$160.

00
Manual ($45)
Test Plate
Booklet ($80)
25 Record
Forms ($35)

www.academictherapy.com
 Purpose: to give a reliable measure of a
childs visual perceptual abilities without
requiring motor involvement

Performance-based assessment

Age Range: 4-0 through 18-11

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
Bottom-Up
Approach

Frame of
Reference
Visual Information Analysis

Areas of
Reading, driving, writing,
Occupation
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)

Conclusion

TVPS-3 was developed without utilizing any new

items
 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
Final TVPS-3

16 items & 2 examples/subtest 126 test items

 Sample

n = 2,008
83 sites in 38 states
Public, private, parochial schools
97 examiners (majority OTs)

Item Bias Review

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 childs 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
TEST-RETEST
CONSISTENCY VALIDITY
RELIABILITY
RELIABILITY

COEFFICIENT SPEARMAN- n=42 CONTENT: item

ALPHA BROWN analysis based on
Mean re-test statistical methods
interval 21 days
CRITERION-RELATED:
0.75-0.88 0.76-0.88 Visual Supplement of
0.34-0.81 subtest
subtest subtest VMI-5
r = 0.67
CONSTRUCT:
established by
0.96 entire 0.96 entire 0.97 entire test chronological age
test test and children dx with
learning disabilities
and ADHD
 Scaled scores of Standard scores
below 7 below 80
% ile ranks below 16 % ile ranks below 25
 Scoring can be confusing
Administration can be lengthy depending
on childs response rate
Child requires good receptive language
skills to complete the assessment
Competency in test administration
Childs 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. 205-256).
Philadelphia: Williams & Wilkins.
Martin, N. (2006). TVPS-3: Test of visual perceptual skills (3rd ed.).
Novato, CA: Academic Therapy Publications.
http://www.wpspublish.com/store/Images/Product/TVPS-3_AP-
41.jpg
http://www.wpspublish.com/store/Qualification_Guidelines%20V3.
pdf