@PsychCorp, ee ‘The Beery-B a a ’ Developmental Test of Vist tor Integration [HT = 4 : Beery VMI - Ee by) : \ = With Supplemental Developmental Tests of | ‘Visual Perception and Motor Coordination \¢ | gE and 9 | eS Stepping Stones Age Norms : = From Birth to Age Six 2 = @ tI a ii Wu, Ee = _e A esa Administration, Scoring, sa and Teaching Manual : Ee a rr i. Sixth Editios {u =a Keith E. Beery and Natasha A. Beery + C E lo eo anebeamoe ca 2034 1 es als)eee ee eee eae eC CUCU ETC EET EE TTT lll. Administration and Scoring The Beery VMI can be validly administered as screening test or for individual assessment purpose: or adults. Specialists often teach classroom teachers to administer the Beery VMI as a class screening device, wh lates collaborative instructional and othei »plemental standardized Visual Perce ation tests are provided as a means of stat relative visual and motor contributions to Beery Although the Vis tests have rable potential for group testing, at present they are recommended for individual festing of those who score below the average range on the Beery VMI. motor, and other factors that ma MT performance. In fact, Beery VMI cli "Testing the ” procedures (pages 24-25) are strongly recommended for mpose. tests are administered, ence of testing be as follows: and then Motor Coordination. As ssare to one related test commonly lated tests, Therefore, norms can be we test order. Reacministering the test too soon can proctuce a practice effect. Generally speaking, the test- test interval should he at least one month, Most clinicians choose to andl again in the spring, bbe invalid if the directions for admi followed or if Perception and Motar Coon to prevent glare, ns. Be sure to use only 2004 or 2010 is appropriate for all ages. Although the uuctions were written for children, there is no \eed to modify them for adults. The Full Form contains all 24 Beery VMI form al three that are both imitated and three types of marking or scribbling, for . The Short Form is designed for use with imost children ages 2 through 7 years. It is the same as the Full Form except that it contains only the first 15 Beery VMI forms, for a total of 21 scared items. ren in fist grade or above can be tested as children can enter their own name, gender, and booklet os all ages, monitor, encourage, and gently correct Posture and procedural errors as needed. RTLand the Whole ‘The Federal Individuals with Disabilities Education Act (IDEA) 2004 legislation guidelines state that the primary focus of assessment and. its follow-up interventions should be upon prevention of problems nearly childhood edueation, which includes Kindergarten and ather primary school children. IDEA also enables Response to Intervention (RT assessment in schools, The fst step in RTI assessment calls for ). screening of entire classroom: Ril and other early childhood screening offorts in schools are very often limited to reading and math assessments, such as assessments of phonemic awareness. Important as such measures arc, th not sufficient. Schools need to attend to the whole ch physical and other factor example: A group of 35 rected refr group scored above the norms (233). We need to screen for the “whole” child, Togical ancl mectical variables, wi Beery VMI Classroom Screening Optio: A vatiety of different ways to screen entire Kindergarten classes with the Beery VMI have heen successful Some methods {0 observe and immediately record pencil snips, page turning, and the like. Following is a listing of three basic methods, together with advantages and disadvantages. Variations of these three basic methods, such as having two Occupational ings toge as shown on the following page.All of these three methods yield valid scores when used properly. ‘Basic Methods Advantages Disadvantages A, Zormore adults with Faster (20 minutes), Less time to observe 20+ children at one time inexpensive More observational Several times information ‘Method A’s cost ‘More diagnostic 20+ times information| Method A’s cast We believe that Method A, coupled with good follow-up by the specialist with the classroom teacher, is the most effective method. it takes only about 20 minutes or so with help from the classroam teacher to complete the screening, versus many hours to screen 204 children with Method C. ‘The specialist scans all of the Method A class protocols and scores at least the ones that suggest those children may be at risk. The classroom teacher and/or the specialist then observe at-risk children’s pencil grips, page turning, and other relevant behaviors ss. They then meet to share ideas and materials for helping the ldren who seem to be at-risk with their visual-motor integration who do not require IEP re practice effect is done one month or Method C can then be pursued respond well to classroom assist Iya ry VMI administration administration ) after classroom teachers have participated in the initial thod A screening, they are typically very interested in Beery VMI ‘Thus, Method A screening is also an tion and follow-through regarding, possible for Beery VMI screenings, following up with Method C as needed. tems do not require parent permission for Method s that the screening will child be excluded. require written parent Some sch A screenings; others simply send 1 take place and parents can request that w other hand, school systems typi for Method C assessments, Gl Forms for Children and Adults) should have a sharpened No. 2 per ideally without an eraser. A soft primary pencil or a ballp. pen is also permissible, 2. Distribute the approy roptiate test bo and say: Please do not open your booklets i en age with the hand pointing up should eee 3. Itis important that the booklets and each child’ be contered and squared with the desk nga’ demonstrate, say: This i the way your boothn desk until you are finished. This is the ray you let by turning from the top, like this, to page 4. Page & has fons the panne « Ihis. Show page 4 to the lass or group. C4 See at the top of each page. Make the space below it, lke this’ Uae ae copy forms, but do not us xamples. Create other form: rowing @ board 7, Say: Some of the forms are w ane ay, and some are very hard: # On both the easy and the hard ase as needed.) 9. Say: Remember—< 10. Testing can be ended after all memb: amade three consecutive forms that do not ear Montes s sulfcient, If time and energy pen allow everyone to try all of the forma: Thoce ui craw, read, or engage in other activities or ‘your cl Individual Administration Beary VMI, become absorbed in it an {hey like to try dhe harder items andl 7. s iagnostically significant, Beery VMI time is aloo a eeeee a bocome comdortable with the exathiner without having fo useinace 2 ha enage Observation: As the subject draws, the connect has a chance to sit back and observe the subject'seS ECO DOU move the test booklet cover (pages 1, 2,15, and 2 23, and 24 on the Pull Form) in ng the course of individual e e Short Form or page 23 on the Fa ms, using page 15 on Form. 3, The subject should have a shazp No. 2.peneil without an erase a primary pencil, or a ballpoint pen. Do not allow erasures! 4. Place the test booklet face down in front of the subject and squared to the subject's desk or table, .¢ test booklet and the subject's body centered and :ghout testing. A different position of ‘Kiet or the body can greatly affect the task. 6. When you draw, you hold the booklet. When the subject draws, ask the subject to hold the booklet. Ifthe subject does not eventually hhold it, you hold it. Keep the booklet straight and centered to the subject’s body. Individual Children Under Functional Age 8 + Start on Task 4, Pago 2 (Full Form and Short Form) it Say: Mae respond succes cover your own fir make repeated or more the natal lines in the rmitate you in sponds, repeat this procedure with a sight-hand box on page 2. 1d scores one or more points on the foregoing three ig tasks below and go on ‘asks (see instruction #10 ied the paper atall by now, scribbling tasks described below. Dre ng: Turn to page 1 of the test to the blank box closest to the child and say, You is box. Go akead. if marks), say: Good for try page 2 again). (as you on page 1, 6. If the child does not spontaneously serie take the next step below, Imilated Seribbl EZ yple up and down in the blank box you, being careful not to scribble close to the box lines Snd while you scribble, say: L2t’s scribble scrabble Tike (point to the child) and he box—don’t go S:f the child scribbles or otherwise marks, try doing neain of the two lines and a circle on page 2 (follow instruction #1 above). 9. If the child still does not scribble or mark here, ‘visual-motor assessment for now and consider adi the Visual Perception assessment Individual Children at or Over Functional Age § and Ad Start on Task 7, Page 4 (Full and Short Forms) ote: In the previous addition, a separate form was available for vette which elisinated the easy items intended only for childzen. ‘Although these adult forms are no longer produced for the ewrent Jaton’ the Full Form or the Adult Fos and its respective instruc: Hons from the previous edition may be used equivalently. When ting the Fall Form on adults, follow instructions 10-19 below. 10. IF the subject is about 5 years ipate a functional Beery VMI ‘Booklet to page 4. Point to Tas! fen to the blank space below it. Sa ight here. 11. Encourage the subj sary. Do not, however, trace the form with a finger or because such motions provide important cues, Do not let the subject trace the form either: ‘Avoid calling the form by its name or by a descriptive 12.1 the subject does not tundersiand the direct copying task oF does not copy any one of 7,8, or 9 well enough to earn a point oni, turn to page 2 in }ooklet and follow i Bons 1 through 9 above for children under functional age 5. 