Abstract

The SVCU scores of 179 learning-disabled children, ages 5 to 8, were compared with the scores of 120 normal children, using both the actual Space Visualization Contralateral Use (SVCU) score, and the SVCU category of “normal, suspect, or possible deficit,” in order to evaluate whether using guidelines to interpret the SVCU as a function of age enabled differentiation between normal children and children with learning disabilities. The SVCU measure clearly differentiated between groups at the younger ages, although the difference was not as clear for the older age groups. It was suggested that the SVCU score be used in conjunction with other observations of midline crossing. Alternative interpretations of the SVCU score are discussed.

This content is only available via PDF.
You do not currently have access to this content.