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This blog post earned its author a $500 Travel Grant for the COVD 2018 Annual Meeting! Students and residents–the application period for 2019 is open thru November 30th, 2018!Apply now and see your COVD Family in Kansas City next April 9-13!

Canyon Kids offers various measures in which we are able to assess your child’s needs for therapeutic services. We possess both standardized and non-standardized assessments and screenings that can aid in determining areas in which occupational therapy can help your child. Screenings Schedule a free developmental screening with one of our OT’s to meet us! Nov 16, 2013 - Good scoring template for the Wold Sentence Copying Test (best for grades 1-5 but could be used up to grade 8).

by Dr. Alison Zhou (MCPHS ’18)

Blurry vision, diplopia, headaches, words running together while reading, and difficulty copying from the board; these are just a few common symptoms of someone with a visual system dysfunction, especially in children. This is why it is so important for children as early as 6 months to be seen by optometrists who can detect and treat these vision problems. At a young age, their visual system is much more adaptable and treatable which prevents visual complications in the future that may affect their education or lifestyle.

Dr. W. C. Maples, a reputable leader in the optometric profession, conducted a study titled Visual factors that significantly impact academic performance, which looked how a child’s visual system can affect their academic performance. The Iowa Tests of Basic Skills (ITBS) was the standardized test chosen for this study and it evaluated students from first to third grade to take the test based on their academic level. It consists of 21 subcategories such as language, mathematical concepts, and reading. Popular belief originally suggested that race and socio-economic statuses were the best predictors of a child’s academic performance, where the latter related to a lower academic performance. From this study, Dr. Maples found that race and socio-economic statuses were ranked seventh and eighth, respectively, as best predictors of academic success in ITBS. So what were the best predictors?

A child’s visual component played a larger role in assessing one’s academic performances. Visual motor skills, commonly known as eye-hand coordination, include many day-to-day activities for children such as writing, coloring and catching a ball. When the visual and motor systems are working together as a team, it makes a task much simpler to complete.

The following are a couple examples of tests that optometrists can have a child perform in office to determine if there’s a visual motor deficit:

• The Wold Sentence Copy is a visual motor test where a sentence is copied as quickly and accurately as possible. During the task, the optometrist pays close attention to the child’s posture, spacing, number of fixations and level of concentration.
• Visual Motor Integration Test is a test that consists of a series of 24 symbols where the patient is asked to reproduce the next sequential symbol. The test begins with lines and progresses in difficulty to geometric shapes. In order to successfully complete this task, the patient must be able to discriminate objects based on their individual characteristics, which becomes important in understanding mathematics in the future.

In the study, an optometrist periodically performed a number of visual tests in addition to the ones mentioned above over a period of three years on children from first to third grade. The results indicated that both The Wold Sentence Copy and Visual Motor Integration Test provided the biggest indicator in academic performance.

Standardized tests were implemented to allow schools to recognize their strengths and weaknesses in its academic system. This research provides strong evidence for teachers and parents to more critically consider the impact of a deficient visual component in children who perform poorly on tests and in class in addition to intelligence, race, or socio-economic status. It further emphasizes the importance of yearly comprehensive eye exams with an optometrist to detect for any visual complication that a child may have and to begin treatment early so they can perform and learn at their highest potential.

In most cases, visual deficits can be treated through a pair of glasses, contact lenses and even vision therapy. Vision therapy can simply be thought of physiotherapy for your eyes. It includes a set of structured activities designed by an optometrist who incorporates visual and mind-body organization to allow patients to use their visual system more effectively.

Learn more about Dr. W.C. Maples, OD, MS

Dr. W. C. Maples is a COVD fellow who has made an extraordinary impact to optometry through visual development and vision therapy. In 2000, Dr. W.C. Maples was presented with the prestigious A.M. Skeffington Award for his contribution to behavioral vision specializing in children’s vision and vision therapy and has inspired many optometrists to pursue research in this field of study. His dedication and research led him to become a professor at the Northeastern State University- Oklahoma College of Optometry for over 25 years where he developed the vision therapy protocol for the school clinic. He was the co-founder of the NSUCOOculomotor Test used to grade a patient’s ability, accuracy and degree of head movement in performing a task, which is widely used today both in practice and numerous research papers. He is not only a great mentor and leader to the optometric profession through serving on various optometric associations but provides great resources for optometrists to use when educating patients.

Earn a $500 Travel Grant by writing a post like this one!

