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The TVPS-3 is intended to give occupational therapists, school psychologists, education specialists, optometrists, and other professionals a reliable and valid measure of a childs perceptual abilities. Since visual perceptual abilities are used in a number of academic pursuits, including learning to read, it is important to kno hich processes the child may be having difficulty ith. The TVPS 3 may also be used to track progress over time and for research. The TVPS-3 is used to assess the visual perceptual strengths and eaknesses of students aged ! y"ar# $ %ont&# t&ro'(& )* y"ar# )) %ont&#. The TVPS-3 Test !aterials include" TVPS-3 #$aminers !anual TVPS-3 Test %ooklet TVPS-3 Score Sheet The TVPS-3 test takes appro$imately 3& minutes depending on the age of the child, and degree of difficulty e$perienced, as ell the e$perience of the e$aminer.



TEST COMPONENTS: The TVPS-3 utili'es (() black and hite designs organi'ed in seven subtests. The seven subtest are arranged in order of difficulty and include* visual discrimination, visual memory, spatial relationships, form constancy, se+uential memory, visual figure ground, and visual closure. ADMINSTRATION: #ach of the seven subtests start ith t o e$ample items ,not scored-, follo ed by (. test items of increasing difficulty. /nly in t o subtests, Visual Memory and Sequential Memory, are the item presentation timed, the responses to all items are untimed. The TVPS-3 is in multiple choice format* the child indicates their choice verbally or by pointing ,or by some other agreed-upon method of communication.The subtests are administered as follo s* Vi#'a+ Di#cri%ination- the child is sho n a design and is asked to point to the matching design among the choices sho n belo Vi#'a+ M"%ory- the child is sho n ,for 0 seconds- a design on one page, the page is turned, and the child is asked to choose the same design from among the choices sho n on the follo ing page. S,atia+ R"+ation#&i,#- the child is sho n a series of designs on a page and asked to choose the one that is different from the rest* it may differ in a detail or in the rotation of all or part of the design. For% Con#tancy- the child is asked to find one design among others on the page* the design can be larger, smaller, or rotated. S"-'"ntia+ M"%ory- the child is sho n ,for 0 seconds- design se+uences, the page is turned, and the child is asked to choose the matching design from among the choices on the follo ing page. Vi#'a+ Fi('r" .ro'nd-the child is asked to find one design among many ithin a comple$ background. Vi#'a+ C+o#'r"- the child is sho n a completed design on the page and is asked to match it to one of the incomplete patterns sho n on the page. /nly one test booklet #$panding of scoring criteria ,basic processes, se+uential processing, and comple$ processes1hild can select response using any of the follo ing methods ,pointing to one of the designs on the page, by saying the number of the ans er choice or by any other means that is understood by the e$aminer-



2tem choice does not re+uire speech The test can be administered to children ith no diagnosed disabilities as ell as ith children ith speech, cognitive, neurological, motor or other impairments The test utili'es black lines against a hite background, making them easy to see and eliminating any performance deficit that can be caused by colour blindness 3ives more background information re. visual perception in 2ntroductory 1hapter in !anual TVPS-3 ideal for research studies Scoring can be +uite difficult and confusing 4dministration can be lengthy depending on childs response rate The child re+uires good receptive language skills to complete the assessment

MAIN DIFFERENCES 0ET1EEN TVPS R 2 TVPS 3: 5o for students 6-& to (7-(( ,TVPS-8 is 6-& to ()-(( 5e author" 5ancy !artin 5o instructions or breaks bet een sections in book of plates Same seven areas of visual perception ith (. plates each 5e norms based on )&&& students 5o ) e$ample plates per section instead of one 5e scoring component" basic processes, se+uential processing, comple$ processes. 4imed to help provide more meaning to scores 9still has ceiling9 2nstructions:Script in instruction book ,34 33 !ore descriptive book ith information about ho visual processing related to everyday processing 8eminder to encourage students to respond even if it is a guess Se+uential !emory Section has consistent 0 second registration time, not varied times as TVPS-8 4ppendi$ %" includes 5orms tables STANDARDI5ATION: /ver )&&& students ere tested using this ne edition ;or standardi'ed sample demographics refer to Table ..) and ..3 in !anual ,Section 6: Standardization-


Validity refers to the degree to hich theory and evidence support the stated aims of the test. Content Validity" items in the TVPS-3 ere selected from previous editions of the test and included easy and difficult items from both the upper and lo er levels. 2nformation relevant to content validity appears in the <evelopment section of the !anual ,Section 5-. 2tem analysis as administered to rule out item discrimination or item bias. Criterion-Related Validity" the TVPS-3 sho a moderately strong correlation ,&..=- to a subtest of another similar test ,Visual Supplement of the %eery V!2,See table 7.( and 7.) page 00 on the !anual/verall reliability speaks of the precision, consistency and stability of the test over time and across e$aminers. Internal consistency- 1ronbachs coefficient alpha and split half coefficient as computed for each subtest. 1oefficient alphas range from &.=0 to &.77 for subtests and &.>. for the entire test. Temporal sta ility- The test-retest correlation for the TVPS-3 is &.>=, and ranges from &.36-&.7( Summary of relia ility studies- The TVPS-3 has a high level of homogeneity, it provides consistent measurement from one testing to the ne$t, and it can be


consistently scored by different e$aminers. The TVPS-3 has a high level of reliability, and users of the TVPS-3 can have a high degree of confidence in the tests results