OBJECTIVE. Having access to high-quality, rigorously developed, valid visual–motor integration assessment tools is the first step in the process of providing effective clinical services to children presenting with visual–motor integration problems. The aim of this study was to examine the factor structure of four visual–motor integration instruments through factor analysis.

METHOD. The participants included 400 children ages 5 to 12, recruited from six schools in the Melbourne metropolitan area, Victoria, Australia. Children completed the Developmental Test of Visual–Motor Integration (VMI), Test of Visual–Motor Integration (TVMI), Test of Visual–Motor Skills–Revised (TVMS–R), and Slosson Visual–Motor Performance Test (SVMPT). The factor analysis was completed using SPSS.

RESULTS. Results indicated that the VMI displayed six factors; TVMI, three factors; TVMS–R, four factors; and SVMPT, three factors.

CONCLUSION. The VMI, TVMI, TVMS–R, and SVMPT exhibited multidimensionality, and it is recommended that the instruments be revised to enhance their construct validity and unidimensionality.

Keywords:
motor skills, school-age child, assessment scales, psychomotor disorders, child, construct validity, victoria, australia
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Copyright © 2009 by the American Occupational Therapy Association, Inc.
2009
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