Internal consistency and concurrent validity of four instruments used to evaluate the visual-motor integration skills of school-aged children

Objective. The study aim was to examine the internal consistency and concurrent validity of four visual-motor integration assessment tools. Providing early, targeted intervention for children presenting with visual-motor integration difficulties relies on having access to high-quality visual-motor integration assessment tools that are valid and reliable. Method. The participants included 400 typically developing children aged 5 to 12 years, recruited from six schools in Melbourne, Victoria, Australia. Under the guidance of an occupational therapist, children completed the Developmental Test of Visual-Motor Integration, Test of Visual-Motor Integration, Test of Visual-Motor Skills-Revised, and Slosson Visual-Motor Performance Test. The order of completion of the four tests was counterbalanced to minimize an order effect. Cronbach alpha and Pearson’s r correlations were calculated using SPSS. Results. Results for Cronbach alpha were all above 0.80, indicating high levels of internal consistency, and all four instruments were significantly correlated with one another, demonstrating concurrent validity. Conclusion. It can be concluded that all four visual-motor integration instruments exhibit acceptable levels of internal consistency and concurrent validity based on this study’s results.