Discriminant validity of the Developmental Test of Visual-Motor Integration in relation to children with handwriting dysfunction

Preliminary Adaptation of Motor Tests to Evaluate Fine Motor Skills Associated with Mathematical Skills in Preschoolers

Mathematics is the subject in which many school-age children reveal difficulties. The literature has shown that fine motor skills, namely fine motor coordination and visuomotor integration, have been more robustly associated with mathematical performance. Studies have shown the importance that instruments have to evaluate these skills, however, the characteristics of these instruments do not fit the reality of kindergartens, they are usually time consuming and expensive and are usually administered by specialists. Thus, the main objective of this study was to identify, select, adapt and validate motor tests to evaluate fine motor skills associated with mathematical skills to allow the kindergarten teachers to apply them simultaneously to the class, with few material resources, in a short period of time and without the need for a lot of training to apply, score and classify. For this purpose, firstly, it was necessary to understand the main difficulties highlighted by kindergarten teachers regarding the use of instruments to evaluate fine motor skills and, thus, elaborate criteria to identify and select the tests that best fit the reality of kindergartens. The test identified, selected and adapted to evaluate fine motor coordination was threading beads from the Movement Evaluation Battery for Children, 2nd Edition. The main adaptation of the test was related to time, that is, instead of counting the time it takes the child to string the total number of cubes on the string, we counted the number of cubes the child strung on the string in a pre-defined time. To evaluate visual-motor integration, the test identified, selected and adapted was the Visual-Motor Integration (6th Edition) test. The main adaptation was related to material resources, that is, it will be possible to apply the test using only one sheet per child instead of the seven suggested by the original test. After the preliminary adaptation of the tests, their validation was performed by means of the degree of reliability (test-retest) and predictive validity. The results indicated that the adapted tests presented an excellent degree of reliability (>0.9) and could therefore be used to administer them simultaneously to the class group. The adapted Visual-Motor Integration test seems to be the most suitable one to be used by kindergarten teachers, in a classroom context, to simultaneously evaluate students' fine motor skills and associate their results with mathematical skills.

Screening Tools: They're So Quick! What's the Issue?

Screening tools are needed in occupational therapy practice to determine which clients require formal evaluation. Because screening tools also tell us who does not require formal evaluation, they are key to improved clinical efficiency. Screening tools are brief, easy to administer, and often freely available. These qualities also lead to misuse of screening tools, including using them to measure progress over time or to serve as a confirmatory assessment on which to base treatment planning. We present additional common missteps of screening tool use, including a lack of consideration for a tool's psychometric properties, and exemplars of these common misuses in adult and pediatric practice. Finally, we offer solutions to address these concerns.

Persistent handwriting problems are hard to predict: A longitudinal study of the development of handwriting in primary school

BACKGROUND

After one year of tuition, up to a third of primary school children show insufficient handwriting. It is unclear whether this early insufficient handwriting predicts persistent handwriting problems, because there is a dearth of studies that followed developmental trajectories longitudinally.

AIMS

To describe handwriting development in primary school children longitudinally and to determine predictive positive value and sensitivity of early handwriting assessment. To analyse whether underlying abilities helps early identification of persistent handwriting problems.

METHODS

173 primary school children were yearly assessed for four years using the Concise Assessment Scale for Children's Handwriting and the Beery Buktenica developmental test of visual-motor integration.

RESULTS

Both quality and speed of handwriting increased with years of tuition, with a pronounced increase in quality between two and three years of writing tuition. Sensitivity and positive predictive value were low. The only significant predictor of handwriting quality was handwriting quality in the previous year. For handwriting speed, no significant developmental model was revealed.

CONCLUSIONS

Quality and speed of handwriting after one year of tuition is not sufficiently predictive for distinguishing between transient insufficient handwriting and persistent handwriting problems three years later. Practitioners should hold back when referring children for remedial teaching.