13, Ifthe subject responds by imitating you on any one ofthe thres Luitation items, re-expose the first three printed forms, Items 7 ‘snd allow the subject to try again to copy the forms the subject does not earn at least one point on # Iruceation tasks, follow the spontaneous scribbling str subjects under the functional age of 5) 14. As many lecessary, promptby pr saying: Make one like this. other ing to an item and 35, Aci only one ty per task, ith 0 erasing: Allow only single line Guokes: not thickened or hollow “lines” to emulate the thick nes ot the printed forms, Once the subject is well, say: Good. Go shen and.do the restofthem, Turn fo the next page hen yo fins uso 16. Say: Do your best on both the engy and the hard ones; do not skip any, (Repeat this phrase as needed’) 17. Record your test observati should not be timed overtly 18 Testing may be ended after three consecutive items for which the Child eams no points. You may wish to continue, though becase tr ften informative to see how a child approaches more difficltiteee Subjects usually enjoy copying and often ask to do over mere 19. Record the subject’s scores on pa Form) or page 15 (Short Form) of the test booklet. untested points Baler to the subject's first success, the “Basal” (see page 29). los Example if the Subject succeeded on Tasks 7, 8, and 9 {the direct copy tasks) and therefore was-nol tested on Tasks 1 through 6 ms inconspicuously. The ‘Testing the Limits Sattler (245) and others have suggested some excellent ways to informally le causes for a child’s poor vi reiat integration performance and/or a child’s potental teaming such skils. The following procedures are stiggested Visual Perception. / completed, return to the same as the one you copied? (Pause for Note whether or not the ct tracing. id to copy the stimulus form again on Note if the child’s copy improves. If it improved. Imitation. If the second try di ask her or him to watch carefully as you copy the simak child another ch : int improven e what you are doing, as to copy the stimulus not been noted, as the ‘ou copy the stimulus. hile fe or she verbalize ask the chi ions. Develop and use e I ee rocedtures that seem best suited to the indivi lual’s and y own examination needs. Retention and Extei al of th jing procedures, ng to adequately copy ental oral of he Beene fom whch he or he di eet your first examination, wo weeks later, tepeat the regular oy YA procedare-vith she el fo oof ‘Well learning has been retainetl and /or extended to other shana, n reveals which cl otor integration effor shat you have taught iren tend nat unless they les about how to or extensive rote practice and review. i hae i et a ce aS aScoring Scoring of the Beery VMI is esse previotls editions—éne point for each imitated or copier fo three conse lures. To obtain a raw score, th successfully completed prior to this c of an failures is subtracted froin the ceiling. Foe axarple it tems 5,8, and, 11-13, the raw score is 13-528. These scoring criteria and procedures apply Yad et forts, the Bell and Short orm, PPIY € Bote Beery lly the same as it was in You eg Toes] PEED OEDaRT TRAD Early Development Scoring Stepping Stones ‘The Visual-Motor Integration Stepping Stones provided on page 22 of the Beery VMI Fi m andl on page 14 of the Short Form are inforinational and are not used for scoring the Beery VMI test, per se. Flowever, this information can be very useful when confer bneing with parents and for evaluating a young child’s progress. See Appendix A for additional Stepping Stones for gross motor, fine motor, visual, and visual-motor development. Marking and Scribbling ‘As with the imitated forms, the first three Beery VMI tasks do not ‘heed to be administered if a child scores a point on one or more of the copied forms. Ifthe first three Beery VMI tasks are ad tered, they are scored as follows. 4 Imitated Marking: One point for any mark(s) or scribble(s) on the Beery VMI test form that makes in imitation of af adult. 2. Spontaneous Marking: One point for any mark(s) or scribbte(s) on the Beery VMI test form that a child makes in response to Gn adult’s gestural and/or verbal request—without the adult having to demonstrate for the child to imitate. . int if none of the child's mark(s) or scribble(e) on the Beery VMI test form go beyond the edges of the paper. Imitated and Copied Forms for both imitated and copied forms, such a8 a re exactly the same. Only the age equivalents differ, as show! Gn the following reduction of the Recorcing and Scoring sheet, Which appears on the inside back cover ofthe Beery VMI test booklet The Recording and Scoring sheet (p page 15m he Short Form) shown on for each form, the age at which abot sn form. Many ex ge Norn jdren meet the developmental criteria for a gi Sheet and the supplementary Stepping Stones (developmen horms) on the adjoining, test page to help parents better understand their child’s curzent level of development. Criteria Beery VMI scoring is based on Score and No Score criteria and the exainples shown for each of the 24 forms on pages 20-79. The Griterla and examples were derived from careful study of each form's developmental evolution, based on thousands of children’s reproductions. Developmental comments and trend illustrationsdorms can be found on the pages facing the scoring Please note that ifa child's fmitated or copied fore ly outside the blank box, a score of cn given if all other sc« Experienced scor ILfind the Summary Scoring information on pages 78-79 useful as a reminder of the basic scoring criteria Children will sometimes make multiple atterny in order to correct errors. When this happen: he or she has only one try for each form. In a attempt (not the best attempt) should be scored. ion, only the first Protractor A number of the scoring criteria pages contain illustrations for using a protractor. All protractor degrees are read clockwise with the base of the protractor on the horizontal. ‘These illust Intended as aids for learning how to score the Beery VMI; they have been effective for this purpose in university and other settings authors are particularly indebted to Lepkin and Pryzwansky (158) for their research in this regard. a protractor or ruler to better t0 gain a good devel- opmental sense or gestalt for each form's evolution by studying its developmental trends than it is to focus on the details of repro” duct An experienced examiner will develop a gestalt of a given child's developmental behavior on the Beery VMI. For examp! common to encounter an older child who somewhat hast the forms, not bothering to dot the i’s and ci the forms are well within the child’s command. An experi enced examiner takes such behavior into account in scoring, y, @ child makes a second attempt at a form. Always first attempt of children below age 9. If you did not see which one was first, it can often be identified by comparing the sizes of dual attempts relative to the sizes of the child’s single attempts on other forms. Accept productions of children over age 9 who first sketch with light lines and then complete a form with darker lines. Lin Doubt Rule It is very important to remember when scoring a form that, i doubt, score it as meeting the criteria. Inexperienced scorers tend 10 be too strict, which can greatly affect the norms. Basal the ‘The marking or scribbling booklet and ted f ks on page 1 of been performed adequately if the child succeed Hw difficult task of direct copy on Tasks TEany of Ta 8 or 9 were not passed, the earlier tasks should be adisinustine Ceiling level, stop sco This basic rule applies whether indivi of the Beery VMIis used and whether or not a child a forms after three consecutive forms were not passed. Counting Rule As mentioned under the Basal paragraph above, items below the Basal are counted as passed, even though they were not com Results and Recording Age equivalents for Beery VMI raw test scores are listed in Appendix B, and standardized norms are listed in Appendix C. Individual examiners usually use the Recording and Scoring sheet and then fill in the cover (see page 26) of the fest booklet. Group screeners often use just the cover to record results, Reese Peaeeahe hee eb hhhagaeshshnaanahhhnunuunaunana Se <=> si a o ad sad sd tee erevevesees +s = SY SS, FORMS 4&7 Vertical 1 Scoris ver 12 of 30° of vertical Score 1 ng, Criteria Supplemental Information ‘The same scoring criteria are used for both imitated and copied lines. See page 21-24 for differences in test administration. imitated Vertical Line ‘Age Norms 101) 40% at age 1:6 and 79% at age 2:0 succeed ... Cattell (50) fanforil-Binet (For tzoke. However, on the B. ted lines by the examiner and cl Copied Vertical Line Based on 2010 standardization data, the age norm for copying is 2:10.FORMS 5 &8HorizontalLine = — Scoring Criteria 1. Over 12 of line(s) within 30° of horizontal Score 1 No Score 65° Supplemental Information Imitated Horizontal Line Age Norms scribbles, — 1:8 cake... : eeatea se 1% at age 2:0 and 95% at age 3:0 succeedt It to disregard Griffith's data, b n of horizontal as opposed to spontaneous hi ng at 2.0, has seldom been ebserved by the Beery VMI authors. Copied Horizontal Line common for children younger than 3:0 to make vertical le attempting to copy a horizontal line. The reverse, making horizontal lines while attempting to copy a vertical line, is less common. ‘These findings are further evidence that the horizontal line is more difficult to make than the vertical ‘alia i mam il eg“ ae a a a a eral am eB oe dee ltFORMS6 9 Cirle oO Scoring Criteria 2103 ratio. 1 to 1 ratio @D oo re than 9 to 1 between its af) 4 to 1 ratio 1 to 3 ratio au a Supplemental Inform: Age Norms 411 2:0 Most experience indicates that this task is performed quite early However, data gathered for this study suggest an age estimate of 2:9 for the Beery VMI imitated circle. Copied Circle Age Norms net (Ferm Li. : Bayley (12)... ‘The Beery VMI estimate of 3:0 for the copied circle is in agreement with the results of other investigators. Children under age 6:0 tend to begin a circle at the bottom (ie, near a behavior that is hey are at the very center of the universe. Din perceived as either moay from me or toward rs of right, left, uy ‘or down. The child’s right-eft center is the spine, and the over center seems to be the forehead. Chi er age 6.0 usually bogin near the top of the circle and make the toward their bodies, compati Contrary to common b tend to make smaller ci reproductions of older children are more accurate in size,FORM 10 Vertical-Horizontal Cross + Supplemental Information imitated Cross Age Norms Scoring Criteria Ges M6 at age 2:0 and 77% at age 3:0 succeed eens PURLTTEHKBTARWAT TC KCEeEKLT KCL KKK) 0 1. Two intersectin Fase Gesell (102) “legs” ‘The authors have ck work with the imitated cross 2 AIA “epy (i nor Dut consider 3:0 too low an estimate for the task; :3 is probably B closer. 5. Atleast 120 ach in within = 20° of correct angle 7 Copied Cross Age Norms Gesell (101) 55% at age 4:0 and 53% at age 5:0 succeed esnmnmnand:0 ijges 0. Lo See Gee 102) 4:0 Score 1 20° No Score St a Successful achievement of this form is primarily dependent on the child’s ability to cross the vertical line with a continuous horizontal line. There is some evidence to indicate the following develop- mental pattern: sanyo | se Reproductions of this form by el -6 commonly Seginenti the ly an immature jought that this fact is rel menon that Kephart (135) refere ce to the spine as the Ity making a smooth mover because they hat problems at older ages. Consistent with Kephart’s discussion of the problem, the authors have observed that a child who segments the horizontal line often draws the left segment from left to right anc the right segment Irom right to left (or the reverse combination).YFrrtrPFrePywywyWwr YF ft CYC IS HLT I SESS SSCSCSCHCSCPUCSESVSUUVVEVVOE 7 FORM 11 Right Oblique Line _/ Score 1 Scoring Criteria . er ee =e Bee is Ae — [NoScoetCt— OoYSIMOp ead 2 Vy A4 pnAdqGHAA Pee SS BOA A - Se isa AAS a - s|A a A c|A A A ile tis highly unusual than a few degreesFORM 16 Open Square and Circie LL, Age Note: 5:6 Supplemental inf OO BKLS | Random Samples at Bach Age " cepatation oF overlap of forms nor Uy Lh eee mh 2p cine and ope thine 30a mt Ub not Jo" S e noted that placement of comer of the open square usually does not gree of 5.0 or of older ee ee — *Seamplas ared Gap on ine ary aa mn ie i a Nea a ate ata cusPSSVFHTHS HSE EE EE ESE ST SUES SEES SSEEL FORM 17 Three-Line Cross 4.0ve Score 1 Supplemental information of = >< + 2% DE Random Samples a Bach Age wn le pa RE Ce we ev ee KKK KKK MOH KK He KEK RH wean | See ORCI HK HE HEISE n| MSE MOE MEDS KDE D< Ke KOK OE SDE DKE _K DCFORM 48 Directional Arrows i: Scoring Criteria 2. Sharp points on tips 1. Absence of reversed or “flosting” tips (see page St) not Pe 2 L 43. No directional contusi 4. Longest of 4 lege nom than trie along es shortest not: $ 5, Also