Format Evaluation With Administer Protocal

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Format Evaluation with Administer Protocal

Format Evaluation with Administer Protocal

Part 1

Reason for referral

The Beery-Buktenica visual-motor integration test is a neuropsychological test that analyzes visual construction skills. It identifies problems with visual perception, motor coordination, and visual-motor integration such as hand-eye coordination. The Beery-Buktenica Test, also known as Developmental Test of Visual-Motor Integration or VMI, is designed to identify deficits in visual perception, fine motor skills, and hand-eye coordination. It may be used to diagnose cognitive development disorders in young children through an analysis of visual construction skills. It can be administered to individuals from age two through young adulthood and can also be used to test adults of all ages, particularly those who have been disabled by stroke, injury, or Alzheimer's disease.

Assessment Measures

According to the case, the proper use of the WISC-R and the WRAT-R subtests requires a thorough familiarity with the specific procedures for administering these tests, as well as an appreciation for general standardized testing procedures. Each respondent must receive the same orientation to the cognitive tasks and the precise instructional sets given in the test protocols. Moreover, the nature of the motivational cues and the amount of positive reinforcement given during test-taking should be consistent across respondents.

Basically, encouragement to do one's best and supportive comments to maintain a positive testtaking attitude are acceptable forms of feedback during testing. For instance, such comments as, "You're doing fine.", or "That's okay, just do your best." can be used liberally. If a young child expresses concern about his/her performance or seems frustrated, it is appropriate to encourage him/her by saying, "That one was a little hard. You'll be able to do it when you are older." or a similarly supportive comment, and then proceed with the next item.

The step-by-step procedures given in the protocol sections below should be followed exactly. Particular attention must be given to the age-specific variations for each subtest; children of different ages are started at different points in the WISC-R subtests. Moreover, the Reading subtest of the WRAT-R has two levels; Level 1 is for children under 12 years and Level 2 is for children 12 and older. Finally, specific procedures for recording responses and for scoring the results are given for each of the four cognitive tasks. Some tasks require the use of a stopwatch for timing when administered manually. Timing rules are critically important to proper administration of these particular subtests. Similarly, scoring rules must be followed precisely to avoid the use of subjective interpretation of the child's response. The record forms for recording responses to each subtest will be described below. Familiarity with all of the following protocols is essential to ensuring that the most reliable and valid results are obtained.

Background Information

This paper is about a five year old child taking two standardized tests and the Protocol. The tests that the child has to take are Berry VMI With supplemental Developmental Test of visual perceotion and motor coordination and stepping age Norms from Birth to Age six and the Slosson Intelligence ...
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