Motor functions of higher education students with dysgraphia

This study examines the motor skills and motor-related daily functions of higher education students with and without dysgraphia, and their contribution in predicting handwriting performance. The sample included 82 higher education students aged 20-35 years old. Thirty-four were students without any known developmental disorder (NDD) and 48 students had dysgraphia. We individually administered a test battery evaluating handwriting performance, fine-motor skills, and visual-motor spatial-organization skills. Students also filled out a questionnaire relating to their fine- and gross-motor-related daily functions. Overall, the NDD students had significantly better motor skills and motor-related daily functions. Additionally, the motor skills and daily functions explained 62.9% of the variance in handwriting performance, and they correctly classified 90% of the students into the handwriting performance groups. Yet only visual-motor spatial organization and fine-motor-related daily functions significantly contributed to the fit of the model. These findings suggest that students with dysgraphia continue to encounter handwriting difficulties in higher education. These difficulties are linked to poor motor skills and motor-related daily functions. Therefore, higher education students with dysgraphia may require assistance and accommodations throughout their studies, not only with regard to their academic performance, but also in their motor-related daily functions.

Relationship between body functions and Arabic handwriting performance at different acquisition stages

BACKGROUND.

The written languages and handwriting acquisition stages place different demands on the writer. Therefore, the relationship between body functions and handwriting performance may vary in different languages and acquisition stages; yet these demands have not been studied in the Arabic language.

PURPOSE.

We examined the relationship between linguistic, visual-motor integration (VMI), and motor coordination (MC) functions and Arabic handwriting at two handwriting acquisition stages.

METHOD.

This study used a cross-sectional and correlative design. Second- ( n = 54) and fourth-grade ( n = 59) students performed tasks examining reading, handwriting automaticity, VMI, MC, and copying a text.

FINDINGS.

Handwriting automaticity significantly explained the variance in handwriting speed in both grades, in addition to the VMI in second grade and the MC in fourth grade. Enhanced performance in the VMI increased the likelihood of having good legibility in second but not in fourth grade.

IMPLICATIONS.

Similar to other languages, the body functions related to Arabic handwriting vary at the different acquisition stages. Handwriting evaluation should be adjusted to students' acquisition stage.

Developmental dysgraphia is often associated with minor neurological dysfunction in children with developmental coordination disorder (DCD)

OBJECTIVES

Children with developmental coordination disorder (DCD) are particularly affected by handwriting disorders, which remain poorly understood and are not clearly defined. The aim of our study is to provide a better understanding of handwriting disorders, and specifically of dysgraphia in children with DCD.

METHODS

Sixty-five children with DCD (5-15 years), enrolled according to DSM-5, were assessed with handwriting testing and standardized assessments of neuropsychological, neurovisual, MRI and neuropsychomotor functions, with special attention paid to muscular tone examination.

RESULTS

While handwriting disorders were strongly represented in our sample of children with DCD (89%), dysgraphia appeared uncommon (17%) and was closely related to several specific dysfunctions of laterality establishment; mild pyramidal tract dysfunction with distal phasic stretch reflex (PSR) in lower limbs; digital praxis slowness (both P<0.05).

DISCUSSION

In our sample, dysgraphia was closely related to minor neurological dysfunction (MND) suggesting a disturbance of motor control at the level of the corticospinal motor pathway. This highlights the uncommon character of dysgraphia in children with DCD for which diagnosis should be made through a particular attention to evaluation of MND with muscular tone examination. This consideration, both in the research setting and in clinical practice, appears necessary to avoid inaccurate clinical diagnosis and to optimize appropriate therapeutic management.

Impact of handwriting training on fluency, spelling and text quality among third graders

As recent studies and theoretical assumptions suggest that the quality of texts composed by children and adolescents is affected by their transcription skills, this experimental field trial aims at investigating the impact of combined handwriting/spelling training on fluency, spelling and text quality among normally developing 3rd graders (N = 175). In addition to the combined handwriting/spelling training group, the sample includes two other intervention groups, a handwriting training group and a spelling training group as well as a reading fluency training control group. The participating teachers (N = 11) and their students were randomly assigned to the different intervention and control conditions, which were scheduled to last 20 units (each unit lasts 15 min) distributed over 5 weeks (4 units/week). Data collection was administered both before (pre-test) and after (post-test) the intervention as well as 3 months later (follow-up). Measures included group-administered tests and tasks (spelling, visuo-motor integration, copy task, and composing) and individually administered tests and tasks (working memory and several handwriting tasks on the digitizing tablet). As handwriting automaticity (measured on the digitizing tablet) was already high at the beginning of the study, the intervention was not able to improve it further. In consequence, an intervention effect on the quality of composed texts was not observed. Instead, text quality was predicted by working memory, fluency, spelling, and gender irrespective of the intervention.