epply all criteria for Form 10 on page 35, Score i Var" pound. No Score ‘Age Norm: 65 Supplemental Information stay fe a afc of a (Sula ee ae gee 0 | sueiniatmanins [AP pata Le cng 4 | Poinsatattends Sb Ae se Efe fy £6 | Vatupetpointsdovsinne | AB Gi» EEC fs ofa 5:6 | Betier contol of points cdots ps p & 68 | Adequate contro! Pak & f& ‘The fact that the points, if extended, would form the sides of a tilted square is realized by only a few children, even in the older groups. The points are usually more acute in the reproductions than they are in the stimulus, where they are 90° angles. Sheehan hen eae ee ek APIPIDSIFIISSSSSSHIVIIINVIIAA 66d bb Gs: aw & sBupy peuojsuourc-oms ot WHOS vain Sumcg B “ @ & @ * ® Be mony ay ° ag Hi SHE HS, |S EQ Go SRRERY SE SRSBR ee e8ee Q opemrosuy pemuutayddng iy qoeg we arduneg wopuey (ig 2Bv puo sq poyou st 8 19859 ON 2 ” 0 * ove we iL ay & & B wv yg sms: i E FORM 20 Sh-Circle Triangle «= 1. Six circles Scoring Criteria Age Nome 75 Supplemental Information Tena ° s%0, 092 2, 2 Sonmey > ge BaF Fo? 03% Soo Age Developme m Samples Each Age 3:0 | Little orno response O oe 10 | tocrmore dices 99) 3 Fa B * ito 416 | Clos Sor emerging 0% ate 2g om 28a St | cose form, rounded occured | 3°°3 £°3 0% “ be Fe $8 32:0 | Procecrctesand placements | 6% 55°, SS Rounded sides are the major scoring aspect because they are c an immature tendency. Precise placement ly achie constructing the comer and then inserting the remaining, circles midway between the comers. i Ae A A a a ae ee a ekFORM 21 Circle and Tilted Square OO ig Criteria Supplemental Information ‘rena smmy OD OD OF O4 & oo ‘Age Developmental Tends andom Samples a Each Age a oo 20 0 | One or two cieuler forms Q-2.G2 ol or 446 | Two closed forms, one angular OV of aa = Od 50} square on horizontal plane on 00 OD) a on 2 [square tied usatysepantea =| OO 0S OF O& OF a omen ie 7 OF WD ‘at | Blance, tocar at wation cies | XD OD Oe OO Ox> Form 21 is one of the b (238) concept of hiera age 5:0 may appear to bea better reproduction last examp atage 5:8 or the third example at age 6:4. Hovrever, the has atte Hing the squar youngs Until the added dimension the reproductions are not as neat as the 5:0 ex: integrated at a lower level. The two parts are integrate a new dimensi yy the ‘On this form otherwise mastered “Like Form 16, this form seems to magnify visual-motor difficulties in children. Distortions for children with these difficulties are apt to be gross,i E FORM 22 Vertical Diamond > Scoring Criteria 1. Four good comers (openings under 1/16") not: 2. Horizontal within 170°-190" not 3..No dog-anr (see next page) ot: 4, Shortest side atleast 28 of longest side not 5. Both acute angles must be 60° or less not “Sls (ee nent eae ‘Age Norm: 81 Supplemental Information = 1OTGO09 Developreental Treas Vertial ines ‘Reflections of vertical, an straight ines (Clced form with angles Squsazed Definitely elongated Acceptable angulaity In the Stanford-Binet (Forim LM), the vertical diamond was regarded as.a7.0task. It should be noted that the top and bottom angle: of F are more acute than are those of the Binet diamond ly accurate representation of these 45° angles that is 1e major criterion on Form 22. As shown above, the immature tendency is to make acute angles too large. is a behavior that deserves notice. and an extra angle to the to complete a form that in and out of a corner, lines near the point, but does 1 behavior is not penalized unless it is extreme. Imunature (Dog-eared) {Mature (Curved) > ‘ ¢ ¢ ( c: of se Norm: 81 Supplemental Informati H FORM 29Tiled Triangles Age Norm: upp information Scoring Criteria ~ vow 309 | Litledange i iable dil not prove reliable enongh POORRDINSD DADDYFORM 24 Eight-Dot Circle Age Nou: 96 Supplemental Information PP) t Scoring Ci 10) Developaental 2 Cireulasty: no three adjacent dots fallon a straight line not 40, | Messivedotiing 3. Spacing: greatest space between any two dots no mote than tice the shortest space SS ee 50 | Relatively round circle — Score 1 No Score ea «o . ’ 170 | Nentr dots ems: sone 4 , ea number awareness: i £ a eeitks 80 aero 3 1 aA >| pci crane cas Pele ee = 150 | cart placemat of dota ne . i. ee a = Targa dom ae cominon bewcoe oper 3 OTe = . 3 : = fiieee eee ee FORM 25 Worthoimer’s Hexagons /}) Score 1 Age Norm: 192. formation Supplen a ODODDAD 60 | Touching or overlapping a age 12 or 13. On this complex forms, older andor plot with dots. These behaviors are acceptable if they are not ‘used to correct errors. Distortions made by older chi of the most frequent is separFORM 26 Horizontal Diamond <> SSG ie gg aie PEATE BERR Bone ME nett : 4 ‘Trend e ao so ‘ oOo : LF is not: oS “Score ~S~S*~*&YSCN Score ‘ : 4 #. Ga : a 2 , ¢ ee ls, i 3 1 = = 5 — Peo : « aoe : Se, — : : e = ee - . = = bear a =FORM 27 Three-Dimensional Rings @ Age Noun: 11 Scoring Criteria gS B GY) : “Score? Se a No Scorsaw Score oe kom OBOE Oe @Oe B GQ S a Supplemental Information &S LEH| i FORM 28 Necker Cube i Supplemental Information Scoring Criteria al ‘ eee oe OB et woe a e wot Ro ‘ No Score € e « « - CECI tteSupplemental information c i ( ( ( Cc ( c c c c C c ( ( rFORM 30 Three-Dimensional Age Norm: 13:8 Supplemental Information ROBB ReEARARR He PRAM annLa ‘Summary Scoring Summary Scoring (a scorers will find useful as a No] Form | —~=sGiteria = ‘No Score Ce of the basic scorin ia for Forms 4-30. Do not score 100 t je rule is: “IFin di the item as passed.” 1.Notreversed 3, Nomisdirecion | AS, | ic) 18) fe A tong <2Xshot | | LF Cp Simmary Scoring } of (et fo. [Form Seore (6 Score t) eS a = «| ® le & Over 12 of lines within 30° vertical { ee SoU aie 7 a pe alas ae —— 20| o'> |2 Bases sides 4 <2tot spacing | 93 | $0 & | — |over22 oftines within 30° horizontal | a oe ee = 8 1. Fourcomers 41/16" gap/lap | 21) OO [2 28 sides iat 22) () ferro Sca0angies | 4 3: No cogrears io ute USN 1 1 a @ B.Twotimgies 3, go-tamieft | VW | § "Get 116") | }+———_+—— 24 | - 25 a aS Od 5. Overlap not extreme J | ve Sel 3.Sides >2/5 Zea =| ® ES al eB el 11, Outer parallelogram 3. Right and down Md Sy 20) Del rece aNCamtane | pH 3. <18* horizontal [ez eae % 4. <10? diagonals: ‘L All comers extend beyond sides Ay 30| Pp |2. over- and underiapping, same side A, 5. No extreme distortion |Supplemental Tests Supplemental, standardized Viswal Perce nation teste are provided as a means of st tically assessing visual motor contributions to Beery VMI performance. See pages 15-17 for more information regarding the relationships between the Beery VMI and the supplemental tests ‘The scoring of the basic Beery VMI and Visual Per tion and Motor Coo m subtests remains unchat IF the adult mt and Motor Coordination subtests, the preceding untested items (I through 3) are credited Perception ...... The shapes used for the Visual Perception test are the same as the ‘ones in the Beery VMI test except that together. Thus, this is a considerably more demandi of both visu perception, especially regar ability to deal with figure-grouid distractions Howeree’ the test shapes are considerably larger and fewer than the printed. letters children encounter in their books, so the demands of this. on norms indicate, most able to proceed direct the Visual Perception test. 5: You will need a stopwatch or a timepiece wi Exactly three minutes are allowed for this te 's fingers need a rest after copying. rk, young children tend to mark every possible response on tests of this kind! Children Under Functional Age & (Start 5. Task 1. Own Body Parts Say: Wher evel If need be, px ‘Now you point 6.1F the child (check mark) bookie ur eye? Pe 8. Do the same ach of the other ites touch each picture named. 7 items the child your help and / others. Bolly Parts Show the picture of the d 88 to the child (or tse the laminated copy), Po ne doll’ hair. H need be, tow 10. The criterion for scoring a point for Task 3 is f Correctly identify six out of the eight body parts on the d $top once the child either fails to identify three parts or succes, fully identifies six parts,FPP PIVIDPISS SIS SSEDVEOESEAIEDEGCROChildren at or Over Functional Age § and Adults (Start With Task 4) 1. Do not cover because that c 1s of the form to reduce visual distractions invalidate the norms. 12, Place one finger on the heavy black outline of stiny nd keep it there until itis time for item 5, 1S. Say: See th us box 4 that is just the same down one finger of your other hand downward from box to the response area and say: Let's find it! You responds, make a small mark next to the is coet or Ho, es shown fer ene oe9 below. If the subject does not respond, cizcle the item number above the stimulus box, as shown tr the subject responds or not, and wheth ct or not, ectly sized ver 16. Point to the socond response option, the correctly size line below the too-small vertical line. Say: It’s this one, Its just the samme as the one in the box up above, ‘ we first circle, and say: Point o the other J ite sanie as this one, Then continue with indi teach procedure used for items 4 and 19. Starting with item 7, do not teach further, 20. Start your stopwatch wi ‘time in minutes and seconds "m 7 or mark down your st 71. AS needled, start every item, from item 7 on, by pointing to the Stimulus box and saying; Point tothe atterone abe just the 4 this one, (Other fen forget the concept 22. Continue to mark all of a correct ea aes any choice they first choose, then reject, 23. Observe and record any evidence of such as squinting, positioning the head rubbing, or comunents, 24. Conclude test item 7 ual acuity problems, ¢ to the paper, eye "ing exactly 3 minutes and 0 seconds after, starting 25. Say: Good job! You really tried on e 26. If you have doubis about the subject’ visi Ter the child to the school nurse or othenoie: assessment, Visual Perception Scoring 1. The correct responses for Items 4 rough 30 are indicated with a check mark in Figure 1, on page 86. im 4, Score the suibject’s first response to each item before teaching it 3. Score only the first response if m {o an item, unless the subject cla, by verbalizing, ly corrected a choice, such as 04 that one, this one.” 4 Just one point is awarded f ‘ach correct item until ne lengeg correct items are scored or ihe time limit expi er comes first. Inclu three testing-teaching items, a maximum of 90 points ned, VUETTKCKT Cte Kenn ceeeaeCopyright © 2004 Keith E. Beery and Natasha A. BeeryCopyright © 2004 eit E. Beery and Netasha A. Beery standardized test that after, not before, the B: VMI and the Viswal Perception test. Thus, a child’s performance the fitst three Motor Coordination tasks—shown and recorde ‘on page 3 of the Motor Coorciination test form—will alread; been observed during the previous Beery VMI ai These motor tasks are: Task 1. Climbs into and si Task 2. Holds pen fingers). Task 3. Holds paper with one hand and scr other. If you have not already observed and recorded the child’s per- formance on these tasks, do so before beginning the Motor Coor- ” test. 2.Decide if rest and/or exercise is needed before proce ‘with children younger than 7. From second ppically 7. Regardless of age, point to the 4B road andl say: Now you do i. Draw a dark i ‘lack dot to the gray dot. Try to stay inside the road. 8.1 the subject does not respond, record the non-response by circling or otherwise marking the Item 4B item number. 