Is The Wold Sentence Copying Test Standardized Tests

I. Introduction: the tests described in this handout rely less on standardized administration and scoring of the test (although there are rules to follow!) and more on observing:

1) The child's general behavior :

- are there poor attention skills

-does the child appear hyperactive

- is there motor support or overflow when attempting a task

2) The method the child used to arrive at a particular answer The product and the process are emphasized.

- is posture and pencil grip appropriate for age?

- is bimanual integration appropriate for age?

- is the child reflective or impulsive with responses to questions?

-is body knowledge and control appropriate for age?

-is the child showing normal visual-motor hierarchy development?

The ability to observe these behaviors and record them are very important to any perceptual evaluation. Most of the time you gain the most insight from watching a child attempt to write, draw or complete a puzzle. These observations 'guide you' to a proper standardized test sequence. It should also be noted that most of these tests have norms established, but they are not as detailed (ie normalized to every three month period) as standardized tests tend to be. In addition, the rules of the test are a bit less detailed than for standardized tests.

Again, we use the same seven categories or areas of vision perceptual skills. The tests associated with each visual perceptual skill will be listed. It is important to note here that many tests evaluate more than one visual perceptual skill; dividing them into neat categories is impossible. Therefore, a single test can measure several perceptual skills 'with one shot'

II. Specific Non-Standardized Tests for Visual Perceptual Skills: because these tests tend to measure several visual perceptual skills simultaneously, they will be described individually. The same seven visual perceptual skills, however, still apply here.

A. The laterality tests: the Piaget Right Left Awareness Test , Money Road Map Test and the LRD Test.

ii. consistent reversed labels may be indicative of having the cognitive ability to make L/R discrimination, but a poor labeling system

iii. the expected age for mastery of this level is 5 - 6 years old

b. identification of left and right body parts (6) on the doctor (who is facing the patient): must get all six correct to pass this stage.

ii. consistent reversed labels at level one AND two (consistently) may be indicative of having the cognitive ability to make L/R discrimination, but a poor labeling system

iii. the expected age for mastery of this level is 7.5 - 8 years old

c. identification of the relations of two objects on a table. The child is answer

ii. if object B is to the left or right of object A

iii. the child then walks around to the other side of the table and repeats the procedure

iv. the expected age for mastery of this level is 7 years old

d. identification of the relationship of two objects on the examiner's body (ie. a watch and a coin)

ii. is the watch to the L/R of the coin

iii. the expected age for mastery of this level is 8 years old

e. identification of three objects in relation to each other (key, pencil and a coin)

ii. the most significant difficulty arises from the middle object

iii. the expected age for mastery of this level is 10.5 - 11 years old

2. The Money Road Map Test: a rather difficult task for most children is following a map. It requires well developed visualization skills as well as laterality/ directionality skills. In this test, the child is to report to the doctor when he/she must turn left or right to stay on the designated printed path.

b. it is an excellent therapy device, so I rarely use it to test a child's laterality/directionality skills

3. The LRD (Lorraine R. Davis) Test: useful clinical tool to determine those children with incomplete laterality/directionality skills. It is a good clinical tool, but there are no established norms for it.

b. the child is asked to reproduce the alphabet (in CAPITAL LETTERS), alternating the letters on each side of the vertical line

c. a child with poor laterality skills may have memorized the alphabet as a 'chain'; the forced alternation breaks the chain

B. The tests for form recognition/bimanual integration/visuomotor hierarchy: the circus puzzle, the form and split form puzzles and the slotted puzzle

b. the pieces are removed and placed on the table opposite to the side of their proper position

c. the child is informed to try to put the puzzle together. The effort is timed.

d. watch for impulsive/reflective behavior

e. FORM MATCHING: the doctor observes how the child is able to visualize how the piece should be oriented and which space the piece should go.

ii. does the child try to force an inappropriate piece in a space and NOT correct : form error

iii. does the child place the piece inappropriately, but then correct: false start

iv. from errors should be eliminated by 6 - 6.5 years old.

f. Visual MOTOR HIERARCHY (VMH): how well does the child visually inspect his/her environment.

ii. does the child try to force the piece and then 'feel' for the correct orientation (low VMH)

iii. does the child orient the pieces properly before touching the board and require little to no 'feeling' for the proper orientation of the piece (high VMH)

iv. good visual inspection skills are expected by the age of 6.5

g. BIMANUAL INTEGRATION: how well the child has learned to use a dominant hand/support hand system for task completion

ii. bilateral symmetry: (5 - 6 y.o.) the child will pick up pieces with the hand closest to the object and transfer it to the other hand (or held in both hands) if it is necessary to cross the midline. The child still does not cross the midline easily.

iii. bilateral asymmetry: (7 - 8 y.o.) the child acquires a lead hand and an actively supportive hand for the puzzle. The child will cross the midline without difficulty and show a mastery over self-lateralization. Although the child will consistently use a dominant hand for a particular task, it may not be the dominant hand for all tasks.

