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B eery‐ B uktenica D evelopmental T est of V isual‐ M otor I ntegration ( B eery‐ VMI ): lessons from exploration of cultural variations in visual‐motor integration performance of preschoolers
Author(s) -
Lim C. Y.,
Tan P. C.,
Koh C.,
Koh E.,
Guo H.,
Yusoff N. D.,
See C. Q.,
Tan T.
Publication year - 2015
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/cch.12190
Subject(s) - analysis of variance , psychology , medicine
Abstract 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 S ingapore suggested that there is a potential difference between the VMI performance of S ingaporean and A merican 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 S ingaporean and A merican preschoolers, and (2) determine if there were ethnic differences in the VMI performance of S ingaporean preschoolers. Methods The B eery‐ VMI , which was standardized in A merica, is commonly used by occupational therapists in S ingapore to assess the VMI ability of children. We administered the B eery‐ VMI (fifth edition) full form test (excluding the supplemental tests) to 385 preschoolers (mean age = 63.3 months) from randomly selected schools in S ingapore. We compared the scores of S ingaporean preschoolers with those of the A merican standardization norms using the one‐sample t ‐test. Scores of different ethnic groups among the S ingapore population were also compared using a one‐way anova , followed by the B onferroni post‐hoc test. Results S ingaporean preschoolers and the standardization sample of A merican children performed significantly differently in all age groups ( P < 0.05). Among the S ingapore population, the scores were also significantly different ( P < 0.05) between the (i) C hinese and M alay and (ii) C hinese and I ndians 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.