'T trace over your line on Ttem 4A and repeat your instru tem 48. fot 9.1f the subject still does not respond, hold her or his hand and guide it to make the line in Item 4B. Repeat as needed. 10, Continue to test/teach as needed to complete Items 5B and 6B, using the same procedures as for Item 4B.noted in instruction 14 ach except to say for as long as necessary, Draw rom the black dats to the gray dots. Try to stay inside the 12.Start your stopwatch with Item 7 or mark down the stacting ‘ime in minutes and seconds, But do not rush, Draw order: Do not skip any, 14, You can briefly coach, if necessary, as follows: * Ifa subject completes a form, such as Ttem 10, without lifting the pencil, you can say after the subject is finished: Go ahend and lift yout pencil to start nec lines, like this. Demonstrate how to draw that form on blank space outside the roads. * Occasionally, a subject will attempt to connect dots outside ies, such as on Item 10 (which creates a square diamond outside the cross). In such cases, demonstrate how to draw the form correctly. * For Items 17 through 21 only: if subject omits a part, such as. an arrow tip on Item 18, coach one fine per item by pointing to the small stimulus above the roads and saying: Have you done all the parts you seein the little one? Be sure to doll ofthe parts on 15. When the subject has completed the first p page and continue by sa ne forms on this page have only a dots at al. Ifa forma has a black dot, 16.Do not stop after the subject has made three consecutive errors. Continue for exactly 5 minutes unless the subject is be too tired or is clearly unable to score more points. If you stop by i full 5 minutes is up, record exactly how many minuttes and seconds elapsed when you stopped. 17. Subjects often want to do more. If you allow a child to continue beyond the S-minute time limit for scoring, note the last form clone twit the S-minute time limit on the SUMMARY chart on the Beery VMI test booklet cover, Motor Coordination Scoring Lhe first three tasks are related to early gross and fine molor control. The purpose of the remaining Motor Coordination tasks is to assess the subject's ability to control finger and hand movements—to see if the subject can draw within a targeted area. Thus, the subject needs only to draw within all the roads. 2. 3 hese drawings do not have to meet the Beery VMI criteria on foes S077" Even more than in Beery Vi scoring, the rule for Motor Coordination scoring is “if in doubt, score the item as correct." Again, the focus of this test is on motor contval, not visual analysis, ‘The maximum total score for Motor Cooi 30. Score all of the forms, including the first three tasks, the three teaching items, and the forms completed within 5 minutes from Item 7 on. Do not stop scoring after three consecutive failures. For example, suppose a subject passes all three tasks, the three teaching items, and 15 of the subsequent items within the time limit. However, the subject incorrectly completes one of the teaching items and six of the subsequent items, for 2 total of seven incorrect items, The total number of items correct is, 21-7=14. If the subject had completed all 30 items within the time limit and missed seven, the total correct would be 30-7=23. An item is scored one point if the response meets all three (a,b, and c) of the following criteria. a. There are pencil marks within all parts of the roads and oO © The marks do sof have to lib. Nomark ol goes aver a road line. It is OK to touch or even be ‘oad line, but itis not OK to go cver: space does not show between th ad line (even if white outside line and the road), OK Not OK Not OK ‘ / \ © Exception: If a line fouches a dot and goes too far out the end of a road, that is OK. OK Not OK ee ‘As in Beery VIMII scoring, there must be at least one overlap on item 27 and one over/underlap on Item 30. Questions Sometimes Asked a drawing touches or goes outside bi joule be given if all other scaring criteria fo drawing a 2nd dre ‘Remember you get one try Q: What if, during the visual and/or mot ed? A: It Q: What are the “teaching” items on the vi There are three “tasks” before Zee ¢ee ¢ ££ #-& £8 &-€-#-€_£-¢.£. 6. 2-2. 9-2-2. 9.2.9.7. 2.Tem 2, _Ttom 3, IV. Interpretation of Results Raw and Derived Scores Raw scores are of mn be converted enable comparisons of an indivil srmative population. Derived sco1 ‘een different administered at different times. Itis however, that derived scores from some te derived scores from other tests, depending upon e: ability and validity. Besides the major types of ed below, others exist, such as T scores, a current tests and measurement text for other types of scores in which you may be Major Sources of Derived Score Error Normative Population. Ideally, every test would be looly every population for which it will be used. Because such extensi nomning is not practical, the next best norming, population is one that is as representative as possible of the state or national population in which it will be used. Locally normed tests should not be hy Test selectors should always compare the average of nationally normed tests with those of other w nationally normed tests. Con from an obtained score to find should fall about two-thinds ofthe time. Add and subtract two find the range within which the true score should fall 95% of Standard Scores Standard scores are equal units of measurement with a mean of 100 and a standard deviation of 15. Thus, the difference in performance between standard scores of 100 and 110 is the same as the difference in performance hetween standard scores of 150 and 160. Therefore, standard scores can be added together, averaged, and otherwise treated mathematically, which is a great advantage for reseatch and other purposes. Because IQ scores are standard scores and are familiar to many people, the relative levels of performance represented by standard scores are often easy to communicate (see Table 1)Table 1. Standard Score interpretation ‘Standard Seore Performance ot Age Group Very High 2 120-128 High 7 410-119 Above Average 16 90-109 Average* 50 80-89 Below Average 16 70-79 Low 7 <70 Very Low 2 ion of average in Table Lis preferred because it encompasses 50 percent of the population. indard errors of measurement if an obtained score on the Beery VMI is 100, the statistically true score may actually be somewhere between 95 and 105 for most age groups because the SEM for a Beery VMI standard score is about plus or minus 5 points. See pages 96 and 107 for more information about Beery VMI SEMS. One of the advantages of standard scores is that they enable valid statistical comparisons between different tests, including tes! from the current Beery VMI with any previous scoring systems. Scaled Scores 3, which makes them rougher (more general) measurements than undard scores, Scaled and standard scores can easily be converted by means of a table such a5 the one in Appendix D. However, most parents and individuals without a statistical background do not as ferences in scaled scores as they do standard scores. Stanines, NCEs, and Other Normalized Scores These scores, like scaled scores, are essentially the same as standard seores, but they have different means and standard de Each has its advantages and disadvantages for research and othe: practical purposes. Stanines, for example, have a mean of 5 and a standard deviation of 2. This makes stanines even rougher (more general) measurements than scaled scores. Percentiles “Although percentiles have a parallel relationship with standard so ant or orale scores they der eigity Pca equal units of measurement. That is, the difference between # and the 60th percentile is much smaller than the differen ‘between the 70th and the 80th percentile. Thus, percentiles cann legitimately be added, averaged, or otherwise treated mathematical like standard scores. Even so, percentiles are useful for commut! cation purposes with many people because they are familiar. ‘Age and Grade Equivalents ( tions (2). Because they are not equi nterpreted. Age equivalent infor require these scot le box on the cover of the Beery VMI test booklet, venient place to record and chart stand; ind other Beery VMI raw score equivale: erception and Motor Coordination supplement tests can also be recorded here. If you wish to graphically showy inl weaknesses, perhaps for purpos this profile can | useful. The booklet cover facilitates easy filing and reference because it contains the child’s name and biSer YI III IU EV Ee COVEN Ow VEYVUUYUUUUUY in comparison to the strengths of a norma- fe that is abave average, a dicated by a test score that is below average Schools often define average as the middle 50 percent of scores between the 25th and 75th percentiles. Standard score equivalents tox Beary VMI raw scores, according to children's chronological ages, are provided in Appendix C. Remember, test scores are not exact. The fru score of an individual a range of scores that is dependent on the standard 3. Therefore, if you ¥y VMI test score to another score, the Beery’s VMI supplemental Percep! tion test, each test’s SEM shou taken into consicleration, For exatnple, if a child receives a standard re of 90 on the Beery VMT and 100 on Visual Perception, the two are probably not significantly different because their SEMs ip. Hf one SEM is added and subtracted from each score, the feery VMI score would be between 85 and 95 and the true Perception score would be between 94 and 106. The two bands overlap between 94 and 95, so one cannot be confident that the true scores are statistically different, More information about SE! other messurement interpret Some test batteries provide a composite score, which is essentially an average of all the scores of the subtests that have been adminis. tered. A composite score is not provided for the Beery VMI because relieved that s are often meaningless because they attempt to average together very different processes or skills, Comparability of Scores The scores of the 1989 Beery VMI scoring system almost perfectly (98) with the e system (15) and .99 with the subsequer (182). And, as mentioned ealier, 51 ed because standard scores le comparison of scores ‘The same standard score and other derived score tables apply for both the 21-item Short 30-item Full Form of the Beery sesults, the 21-item version should not be ren older than 8 years 0 months. others (63, 221) have reported no significant differ- ences in results for Beery VME group and individual administrations, V. Normative Procedures The focus of our time and other resources for the sixth edition of the sry VMI has been on identifying and prov y 600 Spying Stones precsrsons for pene und paper Vssal-rtor integration (see Appendix A) and identifying effective means o} teaching these precursors, as presented in chapter VII. 9 Stones erature search was made for erican my of Pedia toy org, 268, 288) and going back to Gesel ually reduced to about 600 3 least two reliable sources by applying the following cx reported an age norm fora given souices reported an age norm within the past 10 years, an lopment ‘norms reported hy the sources wert cal. In other cases, the present assign Be ery of view than the term existence of a rather fixed and Beory VMI Cumulative Results evement and : remarkably stable overtime. The Beery VMI was normed ed States six times during a period of 40 years ona forms between the addi yuntries have S have been used in igh somewhat different scoring systems dope the results between various editions have correlated almost feet, fe third edition norms with expanded scoring ind otherwise closely corresponded with been true for subsequent edition norms (182). The same hy Bie be nee neltem and Format Selection Beery VMi in 1961, on the basis of clinical experience andl an extensive review of the literature, 72 geometric forms were initially selected for study {8). Geometric forms were selected over alphabetic, numer other forms in an effort to minimize ct i ‘ ences. About 600 children between the ages of 2 and 15 years copied. 