Monica
💫 Summary
The video provides an overview of the Beery VMI assessment, which is a standardized test used for individuals aged 2 to 100 to assess visual motor integration, visual perception, and motor coordination. The video also includes tips and tricks on using the assessment effectively and provides guidance on scoring and interpreting the results.
✨ Highlights📊 Transcript
The video provides an overview of the Beery VMI assessment, which is a standardized assessment used for ages 2 to 100.
00:05
The assessment consists of three components: visual motor integration, visual perception, and motor coordination.
The video suggests using all three components for a comprehensive evaluation.
The VMI component involves copying images, testing visual motor skills.
The Beery VMI assessment consists of three sections with different time limits and criteria for completion.
02:56
No time limit for the Beery BMI, but the test taker must reach a ceiling of three consecutive wrong answers.
The Visual Perception section has a time limit of three minutes or until the test taker reaches a ceiling of three consecutive wrong answers.
The Motor Coordination section has a time limit of five minutes or until the test taker reaches a ceiling of three consecutive wrong answers.
In the Visual Perception section, the test taker uses their finger to point at matching shapes.
The video discusses the scoring and use of the Beery VMI test, including the order of colors, important pages to tab in the manual, and additional information for testing children under five.
05:55
The order to follow when administering the test is green, blue, and then tan.
Important pages to tab in the manual include the scoring information on page 27, the summary page on page 78, and the standard score page on page 94.
The back page (180) is where the standard scoring section begins, and the age equivalent is on page 178.
Additional information for testing children under five includes using laminated cards to assess their ability to label body parts.
Information for testing children under functional age 5 is on page 81.
The video explains how to score and use the Beery VMI test, including marking correct and incorrect answers and finding the standard score based on chronological age.
08:53
Mark correct answers as ones and incorrect answers as X.
Only answers from 1 to 9 are counted for points.
Find the standard score based on the child's chronological age.
The video explains how to use the standard score conversion chart and scoring summary page in the Beery VMI assessment.
11:51
The standard score conversion chart helps find scaled scores and percentile ranks based on the standard score.
The scoring summary page provides a breakdown of the standard score interpretation, making it easier for parents to understand.
Age equivalents are optional and not necessary for insurance purposes.
The speaker explains how the Beery VMI assessment can provide valuable information about a child's motor coordination and visual perception, and how to analyze the results.
14:49
The assessment helps identify areas of struggle, such as shapes with corners.
Imitation comes before copying in the assessment, and it helps determine the child's level of development.
The assessment can guide goal-setting and identify areas where the child may need additional support.
00:05hey everyone
00:06welcome back to ot rex today's video is
00:09going to be an overview
00:10on this assessment called the berry bmi
00:14this is an assessment that is
00:15standardized and it's
00:17used for the age group two to one
00:20hundred
00:20so this is a really great assessment
00:22because you can use it for the pediatric
00:24population
00:25as well as the adolescents and the adult
00:27population
00:28i recently started to get a lot of
00:30questions from
00:31new ot's asking me about assessments as
00:34well
00:35as um any tips and tricks like i've been
00:37getting a lot of questions
00:39in general about those kinds of things
00:41so i'm going to
00:42share an overview on how i
00:45use this assessment as well as answer
00:47some of those questions for all of you
00:49to know
00:51i find that the berry vmi is a really
00:53great one to have
00:54in your inventory because the age range
00:57is very broad
00:592 to 100 is a very large age range to
01:01test on so
01:03that's always been a huge plus for this
01:05and as you can see
01:06when i was starting out i put tabs all
01:09over the sides to help me figure out
01:11how to score this effectively and i'm
01:13going to show you some trip
01:15tricks tips and tricks on how to utilize
01:18it so that
01:19you can get through it faster scoring is
01:21very easy let me give you a breakdown
01:23now
01:23i'm not going to show you guys the exact
01:25pages and the full breakdown because
01:27i don't want any copyright issues with
01:30this test
01:31so i'm just going to break down what you
01:33need to know in order to utilize this
01:35assessment
01:36so this assessment has three components
01:39to it
01:39you start with the berry vmi vmi stands
01:42for visual motor integration
01:44and then there's a visual perception
01:46section as well as a motor coordination
01:48section
01:49typically you do all three for
01:52an evaluation i have seen therapists
01:55just use
