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Factor structure of four visual-motor instruments commonly used to evaluate school-age children
Ted Brown1, Carolyn Unsworth, Carissa Lyons
1Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing, and Health Sciences, Monash University-Peninsula Campus, Building G, 4th Floor, McMahons Road, P.O. Box 527, Frankston, Victoria 3199 Australia. ted.brown@med.monash.edu.au
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.