72 forms with paper and peneil in various formats similar to the current Beery VMI format. Item analyses were made of the results, ew forms were consiructed, old forms were modified, ‘elopmental sequence of 30 forms was created. The criteria de selection were (1) a form had to fit into the chronological ag ere there was no form established for that age m of a form occurred had to logical age at which s of reproduction of a form occurred had to be clear-cut, ancl could not be a wide difference in the chronological ages at w! boys and girls reproduced a form. \g an item analysis of rest 3 ‘ere selected for the final sequence. The cri 24 forms (27 items) were the same as those used earl al requirements: (1) the sequence had to include relatively more forms appropriate for the preschool and kindergarten age range identification screening, and (2) the developmiental age norms of individual forms, identified by the results of current and previous samples, had to be within 4 months of each other. In essence, this, ‘was a cross-validation procedure. Items # sample to sample were eliminated, Bvidence that item selection was successful is presented in the Rasch- ‘Wright item analysis and othet indlices reported on pages 103-104 and the developmental grovrth curves presented on pages 113-114. Although there may be some varie e developmental sequence of some items among different po) among older children and adults because of their experiences, the sequence is quite good overall. The total raw score differentiation between age groups, especially in the most important early years, is excellent. An item analysis of a random sample of 100 children in the 2010 norming sample in the key ages of ? through 6 years indicated ‘that, other than girls often doing better than boys in copying a the developmental sequence of the Beery VMI forme is correct for ‘the general popt of children. A variety of format variables were studied, including the size pplecement of stimulus forms on paper of various sizes, orientations, and colors. White paper tended to cause glare a: jmulus and response lines to show through, thereby ion and other uncontrolled variables. Test book allowed causing dist that opened in the usual front-to-back manner were seriously flawed because pencil impressions showed through and created bumps in the response areas on the following page. The orientation of the paper also proved to be important. Because many forms (o reproduce in certain orientations, children, ¥y oriented pages to simplify their tasks. Such rotation and other location problems were addressed printing the stimuli at the top of horizontally oriented 11” by 8. pages. Glare and translucency were corrected by using spe een paper. Pencil impressions on unused sheets were eliminated 'y simply reversing the order of the sheets, so the child started a the back on the last page and worked forward. Supplemental Tests Item selecti and Motor Coor supplemental rhe same geome ‘used in the Beery VMI are used in the supplemental tests, whi makes comparisons between performances on all three tests as | valid as possible. Other test baiteries attempting to emulate the , Beery VMI have used geomet but have used quite different and motor subtests, which con For practical xeasons, the size of the geometric forms on both , supplemental tests had to vary from the Beery VMI, For example, sized forms were used on the Perc tes test comparisons, ‘ sm is present. AS acuity problei it ld be alert for and assess possible visual problems. ( component to such a task has to be present, The practical goa make the visual component as easy as possible, Therefore, v ‘examples of for and path guides are provided in the Motor Coon mn supplemental test. Toextend previous standardizations downward to include 2-ye: |dren, research literature was studied for appropriate visual ms for 1- and 2-year-old children. A ted with average 1-1Table 2. Demographic Characteristics-2010 Normative Sample ch age grouy 0) iction (visual, motor, and visual—my re pulbaerne oh OPES at Sete EER a, C ean [frac stats 0 enemas | "foundegy | oO mportant to note that the supplemental tests, because of their Gonderon open een eal o ive construction from the Beery VMI, are not as technically Female $1 | 5 | a Beery VMI itself. For example, depending upon the Male ae ne C n sampled, the supplemental test itemns mee it be ne Ethnicity | snced as the Beery VMI, even though the total oe | | es ments, andl an experienced ( i xy do as well or better in using f eeehode te et ( identify the basis or bases of a given poor Beery VMI performance. BS In this regard, see Testing the Limits on page 24, 45 14 a : 28 29 c Sample Selection and Demographics Sine College (1-3) { 50 | 53 : ‘ Collage and Up 26 ar ( Perceptio Rosiden = normed in late 2009 ancl: Urban a3 78 C we four major census regions in the United Non-Metropo 7 | 8 ro school psychologists and occupational therapists | e randomly selected from professional 23 23 a na g 3 ut 85 36 Wost 23 22 Age Number | f need according to 4 26 z en in the sam . inh . 3 44 6 | ( 4 103 6 | c 5 105 6 6 102 6 edercomalane we , a ( cof the country. Neuropsychologists were selected from profess 0 ie 6 | c lstings and esked! to provide (I data for normal adul " 05 6 | rement comunuities with is arts 2 6 ( of the country also provided data, The tesults of particiy pee 143 6 | c post CVA o1 sted to have she early 4 2 ied. The aa 2 i C ig same oa 6 | ntative of the 2000 US. Census. ; fh 3 fo ause pilot work indicated th v2 ge in pal y VMI Eesora ‘Parent eduoational levels are based on 2000 Gensus data. = the norm tables on pages 204-207. Simi f ‘ouped. From ages 50 to 100, Beery Vi C 7 groups, 50:0 to S411 ; and Mf ;(Rounded) |" (ounded) Gender Female 53 st Male a 49 Ethnicity 2 2 4 70 Urban 7 % Nor-4etropottan 28 25 Region ‘North Centr at 23 Northees 18 19 ‘South ar 38 West 2a 22 ‘Ages Number 193986 8 4o-4a9 121 2 50-59 154 18 60-69 187 18 0-73 203 20 0-89 179 18 90-100 91 ° Total 7 a Standard Scores Cumulative frequency distributions of raw scores were created for each age group between ages 1-6 and 100. Normalized devel- opmental curves were drawn from these distributions and were smoothed slightly, based on frequency distributions at 3-month s. Normalized standard scores were then read and, Appendix D. Age equivale raw scores were read from normalized developmental curves shown on pages 113 to 114, and axe presented in Appendix B. VI. Reliability ( ‘Tests must measure with a high degree of consister be valid and therefore useful. The reliability of a test squires that there be adequate consistency ) scoring performed by different examiners should be at least 70 for tests used for research ‘VME, andl 8 that serve as a basis for important decisions, individual (118, 243, 244). the same 24 geometric forms have been the b nce its inception and norming results have correlated almo: perfectly over the years (see page 96). ‘There applicable to the present edition. Some study types one with much larger norming populations and well-established results were not ‘repeated for the sixth edition. This: primarily cross-val- idates earlier norms and updates vi ature. ‘The focus for this edition continues to be on early identification and prevention of vieual-motor difficulties among children. ( Content Sampling are separated from wong individuals (315). The Ra dom sample of 50 individuals from each age of the 1995 fourth edition norming data are shown in Tabl d other measures of internal consistency for power test shi make correct responses yplemental tests are technica in this perspective, the Rasch-WiVets uUwdIsvUUNU eee & & 4 ( { t ‘ Table 4. Rasch-Wright Item and Person Separations by Age and Total Sample [ Beery Visual Motor Nail | baaaten, | Goetteack ‘Age | Item Person | item Person | item Perso: Z| ee ak See ata | a es hese, cous [eos coe | ye [ices tm «| roo |e e |e e | o s | & 7 (ood seer |oue coer [ome ee tle eile 8 |e & Hore ee ole oles o | Wo sarc | gteege | oes 12 | 96 86 92 Bt 1 86 io |e | me | ae ae aoe] nee oe seis 2 |e % & sp |e mis ws ese ee ee [wears] s6 a os aa | see No. Decimals onitied. ings in agreement with those of an earlier Rasch analysis of 314 of age (174). ntional andl Taiwanese children between ages 3:3 and 1333 yea Both Rasch analyses found the Reery VMI to be uni to provide hierarchical ordering of the VMI items. Internal Consistency How homogeneous are the Beet swering that qué children perform on half of the 24 copied forms comy with the other half of the forms. The Spearman-Brown corrected ems for the same 750 en, 50 per age group, in fl ;ht analyses are shown Table 5. Table 5 indicates t ry VMI had a mean raw scoxe odd-even split-half coxrelation for one-year age groups of 88. ‘The odd-even split-half correl ross age groups is 95. Over the years, with 2 variety of kinds and sizes of groups, other investi- gators have reported Beery VMI split-half correlations for one-year age groups as high as 98, with a median of 84. ‘Table 5. Internal Consistency by Age and Total Sample ‘Odd-Even (0-E) Split-Half and Coefficient Alpha Beery ] Visual Motor Vu _|_ Perception [i O- Alpha | O-€ Alpha 2 | o 2 | 9 6 } 3 | 93 s9 | 9% a7 4 oe a | 90 86 5 2 8 | 89 87 6 86 at a7 8G 7 a eo | 9 4s a 9 a2 | 90 a4 9 0 7 | 8 at wo | a Bi as 83, a a2 | of a2 a 63 | a 70 9 e | e2 81 a a | ai 76 is | a a | 8 75 1s | as at 7 74 37 |e 108, 82 | eel 76 Means | e8 €2 | 65 81 ‘Note. Decimals omitted. A= 750. Because they are merely giuasi-power tests, internal con: results for the Beery VMI Visual Perception and Motor Coordination supplemental tests are provided for informational purposes, al means asuring internal ind correlates items in every possible Coefficient alpha is ano! consistency. In effect, it sp the same jons among test items an internal consistency estimate of reli of test scores. Because intercorrelations among test items ‘re maximized when all items measure the same constru directly icates the degree to which a set of items measures a single ‘unidimensional latent construct. Using the 24 direct-copy items, the MT alpha coefficient can be only 96. Co alpha internal consistency and standard errors of measurement for samples are shown in Table 6.