?
The Beery-Buktenica Developmental Test of Visual-Motor Integration is otherwise known as the VMI.

Visual-Motor Integration:
The degree to which visual perception and finger-hand movements are well coordinated (Beery & Beery, 2010).

Originally developed in 1967, now in it's 6th edition.

HOW is the assessment performed?
WHY would you perform the VMI assessment?
WHO would you use the VMI with?
Ages: 2-100

Non-Verbal Students (Brown, Chinner, and Stagnitti, 2011)
School Based Settings

Specific Populations:
Students who struggle in Math and Reading (Sortor & Kulp, 2003)
Neuromuscular Conditions (Brown et al., 2011)
Developmental Conditions (Brown et al., 2011)
Developmental Disorders (Brown et al., 2011)
Social Difficulties (Brown et al., 2011)
Sensorimotor Challenges (Brown et al., 2011)
HOW do you score the VMI?
HOW do you use the results of the VMI?
WHERE would you administer the VMI?
We will complete 1 of the 3 assessments, the visual-perceptual assessment.

Throughout the rest of this presentation and through the activity, think of a child observed during your fieldwork with visual-perceptual concerns.
Would they benefit from this test?

WHO are you?
Beery, K., & Beery, N. (2010). Beery-Buktenica visual-motor integration with supplemental developmental tests of visual perception and motor coordination. (6th ed.). Bloomington, MN: Pearson.
Beery, K., Buktenica, N., & Beery, N. (2012). Beery-buktenica developmental test of visual-motor integration, 6th edition (beery™ vmi). Retrieved from http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAg105
Brown, T., Chinner, A., & Stagnitti, K. (2011). Convergent validity of two visual motor integration tests. British Journal of Occupational Therapy, 74(6), 295. Retrieved from http://go.galegroup.com.ezproxy.gvsu.edu/ps/i.do?action=interpret&id=GALE%7CA259751223&v=2.1&u=lom_gvalleysu&it=r&p=AONE&sw=w&authCount=1
Klein, A. (1978). The validity of the Beery test of visual-motor integration in predicting achievement in kindergarten, first, and second grades. Educational and Psychological Measurement, 38, 457-461. doi:10.1177/001316447803800230
McCrimmon, A., Altomare, A., Matchullis, R., & Jitlina, K. (2012). Test review: The beery developmental test of visual-motor integration. Journal of Psychoeducational Assessment, 30(6), 588-592. doi: 10.1177/0734282912438816
Pape, L., & Ryba, K. (2004). Practice considerations for school-based occupational therapists. Bethesda, MD: The American Occupational Therapy Association.
Sladyk, K., Jacobs, K., & MacRae, N. (2010). Occupational therapy essentials of clinical competence. Thorofare, NJ: SLACK.
Sortor, J., & Kulp, M. (2003). Are the results of the Beery-Buktenica Developmental Test of Visual-Motor Integration and its subtests related to achievement test scores? Optometry and Vision Science, 80(11), 758-763. Optometry and Vision Science, 2003, 80(11). Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/14627943?log$=activity

Can be used in a group or individually
Free of Cultural Bias
Cost Effective
Time Conscious
Fun to complete
Quiet & comfortable location

*If re-evaluating use the same location as the original VMI administration if possible.

Preschool: Test individually
Kindergarten Class: 2 or more adults monitor
1st Grade Classes and Above: 1 or 2 adults

Goal: Informative, observational, or diagnostic
HOW did you score?
Were you surprised?
IDEAS on how to use the VMI in a school-based setting:
Multi-Tiered Model:

1st Tier: Administer the VMI to an entire class

2nd Tier: 1:1 Ratio Buddy System

3rd Tier: Individualized Treatment Plan
Welcome to your last assessment presentation of the day!
Let's stretch out and take a few deep breaths
before we get started!
Today we will be discussing the...
One point
for each imitated or copied item is scored,
until three consecutive failures
have been reached.
Using pre-formatted charts and the individual's age to determine:
Standard score, scaled score, and percentile based off the raw score.
If an individual misses one item, then makes the next and then misses three consecutive scores, the middle item that was correct would be counted and the one prior to the three consecutive missed would be subtracted.
Ex: Child fails items 5, 8, and 11-13, the raw score is:
13(ceiling)-5(items missed)=8(raw score)
The scores have a mean of 100 and a standard deviation of 15 for all age groups and are based on the means of raw score distribution
Early identification
of visual-motor difficulties (Beery & Beery, 2010).
Measure Educational Progress
Assist in assessment of developmental deficits
Lack of Research for Sixth Edition
Organization of Manual
Use of Chronological Age/Functional Age
*Additional teaching activity books are available as well.
WHAT do you need to administer the VMI?
Refer to handout
WHAT is your standard score?
Full transcript