Labyrinth-Test (LT)
– Hand and finger dexterity
– Visuomotor coordination
– Anticipation of movement
– Assessing hand dominance, if necessary
Task-Test (TT)
– Visuomotor coordination
– Form constancy and shape recognition
– Measurement of the ability to recognise, differentiate and reproduce figures
Symmetrie-Zeichen-Test (SZT) (symmetry drawing test)
– Measurement of the ability to recognise mirror and symmetrical relationships
Synergie-Schreibversuch (SSV)
(synergy writing attempt)
– Form and shape recognition
– Reproduction from memory
Graphestesia-Test (GT)
(graphestesia test)
– Using a pencil and paper, six geometric symbols must be reproduced in succession – the general perceptive and motor abilities, e. g. judging distances, lengths, angles and crossings, etc. are assessed
Graphomotorik-Test (GMT)
(graphomotor test)
– Ability to comprehend letter patterns (graphemes) in their structure and to reproduce them
Form- und Gestalt-Test (FGT)
(shape consistency test)
– Ability to abstract and discriminate geometric shapes and to reproduce them
This test is very suitable for children with EB because it assesses only the results and ignores such things as how the writing implement is held. Even children who have severe limitations of hand function and are handicapped in how they hold the implement can be tested with this test battery. It is advisable to use the implements prescribed by the test (medium soft pencil or red felt-tipped pen) and not to use any adaptive devices with EB children. In this way the standardised values are not falsified, and it is possible to observe how the child manages with typical writing implements.
The results of the test battery give information as to the development of the graphomotor skills in spite of the handicaps. It allows some conclusions to be drawn as to how far the child will be able to cope with the graphomotor demands of his/her schooling.
An alternative to the Graphomotorische Testbatterie for English speakers could be the Beery-Buktenica Test of visual-motor integration together with the SCRIPT (Scale of Children’s Readiness in PrinTing).
The Berry-Buktenica Test, also known as the Developmental Test of Visual-Motor Integration (VMI), is designed to identify deficits in visual perception, eye–hand coordination and fine motor skills such as handwriting. The test can be administered to children from the age of 2 years up to adulthood. It evaluates the visual–motor integration by providing geometric designs ranging from simple line drawings to more complex figures and asking that the designs be copied (cf. Beery et al. 2010).
The SCRIPT test is a letter-form copying research test developed by Weil and Amundson (1994). The child is asked to copy 34 letters by using the Zaner–Bloser manuscript alphabet. For scoring, the original criteria provided by Weil and Amundson or modified versions (e. g. Windsor 1995) can be used (cf. Marr et al. 2001; http://ecrp.uiuc.edu/v3n1/marr.html, 2011).
5.2.2 Observation of Drawing and Writing
To be able to analyse the graphomotor abilities of older children (from 6.11 years), graphomotor exercise sheets may be used.
A second possibility is to ask for a writing sample (e. g. the child copies a short text).While this is being done, the therapist can observe such things as holding the writing implement, the pressure used, how the arm of the writing hand is moved across the desk/table, change of direction of strokes, fluidity of movement, speed, endurance, etc.
5.2.3 The Mann-Zeichen-Test2
This test was developed in 1949 by Ziler to assist in the determination of school readiness and the possible necessity of special needs schooling. Later it was also used to measure intelligence. Brosat and Tötemeyer (2007), however, confirm in the revised version of the test that it is not suitable as an intelligence test. Rather it gives information about the development of visual–perceptual processing, especially the visuomotor coordination, the figure-ground differentiation and spatial perception of children.
The task in the test is ‘draw a person as well as you can’. To do this the child only has one sheet of paper (DIN A4) and a pencil available.
The individual details of the drawn person are evaluated according to 52 criteria; this includes the in- or exclusion of details, while such things as the aesthetics or proportions are not considered. From the results the Mannzeichen age (that is the level of development in drawing a person) can be assessed and compared with the actual age of the child to find out whether this is typical or there is a delay.
Stay updated, free articles. Join our Telegram channel
Full access? Get Clinical Tree