‘able 6. Internal Consistency and Standard Score Standard Errors of Measurement by Adult Ages Beery ‘Visual Motor veal Percep' Age [Alpha SEM Alpha SEM Alpha SEM | n Coordination ras iene etme aan Seon eas oie ea es oe ee ee emer foe Vaid ws eS Beas aed gov cer is | eorec 2 wee ae tenes sine eer eines 8 [ines | oueieoia eae anol Soenss ‘Note: Decimals omitied. N= 1,021. Table 7. Standard Seare Standard Errors ‘of Measurement by Children’s Ages me Bee Mave Motor | Vi Perception Coordination fellas elk ersten Cont 2 4 6 ¢ eee a 6 8 : : ° c 3 8 6 8 é 6 & 7 8 ° & & 5 8 6 3 6 8 $ ° $ 6 ¢ n : 8 $ iB 5 : 8 ‘3 5 8 6 i 5 8 $ i : 8 ° 15 ¢ 8 e [Beate 5 8 é Toe. Decimals rounded Standard Error of Measurement (SEW) Because statistics are based on mathematical probabilities, they do not always represent reality precisely. Typically, there is some degree of exror in even the most rigorous attempts at accurate ‘measurement. Based on children’s split-half reliability coefficients for the Beery VMI, its rounded standard errors of measurement (SEMs) for standard scores (means of 100 and standard deviations of 15) are shown in Table 7: Based on the time sampling reliability coeffi- Gionts for the Beery VMI supplemental tests reported on the next page, the rounded standard score SEM for both Visual Perception iid Motor Coordination is 6. The reliability coefficients and SEMs for the Beery VMI for childzen are considered more than adequate for the screening purposes for which they are intended. Use andl interpret these SEMs in the usual manner. For example, suppose that a 5-year-old child has a standard score of 97 on the Betry VML If statistics were perfect, there would be no doubt that the 97 is a precise representation of how well this child performed. Flowever, because statistics are not always precise, the child's score ‘might actually have been somewhat higher or lower than 97. Add and subtract the Beery VMI's SEM for 5-year-olds from 97 to find the range of possible frue scores about two-thirds of the time, a 68% conidence level, which is the usual confidence level applied. In our example, this child’s fru score could range from 92 to 102 pecause 97 minus 5 is 92 and 97 plus 5 is 102. To find the range of possible frue scores 95% of the time, a 95% confidence level, add and subtract two SEMs ‘Time Sampling When children take the Beery VMI twice, without a special instruc tional program between testings, are their scores consistent? The sixth eition Beery VMI and its supplemental tests were acminis- fered in Jantiary of 2010 to 142 children between the ages of 5 and 12 in regular public school classrooms with full ranges of student abilities and proportionate numbers of children with disabilities ‘The time between the initial administration and the retest averaged 14 days, The overall test-retest coefficients were 86 for the Beery VMI, 84 for Visual Perception, and .85 for Mator Coordination. ‘Test-retest coefficients are commonly lower than other reliability coefficients, particularly for developmental tests over fairly Jong periods of time, because individual scores are expected to change with maturation or learning. Prior to this edition, reported test-retest reliabilities for the Beery VMI ranged from .63 over @ seven-month period with preschool children to 92 over a two-weeksample of twenty 60- to 69-year-olds were .88, 1d 84 respec- tively for the Beery VMI and its Visual Perception and Motor m subtests, As indicated earlier, the Beery VMI has produced rather consistent norms over time and place, including a ber of other countries. Interscorer Reliability Tor the sixth edition norming study, two individuals independently Beery VMI, Visual Perception, and Motor Coordination a random sample of the childres ies were 93 for Motor Coor reported Beery VMI reliability coefficients for two or more scorers have ranged from 73 to.99 for a variety of preschool through elemen- tary-aged children, with a median of 93 (14, 26, 104, 158, 201, 221, 240, 249, 266). An interscorer reliability of 99 was obtaine: ren with an average range of ability, learning disabilities, and mental retardation (249) second edition Beery VMI norming study, school ight resource teachers to administer and score the faught classroom teachers at between psychologists ind classcoom sroom teachers ht inexperienced age-range sample of 120 students were and resource teachers, 95 between resource teachs id 93 between psychologists and man and others (91) tai preparation of the scorers. bya romesbly repected Neen Talat between kindergarten teachers and psychology externs following, three hours of preparation and recommended such structured workshops for scorers (158). The additional specificity added to the 1989 and sulzsequent editions of the Beery Vil scoring criteria should, as Lepkin and Pryzwansky found, facilitate the teaching of reliable Beery VMI scoring (158). Current norming and other studies, have confirmed that higher interscorer reliabilities than prior to 1989 can generally be expected (295). The Beery VMI therefore meets or exceeds standards for the three major reliability error sources, described by Anastasi (3) ST. . ae ee ee ee ee Se hee eee ee Dl easTo be considered a valid measure, a test must first be reliable, or consistent in its measurement, as discussed in the previous chapt ‘Additionally, a solid test must demonstrate content, concurrent and predictive validity and should control for bias. E be addressed in this chapter. Content validity is the degree to wh a representative sample of the behaviors the te assess. Content validity is established through the procedan jn selecting items or tasks for a test. Thus, the content val the Beery VMI and its supplemental tests can be assessed to 2 great extent by evaluating the item const and selection procedures described in chapter V, Content validity can also bi assessed by the Rasch-Wright end othei Beery VMI and its supplemental tes! rhe content of the Beery VMI and thereby strongly supported. Concurrent validity is evaluated by comparing the results of a test to those of other tests designed to measure similar constructs. There fore, as part of the fourth edition norming study, the Beery VMI ith the Copying subtest of the Developmental Tes! (DTVP-2) and the Drawing subtest of ‘Motor Abilities (WRAVMA). The & ‘ounterbalanced order to 122 mm Teg hool classrooms, kindergarten through fifth grade. The Beery VMI supplemental test results from these same idren were correlated with those from the DIVP-2 subtests dl Eye-Hand Ce mm, The raw score nin Table 8, These the validity of the Beery VMI and its sup} correlations are only moderately high between the Be the nower, less well-developed geometric form-copying tes Table 8. Raw Score Correlations Among ‘Three Beery VI Tests, the WRAVMA, and the DTVP-2 Re ] ~ Motor “WRAVMA Drawing DTVP-2 Eye-Hand Coordination ‘Nota, Decimal omiteaWith these same 122 student xample, the WRAVMA Drawi test correlated 52 with the AA with chronological age, and .29 with the Comprehensive Tests of Basic Skills (CTBS) total achievement tests. In contrast, the Beery VMI correlated .80 with age and .63 with the CTBS total for these students In relation to older tests, the Beery VMI has frequently been correlated with the original Bender-Gestalt developed by Lauretla Bender (28) from shapes that Wertheimer created for percept experiments with adults (303). These correlations have ran, from 29 to .93, with a median of 56 (5, 37, 38, 55, 67, 103, 150, 216, 249, 261, 267). No significant differences in scores have been found. between individual and group administrations of the Beery VMI, whereas Render group scores have been higher than individual Bender scores (62, 221). we Beery VMTis easier to use than the Bender, especi and others (6, 7, 37, 38, 157, 243, 249, 256, 259, 30: Beery VMIto be more reliable, further detailed on pages 7 to 8 of this manual, the Bender-Gestalt IT and the Koppitz-2 revisions have a number of serious weaknesses. Construct Validity idity is demonstrated by identifying several constructs thought to underlie test performance, then generating hypotheses and, finally, verifying the hypotheses by ‘ing basic Beery VMI constructs empirical data or logic. The will be examined. ts supplemental Thus, it is-hypothesized that results be related to chronological age. from the tests 2. The abilities measured by the Becy VMI and its supplemental are related to one another because each supplemental test measures a part of what the Beery VMI measures. Th hypothesized Each of the Beery VMI supplemental tests measures a part, but not the ent the Beery VMI measures. ‘Thu be evidence that the Beery more demanding than either of the supplem measured by the Beery VMI and its supplemental tests are related to at least nonverbal aspects lligence. Thus, it is hypothesized that results from the tests will correlate measured by the Beery VMI and its supplemental tests are related to academic achievement. Thus, it is hypothe- sived that results from the with academic achievement test lar respective trai 4 the Rasch Wright item and person separation indices will be high. ¢ 7. The abilities measured by the Beery VMI are sensitive to certain * disabling conditions. Thus, it is hypothesized that Beery VMI will be lower among, populations with those conditions, hesis 1: Chronological Age. ‘The 's measured b} Beery VMI and its supplemental tests are developmental. Th hypothesized that results from the tests will be related to c logical age. ‘The Beery VMI was spe in eye-hand coordination as Beery VMI supplemental Vi ‘ { \ ¢ ’ ‘ ¢ fen grow older. Similarly, the § ‘and Motor Coordi scales. As indicated 4, Hypothesis 1 is strongly confi “The eacien cacrcladors ter tie ehikdney a total norming sample age and the Bee teats were .89, and the quadratic correlations between Beery VMI, Visual Percept tests were 95, 90, and 91, respectively, all of which were significant beyond the ‘01 level of confidence. These findings are consistent with previous results and others’ findings (66). Figure 2. Visual-Motor Medians Developmental Curve ll I i i a A a eee igFigure 3. Visual Medians Developmental Curve ‘Ages (Example: 1=1 Yaar & 6 Months) ee _ ees Sree tee RENE Ae es | Figure 4. Motor Medians Developmental Curve Ages xamot tat vearaeNonths) 7H Hypothesis 2: Part-Whole Intercorrelations. ‘The abilities measured by the Beery VMI and its supplemental tests are related to one another because each supplemental test measures a part of what the Beery VMI measures. Thus, itis hypothesized that results from the tests will correlate at least moderately well with one another. Table 9 confirms this hypothesis with the sixth editi esi ition norming population data; all correlations are significa 12.05 opiilalon dl ignificant beyond the .05 level Table 9. Median Raw Score Correlations of Age Groups Among the Beery Vidi and its Supplemental Visual Porcoption and Motor Goordifation Tests f Ttemyvon | Bony vin | Vinual 7 ma | coreeeton Age Visual Motor vs. iMlotor perception | Coorination | Coordination eeolrae= = ® ee es = ‘6 a | % 0 26 Hypothesis 2: Part-Whole Hiorarchy. Fach of the Beery VMI supple- mental tests measures a part, but not the entirety, of what the Beery VMI measures. Thus, itis hypothesized that there will be evidence that the Beery VMI is more demanding than either of the supple- ‘mental tests alone. ‘On average, for the fourth through sixth edition total norming populations, children made more correct responses on the Visual Perception and the Motor Coordination tests than on the Beery VMI. Thus, although children have less time to complete the supple- mental (part) fests than to complete the Beery VMI (whole) test, they completed more items successfully on the supplemental tests, ‘The foregoing finding is consistent with the findings of the original 1964 validation study in which 164 children between the ages of 5 and 