2. The Form Puzzle/Split Form Puzzle: newer puzzles that have been more widely used in other professions than the Circus Puzzle.

b. a six shape split form puzzle (12 pieces) has been developed

c. the same rules and obsevations should be followed as were described for the circus puzzle

d. the split form puzzle is the most difficult, as it requires the best visualization skills and visual planning and organization

e. don't forget to observe the child's impulsive/reflective behavior

3. The Slotted Puzzle: a slightly different twist, as all the pieces are the same (a skeleton key shape). The trick is to orient them properly into the slotted spaces.

b. the same rules and obsevations should be followed as were described for the circus puzzle

C. Tests for form reproduction and visual motor integration:

b. Do not name the figures, as it may change the child's responses.

c. Align a blank sheet of paper along the child's midline.

d. The child then draws each figure EXACTLY AS THEY SEE IT as it is presented.

e. The child should not be allowed to turn the paper to draw a diagonal line unless it is the only way he/she can complete the figure. Any attempts to turn the paper should be noted.

f. ITEMS TO OBSERVE:

- note improper pencil grip; wrong hand orientation or too tight

ii. bimanual integration:

-. bilateral symmetry: (5-6 y.o.) child will begin to understand the different roles for the hands. The use of the non-dominant hand for support has not been fully established yet.

-. bilateral asymmetry: (³ 7 y.o.) the child acquires a lead hand and an actively supportive hand for each drawing. The child will cross the midline without difficulty and show a mastery over self-lateralization.

iii. organization: how does the child anticipate the seven figures to be drawn on the page and how organized is the execution.

- random placement of the figures: expected from a 3-4 year old

- central to peripheral organization: expected from a 4-5 year old

- vertical or horizontal arrangement: should be complete by 7 y.o.

iv. Form Construction: how the child draws the figures

- 'dog ears': the inability for the child to rapidly change directions when drawing a corner; it leaves a jagged corner.

- the circle should be drawn correctly at the age of 2.5 - 3

- the cross should be drawn correctly at the age of 3

- the square should be drawn correctly at the age of 4

- the triangle should be drawn correctly at the age of 5-6

- the 'British flag' pattern may be drawn with segmentation at ages of 6 -7

- the 'British flag' pattern should be drawn correctly at the age of 7

- the diamond (not a square on it's side) should be drawn correctly at the age of 8

v. Visual Motor Hierarchy: it is important to note the posture of the child as well as the amount of motor support and motor overflow required when attempting to draw

- use of tongue (as motor support)

2. The Test Of Visual Analysis Skills (TVAS): tests visual motor integration/form reproduction skills, visual closure skills and form discrimination skills

ii. The child is to copy the template on the blank grid appearing on the right hand side of the page. The drawing must match the original in size, shape and position to pass.

iii. After the tenth item, dots on the blank grids are fewer in number (here is where the visual closure skills come into play) and the child must draw lines and cornersas if the dots were really there.

iv. The child may not actually draw the dots in.

v. Erasures are allowed, but the child's overall behavior (including erasures should be noted

vi. A ceiling level is reached when the child misses two consecutive drawings.

b. Scoring:

ii. Total point scores are compared to age expecteds printed on the test booklet

3. Wold Sentence Copy Test: tests a mixed bag of motor visual perceptual skills along with cognitive skills

Four men and a jolly boy came out of

the black and pink house quickly to see

the bright violet sun, but the sun was

Is The Wold Sentence Copying Test Standardized Test

hidden behind a cloud

ii.The child is to write the sentence carefully, but as fast as they can as it is a timed test

iii. Observe the child;

sub-vocalization loses place

copying style letter/word reversal

iv. The child may print or use cursive.

Is The Wold Sentence Copying Test Standardized Free

v Timing begins as the child starts to write.

vi. Maximum time allowed is 3 minutes.

b. Scoring:

i. count the total number of letters copied per minute and compare to the normative data provided with the test