The Computerized Perceptual Motor Skills Assessment: A new visual perceptual motor skills evaluation tool for children in early elementary grades

Visual perceptual motor skills have been proposed as underlying courses of handwriting difficulties. However, there is no evaluation tool currently available to assess these skills comprehensively and to serve as a sensitive measure. The purpose of this study was to validate the Computerized Perceptual Motor Skills Assessment (CPMSA), a newly developed evaluation tool for children in early elementary grades. Its test-retest reliability, concurrent validity, discriminant validity, and responsiveness were examined in 43 typically developing children and 26 children with handwriting difficulty. The CPMSA demonstrated excellent reliability across all subtests with intra-class correlation coefficients (ICCs)≥0.80. Significant moderate correlations between the domains of the CPMSA and corresponding gold standards including Beery VMI, the TVPS-3, and the eye-hand coordination subtest of the DTVP-2 demonstrated good concurrent validity. In addition, the CPMSA showed evidence of discriminant validity in samples of children with and without handwriting difficulty. This article provides evidence in support of the CPMSA. The CPMSA is a reliable, valid, and promising measure of visual perceptual motor skills for children in early elementary grades. Directions for future study and improvements to the assessment are discussed.

Effectiveness of a self-regulated remedial program for handwriting difficulties

BACKGROUND

Handwriting difficulties may have pervasive effects on a child's school performance. I Can! is a remedial handwriting program with a focus on self-regulated learning and applying motor learning principles combined with a behavioural approach. It is developed for typically developing children with handwriting problems.

OBJECTIVE

The study aim was to evaluate the program's effectiveness.

MATERIALS AND METHODS

Thirty-one children aged 7-8 year participated in a cross-over study. Handwriting quality and speed were repeatedly assessed by means of the Systematic Screening of Handwriting Difficulties test. Difficulties addressed were fluency in letter formation, fluency in letter connections, letter height, regularity of letter height, space between words, and line path.

RESULTS

Mixed model analysis revealed improved quality of writing and speed for all children but significantly more improvement in handwriting quality for the children participating in the program. Although writing speed improved over time, no additional effects of the program occurred.

CONCLUSIONS AND SIGNIFICANCE

'I Can!' is found to be an effective instructive program to ameliorate handwriting quality in typically developing children with handwriting difficulties. The program's success was by a therapy burst of only 7 weeks focusing on the child's self-regulated learning capacities, within an individualized education plan according to their needs and goals.

Developmental Test of Visual-Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

We determined whether a widely used assessment of visual-motor skills, the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest-posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202)=1.19, p=.23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention.

The association between measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children and their manuscript handwriting speed

Introduction

The aim of this study was to investigate whether measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children were associated with their manuscript handwriting speed.

Method

A convenience sample of 39 typically developing Australian students aged six to eight years completed the Beery–Buktenica Developmental Test of Visual-Motor Integration – 6th edition (DTVMI), the Developmental Test of Visual Perception – 3rd edition (DTVP-3), the Test of In-Hand Manipulation – Revised (TIHM-R), and the Handwriting Speed Test (HST). Spearman rho correlations and multi-linear regression analyses were completed to analyze the data.

Results

Significant correlations were found between visual perception, visual-motor integration, and in-hand manipulation skills and total letters written and total letters per minute. Regression analyses indicated that, when modeled together, the DTVP-3 eye–hand coordination and visual closure subscales and the TIHM-R were significant predictors of total letters written accounting for 25.5% of the variance. The DTVP-3 copying and visual closure subscales and the TIHM-R were predictive of total letters written per minute, with the TIHM-R making a significant unique contribution of 9.1% to the total variance of 26%.

Conclusion

Visual perception abilities, specifically visual closure skills, plus in-hand manipulation skills appear to be significant predictors of children’s printing speed and need to be assessed and potentially targeted for skill remediation when working with school-age children who present with manuscript handwriting difficulties.

Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery-VMI): lessons from exploration of cultural variations in visual-motor integration performance of preschoolers

BACKGROUND

Visual-motor integration (VMI) is important in children's development because it is associated with the performance of many functional skills. Deficits in VMI have been linked to difficulties in academic performance and functional tasks. Clinical assessment experience of occupational therapists in Singapore suggested that there is a potential difference between the VMI performance of Singaporean and American children. Cross-cultural studies also implied that culture has an influence on a child's VMI performance, as it shapes the activities that a child participates in. The purpose of this study was to (1) explore if there was a difference between the VMI performance of Singaporean and American preschoolers, and (2) determine if there were ethnic differences in the VMI performance of Singaporean preschoolers.

METHODS

The Beery-VMI, which was standardized in America, is commonly used by occupational therapists in Singapore to assess the VMI ability of children. We administered the Beery-VMI (fifth edition) full form test (excluding the supplemental tests) to 385 preschoolers (mean age = 63.3 months) from randomly selected schools in Singapore. We compared the scores of Singaporean preschoolers with those of the American standardization norms using the one-sample t-test. Scores of different ethnic groups among the Singapore population were also compared using a one-way anova, followed by the Bonferroni post-hoc test.

RESULTS

Singaporean preschoolers and the standardization sample of American children performed significantly differently in all age groups (P < 0.05). Among the Singapore population, the scores were also significantly different (P < 0.05) between the (i) Chinese and Malay and (ii) Chinese and Indians ethnic groups.

CONCLUSION

Preschoolers from different cultural and ethnic groups had different VMI performance. Certain cultural beliefs and practices may affect VMI performance. Clinicians should exercise caution when using an assessment in communities and cultures outside the ones on which it was standardized.

The development and discussion of computerized visual perception assessment tool for Chinese characters structures - Concurrent estimation of the overall ability and the domain ability in item response theory approach

Visual perception is the fundamental skill required for a child to recognize words, and to read and write. There was no visual perception assessment tool developed for preschool children based on Chinese characters in Taiwan. The purposes were to develop the computerized visual perception assessment tool for Chinese Characters Structures and to explore the psychometrical characteristic of assessment tool. This study adopted purposive sampling. The study evaluated 551 kindergarten-age children (293 boys, 258 girls) ranging from 46 to 81 months of age. The test instrument used in this study consisted of three subtests and 58 items, including tests of basic strokes, single-component characters, and compound characters. Based on the results of model fit analysis, the higher-order item response theory was used to estimate the performance in visual perception, basic strokes, single-component characters, and compound characters simultaneously. Analyses of variance were used to detect significant difference in age groups and gender groups. The difficulty of identifying items in a visual perception test ranged from -2 to 1. The visual perception ability of 4- to 6-year-old children ranged from -1.66 to 2.19. Gender did not have significant effects on performance. However, there were significant differences among the different age groups. The performance of 6-year-olds was better than that of 5-year-olds, which was better than that of 4-year-olds. This study obtained detailed diagnostic scores by using a higher-order item response theory model to understand the visual perception of basic strokes, single-component characters, and compound characters. Further statistical analysis showed that, for basic strokes and compound characters, girls performed better than did boys; there also were differences within each age group. For single-component characters, there was no difference in performance between boys and girls. However, again the performance of 6-year-olds was better than that of 4-year-olds, but there were no statistical differences between the performance of 5-year-olds and 6-year-olds. Results of tests with basic strokes, single-component characters and compound characters tests had good reliability and validity. Therefore, it can be apply to diagnose the problem of visual perception at preschool.

Drawing Proficiency Screening Questionnaire (DPSQ): development, reliability, and validity

OBJECTIVE. We describe the development and preliminary psychometric examination of the DPSQ for identifying drawing difficulties in preschool children. METHOD. Teachers completed the DPSQ for 78 children ages 3-6 yr from 4 preschools. Children drew age-appropriate geometric forms of the Visual-Motor Integration (VMI) test on a digitizing tablet. We examined psychometric properties of the DPSQ and analyzed group membership. RESULTS. Internal consistency was high (α = .82). Significant correlations were found between DPSQ and VMI scores indicating in-air time (r = .37, p = .002) and pressure on the writing tool (r = .32, p = .007). The typical and at-risk groups differed significantly in VMI and DPSQ scores, t(76) = 5.6, p = .001. The DPSQ mean score differentiated between 76% of children with and without visual-motor deficits. CONCLUSION. The DPSQ is a useful tool for teachers and occupational therapy practitioners for indicating visual-motor deficits and potential handwriting problems.