15 were able to visually discriminate two more and trace four more of the Beery VMI forms than they could copy when given all the time they wanted (14). Thus, the Beery VMI seems to measure fon factor in addition to visual perception and motor Even more support for this central part-whole construct is provided by other research. For example, children with spina bifida usually do relatively well on visual perceptual tests, but they do poorly on the Beery VMI (93, 281, 311). The phylogenetic and ontoge- netic research reviewed in chapter Il is strongly supportive of this construct, as is current neurological research, which posits separate ‘kat (visual perception) and rohere (visual-motor) neural pathways in the brain (105, 336). The Beery VMI whole is greater than the sum of its parts. The Beery VMI does indeed seem to be measuring the Ihyphen—the integrafion aspect—in the term visual-motor integration. Hypothesis 4: Inielligence. The abilities measured by the Beery VMI and its supplemental tests are related to at least nonverbal aspects of intelligence. Thus, it is hypothesized that results from the testswill correlate moderately well with nonverbal intelligence test results and less well with verbal intelligence test results. ‘Table 10 shows correlations between the Revised Wechsler Intelligence Scale for Children (WISC-R), the Beery VMI, and the Beery VMI supplemental tests for 17 children between the ages of 6 and 12 years who were identified in the fourth edition as having learning, disabilities In studies prior to the fourth edition, the Beery VMI correlated with mental age on the Primary Mental Abilities test at 59 for first grade, .37 for fourth grade, and .38 for seventh grade (14). Beery VMI correlations with WISC-R TOs were 49 for Verbal, 56 for Performance, and .56 for Full Scale with 93 students between ages 6 and 11 (45), The Beery VMI correlated .50 with Slosson IQs (67). Correlations between the Stanford-Binet-Suzuki and the Beery VMI among Japanese children ages 11 to 15 ranged from .38 to 45 (298, 299). With elderly psychiatric outpatients, the Beery VMI has significantly correlated with the WAIS-R (Wechsler Adult Intelligence Scale-Revised) 1Q scores as follows: Verbal .64, Performance 70, and Scale .68 (80). Table 10. Raw Score Correlations Between the Beery Vili and the WISC-R : ves Beery | Vicual | Motor vt. | Perception | Coordinatio WISC-R Verbal 1Q 48 43 | at WISC-R Performance iq | 68 > 68 55 wisc-rrulia |_e2 | se | st ‘Note, Decimals omitod, Although the Beery VMI correlates with intelligence, it correlates even more highly with chronological age, and it appears to be ‘a more sensitive index than intelligence for at least some physi- ological/neuropsychological problems in child development (8). General intelligence appears to be mediated more by the frontal association areas of the cortex than visual-motor integration, which may be mediated more by white matter and other subcortical portions of the nervous system (238). ‘The Beery VMI age equivalent and other norms have remained virtually the same for many years. Full Scale WISC IQ results, which include verbal as well as nonverbal items, have tended to be abit higher than Beery VMI standard scores (56, 108, 142, 143, 318). Beery VME-S (27) and Beery VMI-6 scores correlated .98 and resulted in almost identical standard scores. | Hypothesis 5: Academie Achievement. The abilities measured by | the Beery VMI and its supplemental tests are related to academic achievement. Thus, itis hypothesized that resulls rom the tests will | covtelate moderately well with acaclemic achievement test resuls. | Table 11 shows fourth edition correlations between the Comprehensive Test of Basic Skills (CTBS) and the Beery VMI tests for 44 fourth- and fifth-grade students from regular classrooms (27). ‘ Table 11. Raw Score Correlations Between |‘ the Beery Vill and the CTBS ‘ Beery | _ Visual Motor asia ‘ull_| Perception | Coordination CTBS Reading Total 55 31 3 CTBS Language Total 68 20 3 |_OTBS Mathematics Total 42 iy 37. TBS Overall Total 63 29 49 ete Decimals ome, Barly correlations between the Beery VMI and readiness tests averaged about 50 (36, 159, 220, 262), Similarly, correlations between form copying and early reading achievement have generally & ranged from about 40 to .60 (10, 60, 165, 217, 232). Correlations with ¢ readling and other achievement tests have tended to be higher for ‘the primary grades than for the upper grades (36), with a tendency ; for the Beery VMI to correlate more highly with arithmetic than with reading (277). Not all studies have found strong relationships (77, 145, 206, 316). However, even at the graduate school level, correla. tions of 37 with arithmetic and .25 with penmanship have been * reported (277). Sortor & Kulp (264) administered the Beery VMI * to 155 children 7 to 10 years of age and compared those results to the Otis-Lenon School Ability Test and Stanford Achievement Tests administered by the school. They reported significant differences in & performance on the Beery VMI and its Visual Perception and Motor @ Coordination subtests between children in the upper and lower g ( ‘ quartiles in reading and math achievement. Interculturally, Beery VMI correlations have ranged from 51 to 73 for reading and mathematics among fifth- and sixth-grade & ‘Taiwanese children (163, 164). They have ranged from 42 fo 55 ‘ for reading and from .65 to .67 for mathematics among Japanese children 11 to 15 years old (298, 299). Factor analytic studies have indicated that visual-motor integration was the key underlying factor for handwriting performance (266). For all age groups, the average correlation between the © Beery VMI and handwriting was 42, higher than corelations between hancovriting and any of several other measures, includingnneral intelligence, finger dexterity, and visual perception. Similar we been reported by others (50, 170, 175, 284, 301, 307). 247) and others use the Beery VMI as one pre posttest in assessing handwriting progress among in programs. See the Occupational ‘Therapy section on page 125 for more research regarding handwriting assessment and remedi Hypoth tom and Porson Separations. The items VMI and its supplemental tests measure similar respec and are effective in measuring persons. Thus, the Rasch-Wright item and person separation indices will be This hypothesis is confirmed by the results shown in Table 4 on page 104 Hypothesis 7: Disabling Conditions. The abi the Beery VMI are sensitive to certain disabling conditions, Thus, it hypothesized that Beery VME results will be lower among popul with those conditions. Kaab (143) found that the Beery VMI differentiated between specific learning disabilities and general learning disabilities groups and between no learning ities and general learning disabilities, groups at the .05 level. Attention disordered (ADHD) Cisorderedl (DCD), educ ired children do less wel P peers 165). between children with delayed language and those with normal language development (114), The Beery VMI scores of children with learning isabilities are lower than the scores of average VMI scores of low academic achievers are not rom the scores of those with learning Apparently, poor visual-motor integration can resul adequate educational experience: nd/or neurological wes have been found to be charac- iden at various ages of follow-up 72, 294, 231), Ibis extremely encour- ly help for these children ancl their families seems n increasing their development in a number of including visual-motor integration (39). control (9,30). May found that children with autism iat high-funetioning ch mn weakness, expressed in ificantly less w en on the Beery VMI and o1 while performing comparably on its Visual ‘These relationships held even when scoring of the strict (295). See Chapter IX regarding cur autism spectrum causes, assessments, and treatments. tion subtest. VMI seemed research on, Another rather consistent finding has been that children with myelomeningocele (spina bifida) typically perform i ‘ange on visual perception tests but perform signi on the Beery VMI (221, 311). A simi ‘was found with lipomyelomeningocel Using the Bee reported for environmental expdsts followed nearly 500 children dur The Beery VMI has become increasingly used in a very wide variety of medical, neurological, and other research. Among a number other conditions, the Beery VMI has been sensitive to fetal alcoholskills (14). Commonly, children with learning disabilities or central auditory processing disorders have displayed difficulty with such, integration tasks (11, 151) Lyon and others (166) reported that the Beery VMI is an effective measure for differentiating subtypes of reading disabilities. Their factor analytic neuropsychological work is provocative and may reditect productive future attention to psycholinguistic processes. Factor Analysis Polumbinski and others have tentatively defined a number of factors, cr stages of development, in the Beery VMI (215). The closed forms with acute and oblique angles accounted for the largest amount of variance (25%) in Beery VMI performance. Brown found Beery VMI results from a sample of Australian elementary school children to be rultidimentional by means of factor analysis (4), but to be unica snentional by means of Raush analysis (42). Mao also found the Beery VMI to be unidimentional (174). Other factor analytic studies found the Beery VMI to fit well into a visuospatial-motor factor (309). Predictive Validity According to Table 4-1 of the National Research Council's report of studies comparing the roles of various language and other factors in predicting reading difficulties at school entry, “letter identification” and “reading readiness,” both of which rely heavily on visual and visual-motor skills, had greater relationships (52 and .57 respectively) than the language skills reported, including phonological awareness (263). A rigorous study of preschool prediétion regarding children’s problems in elementary school was conducted by Pianta & McCoy (213), who extensively screened two cohorts of preschool children (x = 427, n= 352) and followed them through the first three years of elementary school. Outcome variables included retention, special education services, teacher nominations of behavior and emotional problems, and performance on standardized achievement tests. Discriminant function analyses were conducted with Cohort 1 and. cross-validated in Cohort 2 using predictor variables for which significant group differences existed between “problem” and “nonproblem” groups. Two prediction measures were combined to form a visual-motor index. That index and the Stanford-Binet ‘Vocabulary score most frequently predicted school problems in both cohorts. Visual-motor integration skills, cognitive ability, and maternal educational level provided as much information for prediction as did the entire battery. La Paro and Pianta (154) carried out a meta-analysis of 70 longitu dlinal early childhood education prediction studies. For correlations between preschool and kindergarten and/or first grade, the overall effect size was moderate (49). Findings were similar in terms of predicting first and second grade academic/cognitive outcomes From academic/ cognitive measures in kindergarten; the combined effect size estimate was moderate (.51). Of those studies that included the Beery VMI, the largest correlation (between kinder- garten and end of first grade SAT scores) was .65 (273). Generally, researchers have found the Beery VMI to be a valuable predictor, particularly when used in combination with other measures (36, 70. 