Purpose

The purpose of this test is to construct a screening tool for the early detection of visual perception disorders. The test is designed in the form of a game to be more child-friendly and accessible. Each subtest is scored individually, and the average completion time for the test is 15 minutes.

Scoring

The test is structured as a game. Performance is assessed individually, and the average time for completion is 15 minutes. It consists of eight subtests:
Visual-motor coordination
Visual memory
Spatial position perception
Similarity identification
Shape-letter discrimination
Color discrimination
Visual closure
Visual exaggeration

Sample

The sample consists of 900 children aged 5–6 years from kindergartens in the regions of Attica and Thessaloniki. The kindergartens were selected through random sampling, ensuring the representativeness of the sample for the population of children in this age group.

Validity and Reliability

Test validity refers to the degree to which the test measures what it is intended to measure. For the test aimed at detecting visual perception disorders in 5–6-year-old children, validity was examined through the concurrent administration of the Bender Gestalt scale.
Additionally, internal consistency reliability was assessed using Cronbach’s alpha, which showed high values. This indicates that the subtests of the assessment have a high level of internal consistency—that is, children’s responses across different subtests of the test are consistent and stable.

Main Bibliographic Sources

Bamboukas, M. (2004). Topics in the Psychopedagogy of Reading. Athens: Atrapós.
Frosting, M. (1963). Developmental Test of Visual Perception. Los Angeles, CA: Consulting Psychologists’ Press.
Frosting, M., Lefever, D. W., & Whittley, J. R. B. (1961). A developmental test of visual perception for evaluating normal and neurologically handicapped children. Perceptual and Motor Skills, 12, 383–389.
Hammill, D., Pearson, N., & Voress, J. (1993). Developmental Test of Visual Perception. Austin, TX: ProEd.
Karampatakis, Z., & Stavrou, P. L. (Eds.). (2004). Improving Inclusion Conditions in the Educational System for Individuals with Multiple Needs (pp. 776). Athens: Ministry of Education, EPEAEK.
Stavrou, L., Gibello, B., & Sarris, D. (1997). Problems of Symbolization in Mentally Deficient Children: A Clinical and Dual Clinical Approach. International Postgraduate Yearbook of the Department of Early Childhood Education, University of Ioannina, Vol. 4, pp. 191–216. University of Ioannina.
Stavrou, A. (2002). Teaching Methodology in Special Education. Athens: Anthropos.