Handwriting Fluency in Children

This cross-sectional study aimed to (1) construct a model of handwriting fluency in children and (2) explore the impact of fluent handwriting and visual-motor integration on orthographic skills. In a Swiss sample of 93 fourth graders (mean age = 10 years, 7 months; SD = 6.58 months), handwriting speed and legibility were assessed by means of a copying task. Furthermore, automaticity of handwriting, stroke pressure, and stroke frequency were measured on a digitizing tablet, while visual-motor integration and orthographic skills were assessed by means of standardized tests. SEM modeling revealed that automaticity of handwriting, which is associated with both stroke frequency and stroke pressure, predicts handwriting speed as well as orthographic skills. The latter association remained significant even when visual-motor integration, which also proved to be a predictor of orthographic skills, was included in the model. The results are discussed with respect to theories that assume that the automaticity of handwriting is associated with saving cognitive resources.

Assessing handwriting intervention effectiveness in elementary school students: a two-group controlled study

This study examined the effectiveness of two approaches used in elementary schools to improve children's handwriting. Participants were 72 New York City public school students from the first and second grades. A nonequivalent pretest-posttest group design was used in which students engaged in handwriting activities using two approaches: intensive handwriting practice and visual-perceptual-motor activities. Handwriting speed, legibility, and visual-motor skills were examined after a 12-wk Handwriting Club using multivariate analysis of variance. The results showed that students in the intensive handwriting practice group demonstrated significant improvements in handwriting legibility compared with students in the visual-perceptual-motor activity group. No significant effects in handwriting speed and visual-motor skills were found between the students in intensive handwriting practice group and the students in visual-perceptual-motor activities group. The Handwriting Club model is a natural intervention that fits easily into existing school curriculums and can be an effective short-term intervention (response to intervention Tier II).

Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics

The wide variation in prevalence of dysgraphic handwriting (5-33%) is of clinical importance, because poor handwriting has been identified as one of the most common reasons for referring school-age children to occupational therapy or physiotherapy, and is included as an criterion for the diagnosis of Developmental Coordination Disorder. This study aimed to map the development and improvement in handwriting during the early grades to differentiate between temporary and consistent dysgraphic handwriting. In this longitudinal and cross-sectional study, children in grade 2 (age 7-8 years, n=169) and grade 3 (8-9 years, n=70) took handwriting (Concise Assessment Method for Children's Handwriting; acronym BHK) and visuomotor integration (BeeryVMI) screening tests twice within one school year. Dysgraphia decreased strongly from 37% to 17% in grade 2 and diminished further to a low and stable rate of 6% in grade 3. Stability in handwriting quality only occurred in the children whose scores were within the normal range. The at risk and dysgraphic children continued to show significant and substantial improvement during grades 2 and 3. BeeryVMI was inappropriate as a screening instrument for handwriting problems. It was concluded that handwriting must be consistently dysgraphic before making any decisions about a diagnosis of dysgraphia or referral for therapy.

An evaluation of the construct validity of the Developmental Test of Visual-Motor Integration using the Rasch Measurement Model

BACKGROUND

One method of evaluating the construct validity of instruments is the Rasch Measurement Model (RMM), an increasingly popular method used for test construction and validation.

AIM

The aim was to examine the construct validity of the Developmental Test of Visual-Motor Integration 5th Edition (VMI) by applying the RMM to evaluate its scalability, dimensionality, differential item functioning and hierarchical ordering.

METHOD

The participants were 400 children aged 5 to 12 years, recruited from six schools in Melbourne, Victoria, who completed the VMI under the supervision of an occupational therapist. VMI items 1, 2 and 3 were excluded from the Rasch analysis since all of the children achieved a perfect score on these items.