74, 82, 87, 107, 140, 300, 317). Comparison of a battery of pre-kindergarten test scores with the same children’s achievement at the end of kindergarten and at the end of first grade indicated that the Beery VMI, in combination with a test of auditory-vocal association, best predicted achievement (288). Bee? VMI kindergarten results contributed to the prediction of academic readiness in first grade, whereas the Bender did not contribute a significant amount (300). The Beery VMI was particularly able to identify high-risk boys in kindergarten who subsequently had reading difficulty (246). Reynolds and others (227) found that the Beery VMI and the Test ‘for Auditory Consprekension of Language both significantly predicted ‘SRA Reading, Language Arts, and Mathematics scores between entering kindergarten and the end of first grade. Combining the ‘wo tesls increased the accuracy of prediction only slightly. LaTorre (156) confirmed Gates’s finding that the Beery VMI, as a part of the Florida Kindergarten Screening Test, predicted school achievernent (97). Terbush (278) found that the Beery VMI scores of children screened at the beginning of kindergarten predicted reading, language, and mathematies scores on the Iowa Test of Basic Skills at the enc of first grade in the Early Prevention of School | Failure (EPSE) program. Fletcher and Satz. ($3) found that inclusion of the Beery VMI with three other brief tests correctly predicted 85% of kindergarten children who were problem readers 7 years later. In the sixth grade, when the children were classified by reading achievement as severe problem, mild problem, average, or superior, it was found that their kindergarten Beery VMI score corresponded to these classifications. Beery VMI results, particularly when coupled with pediatricians’ ratings, have been significantly predictive of school grade failures or retentions (88). Similarly, Beery VMI results coupled with predictive ratings by kindergarten teachers have been effective | in predicting second-grade reading problems and were about as effective in prediction as the K-ABC (Kaufman Assessment Battery | ‘or Children). The K-ABC and similar instruments are much more expensive than the Beery VMI as screening instruments because they must be individually administered by a specialist (173).‘Visual-motor predictive comelations appear to decline as children, move up the grade levels (140, 287). One reason for this decline may be instructional shifts from visual-spatial skills, such as printing, 10 more language-based skills as grade levels increase (124). Also, many children learn to compensate for weaknesses by using other skills. At what price? Ronrke has reported that children’s pezson- alities are significantly affected by nonverbal learning disabilities (238). Would these children achieve more fally, or at least more easily, if their visual-motor weaknesses were remediated? If so, how can such weaknesses best be remediated? ‘These questions require further research, Research on the Bender-Gestalt as a predictor of academic achievement has been summarized as contradictory (54). To the Beery VMI authors’ knowledge, other than the Beery VMI, more recent tests of visual-motor ability, such as the Benvder-Gestalt Il, Koppiti-2, and TVMS, nave not reported any predictive validity studies, Controlling for Bias An important aspect of construct validity is evidence to show what a test is hypothesized not to be, It is hypothesized that the Beery VMI and its supplemental tests are not biased with regard to gender, ethnicity, socioeconomic status, and residence. This hypothesis was supported by means of analysis of variance for the entire fourth edition norming sample because no statistically signif- icant differences atthe 05 level were found among the foregoing variables. Gender Earlier, no statistically significant differences at the .05 level were found between female and male performance in the 1981 Beery VMI norming studies. Although gender differences have been reported (104), the preponderance of studies have found no significant gencler differences (7, 198, 220, 246, 265). ‘The Mantel-Haentzel procedure (162) was used to explore differ- ential item functioning in the 2003 norming samples. If groups of individuals, having the same ability levels but differing only on one characteristic (e.g., gender), perform differently on the same item, bias is present (276). Only one item was shown to he harder for females, but because inspection of the other item analysis param- eters (item difficulty and item discrimination indices) showed no cause for concern, that item was retained. Similarly, analysis of vaviances in the 2010 samples showed no bias beyond the .05 level. Possible bias accounted for only 1% or less of variance, Bthni ‘The fourth edition Beery VMI norms for the United States (United States Bezry VMInorms are now commonly considered to be inter- national norms) were compared to the Beery VMI results of 264 Italian elementary school children between the ages of 6 and 10 in two schools, one in northern and one in southern Italy. No signif- icant differences among total groups, age groups, ox genders were found (20). Similarly, the fourth edition United States norms were compared to the Beery VMI test results of 119 Mexican elementary school children between the ages of 6 and 12, No significant differ- fences among total group or age groups were found (25), ‘At early ages, Chinese children have performed somewhat better than ULS. children on the Beery VII, but the norms were very similar from ages 9 to 17 (163, 164). Greek (99) and Norwegian (266) children have performed slightly less well than US. children. No significant Beery VMI differences have been found between Native ‘American and non-Native American kindergarten children (220). Statistically significant differences between African American and. Caucasian children have been reported (198), but the opposite finding has also been obtained (251). Itis important to remember that statistical significance and practical significance can be very different, especially when large samples are involved. Very small differences can become statistically signif icant when large groups are studied. Nye, for example, reported a statistically significant difference between the Beery VMT scores of & large sample of 3,766 African-American and Caucasian children in Head Start programs (198). However, only about 1% of the variance among, the scores could be attributed to ethnicity ‘The 1981 Becry VMI norming studies, with another large sample of 2,060 children, produced similar results. Statistically significant differences were found among children of African American, Caucasian, Hispanic American, and other ethnic groups. However almost all of the score variance was attributable to chronological age, with less than 1% of the variance due to ethnicity (15). No bias was found in the 2010 samples. Especially compared to many other types of tests, the Beery VMI appears to be essentially culture-free. Socioeconomic Status ‘The 1981 Beery VMI norming study, employing a very large sample, found a statistically significant difference between the scores of children whose families had annual incomes below and above the poverly level. However, only about 3% of t i scores was attributable to income level (15 Although differences on the Beery VMI among very large samples of socioeconomic groups were reported by Nye (198), other studies have not found such differences (36, 45).11964 Beery VMI norming studies (14), ignificant difference in favor of rar urban scores over mixed rural-urban scores was report significant differences were found between rural and urban Head. Start children’s Beery VMI scotes (198). Adults “The baby-boomer generation is now into its retirement years and is, beginning to place Heavy demands on medica aging, It will be a great help to individuals and institutions if we can do a better job with eacly identification of possible neurological and related ‘problems. Instruments that facilitate early identification should also further research regarding medical and other means to prevent, delay, or ameliorate some serious aging problems. For example, it has been found that tests that involve copying geomettic forms like the Beery VII forms are more sensitive than other measures to detecting important nutritional deficiencies in aging men (286) and that homocysteine, a risk factor for cognitive decline, was more strongly associated with declines in form copying than with other measures of ‘cognitive decline (189). Studies have indicated that early indicators of dementia, such as Alzheimer’s disease, include visnoconstructional ‘that the adult tests available fr this population, including the Benuder® Gestalt and the Rey-Osterrieth Complex Figure Test, are too difficult, i inconsistent, or insensitive, for many adults, whereas the Boery VMs both comfortable and effective for them (172). ‘The Beery VMI, for many years the leading form-copying instrument for detecting visuoconstructional deficits among children and youth, has now been normed for adults up to 100 years old. The norms are reported here for the basic Beery VMI and its Visual Perception and ‘Motor Coordination subtests. The availability of subtest norms will lentilying research enable statistical comparisons that should be useful for neuropsychological bases for visual-motor difficulties and: norming group. Additionally, it has been fo results for 30 outpatients 55-80 years old with results from the We: Seale-Revised (WAIS-R), the Benton Visual Retention Test®, and staff estimates of adaptive functioning. The WAIS-R IQ correlations were: Verbal 64, Performance 70, an Full Scale 8 (50), related significantly (225), is, including those assessed! by the ficted functional impairment among ‘The Beery VMI has also diserieni among normal adults, those with Alzheimer’s disease, and those with mild cognitive impairment (172). norms for use by 1 ication screening, the Beery VIMII can 8 of adults by nurses and others who are supervised by experienced examiners. Only experienced examiners should score and interpret the Beery VMI. Comparison of a variety of neurological test resul and without von Recl icated that the Beer discriminating between the two gro ‘The Beery VMI has been used for research among older adults such asa study of the use of various computer input devices, such as a mouse oF a trackball, among 85 year olds (314). Wheatley (304), an adaptive driving speci Rehabilitation Center, Division of Rel Maryland Depattment of Education, VMI might well be used to ev drivers. Occupational Therapy increasingly work in schools and further develop and utilize Beery VMI results, to a great extent because handwriting problems have | become so prevalent among children % to 46% (mean of 37: ty time involved paper and (176), Tehas been estimated that 8 to 15% ofall children visual-inte spend 30% ks predor 10 60% of the day in fine motor acti ting over other ive tasks (1 When proper pencil grasps and other g iting habi not taught early on, writing can become very ticing, often p