RESULTS

None of the items exhibited RMM misfit due to goodness-of-fit mean square (MnSq) infit statistics and standardised z (ZStd) scores being outside the specified acceptable range. VMI item 9 (copied circle) exhibited differential item functioning based on gender. In relation to hierarchical ordering of items, several were found to have similar logit difficulty values. For example, VMI items 26, 27 and 29; items 18, 22 and 24; and items 4, 5 and 11 were found to have the same level of challenge. As well, the VMI scale item logit measure order did not match that presented in the VMI test manual.

CONCLUSION

Theoretically, the VMI items are developmentally ordered; however, this ordering was not mirrored by the item logit difficulty scores obtained. This has scoring implications, where scoring a respondent's VMI test booklet is terminated after three consecutive items are not passed. Clinicians should also be aware that item 9 may exhibit bias related to gender.

Reliability and Validity of the Evaluation Tool of Children’s Handwriting–Cursive (ETCH–C) Using the General Scoring Criteria

OBJECTIVES. To determine the reliability and aspects of validity of the Evaluation Tool of Children’s Handwriting–Cursive (ETCH–C; Amundson, 1995), using the general scoring criteria, when assessing children who use alternative writing scripts.

METHOD. Children in Years 5 and 6 with handwriting problems and a group of matched control participants from their respective classrooms were assessed with the ETCH–C twice, 4 weeks apart.

RESULTS. Total Letter scores were most reliable; more variability should be expected for Total Word scores. Total Numeral scores showed unacceptable reliability levels and are not recommended. We found good discriminant validity for Letter and Word scores and established cutoff scores to distinguish children with and without handwriting dysfunction (Total Letter &lt;90%, Total Word &lt;85%).

CONCLUSION. The ETCH–C, using the general scoring criteria, is a reliable and valid test of handwriting for children using alternative scripts.

Discriminant Validity of the Visual Motor Integration Test in Screening Children with Handwriting Dysfunction

To examine the discriminant validity of the Visual Motor Integration test in screening children with handwriting dysfunction, 599 children in Grade 2, including 41 children with handwriting dysfunction identified by their teachers and 558 typically developing children, were assessed. The Visual Motor Integration test, with an area under the receiver operating characteristic curve (0.894), showed high accuracy regarding screening purposes. Judging from the values for sensitivity, specificity, positive likelihood ratio, negative likelihood ratio, hit rate, Youden's index, and odds ratio, a standard score of 85 was the best cutoff point for screening children for handwriting dysfunction.

The Clinical Utility of a Tool for Optimising Written Productivity

Occupational therapists working with children with handwriting issues lack a standard framework for selecting treatment activities. This study investigated the utility of a decision-making guide, the Tool for Optimising Written Productivity (TOW-P). In the study, 14 occupational therapists used the TOW-P to guide the selection of interventions for 60 children with handwriting issues. The therapists completed two questionnaires about the usefulness of the tool. Feedback was used to modify the structure and format of the tool. The results indicated that the TOW-P provides a clinically useful framework to assist therapists in the selection of appropriate intervention strategies for children with written productivity issues.

Kurzgefasste Intelligenzdiagnostik bei Hirntumoren

Zusammenfassung. Eine kurze neuropsychologisch orientierte Intelligenzdiagnostik stellt einen notwendigen Bestandteil jeder Befunderhebung bei Kindern mit zerebralen Erkrankungen dar und ist z. B. bei Hirntumoren notwendig, um Leistungsbeeinträchtigungen durch den Tumor beschreiben und eine Risikoabschätzung der Behandlungskonsequenzen durchführen zu können. Die Würzburger Psychologische Kurz-Diagnostik (WÜP-KD) ist ein Screening-Instrument, um mentale Funktionen in ca. einer Zeitstunde zu untersuchen. Diese Kurz-Intelligenzdiagnostik ist in ihren wesentlichen Teilen leicht anwendbar und wenig belastend für das Kind. Auch schwer erkrankte Kinder sind so im Behandlungsverlauf untersuchbar. Aus diesem Grund erfasst der WÜP-KD über den IQ hinaus die sensomotorischen und feinmotorischen Funktionen, die Reaktionsfähigkeit und die Aufmerksamkeit. Erste Vergleiche des Kurztests mit der K-ABC zeigen in Regressionsanalysen gute Varianzaufklärungen wesentlicher Parameter der K-ABC. Die Auswahl der Tests erfolgte unter Berücksichtigung des CHC-Intelligenzmodells.