01:56this booklet which is the berry vmi part
02:00but to get a fuller picture i try to do
02:03all three and that's what's recommended
02:06so starting off
02:09the vmi basically is about
02:12here is an image can you copy the image
02:14that you see
02:17so
02:20it's going to look like this so
02:24here is an image and i want you to copy
02:26what you see here
02:27into the box here which is what we would
02:29tell
02:30the person taking this test you do not
02:32want to give away any clues or
02:35any hand gestures like when you go like
02:37this it gives them an indication that
02:39they start from the top and draw down so
02:41we don't do things like that
02:43i would point at the picture and say you
02:45see what i see in this box i want you to
02:47draw the same thing down here
02:49and then you would keep going
02:52here is a little cheat sheet that i
02:54created as a new grad to help me
02:55remember
02:56the amount of time that's allotted per
02:58section so
03:00basically the beery bmi
03:03is no time limit but you have to wait
03:06until they reach a ceiling
03:08a ceiling is when you get three wrong
03:11in a row so if they get let's say
03:14item number 15 16 wrong but they got 17
03:18right and then they got 18 wrong
03:20that's not a ceiling because they still
03:22have um
03:23they don't have a streak of three that's
03:25wrong so until they get like
03:2615 16 17 3 in a row wrong you would keep
03:30testing
03:32and then the visual perception section
03:34is
03:35three minutes long so it's either you
03:37wait until
03:38they hit a ceiling three or three in a
03:41row wrong
03:41or the three minutes is up the last one
03:44is motor coordination and they get five
03:46minutes for that one
03:47again either five minutes or until they
03:50meet a ceiling
03:52the visual perception section is the
03:54second assessment
03:55and you take a break from a pencil so
03:57the person who's being assessed should
03:59not have
04:00a writing utensil all they have to do is
04:02point at the matching shapes
04:04so i like to just place my finger here
04:06and say can you tell me which one looks
04:08the same
04:09as the one in this box and so they would
04:11point
04:12and point and you just keep going until
04:15three minutes is up or they meet their
04:17ceiling which is three in a row last
04:19section is motor coordination
04:21and this one is basically a stay inside
04:25the lime maze type activity and that's
04:28how i explain it to kids
04:29and parents so it's looking at how
04:32your visual skills and your motor
04:35coordination work together in order for
04:37you to stay inside guidelines
04:39so the first three you actually let
04:43them see you do it so for a i would draw
04:45the line down tell them hey i'm going to
04:47connect the dots and i'm going to stay
04:49inside the road can you do the same
04:51thing then they go
04:53you give them a demonstration then they
04:54go you give them a demonstration then
04:56they go
04:57and starting from seven they start doing
04:59it on their own
05:00imagine that this one's gonna take
05:02longer because there'll be a lot more
05:03drawing involved
05:04so this one has a time limit of five
05:06minutes or again until they meet a
05:08ceiling
05:09just a side note i find that when you
05:12have a timer out or the kids know that
05:14you are testing them there is a certain
05:17level of anxiety and nervousness that
05:19comes with that
05:20so i try my best to just say hey we're
05:22gonna do some drawing activities and
05:24some shape activities
05:25i don't say that it's an assessment or a
05:27test and
05:28that's why i think it's easier if i just
05:31check my
05:32watch real quick and time it on my own
05:34if needed
05:36and i also just tell them to try their
05:38best on the hard ones and the easy ones
05:40from the beginning
05:41because some of them are harder as they
05:44go through the assessment it becomes
05:45harder
05:46so just give them advanced warning like
05:48that um just try your best on the hard
05:50ones and the easy ones
05:51and i try my best not to make it seem
05:53like an actual assessment
05:55and i think this applies for adults too
05:57although most of the time if you're
05:58working with
05:59an adult whose you know cognition is
06:02good and they just know that you're
06:03testing their visual skills then
06:05you can tell them truthfully but for
06:07kids i tend to not do that the order
06:09that you always go in is green
06:11blue and then tan so if you have access
06:14to a manual
06:16at work and you want to put some tabs in
06:17there just to help you out remember
06:19things
06:20most settings tend to do this already
06:22but this is what i would do
06:24i would make sure that you have
06:29the scoring information tab which is
06:32page 27
06:34the summary page basically this breaks
06:38down
06:39like what's considered right and wrong
06:41uh that's page 78
06:45and for scoring
06:48you want to have page 94
06:52tabbed because that's the standard score
06:53page
06:55as well as
06:59the back so the back page
07:02180 is where the standard scoring
07:06section
07:06begins and the age equivalent is
07:11on the page before on 178
07:14so you kind of get an idea on what pages
07:16are important to keep tabs on
07:18and that way you can go through it more
07:20quickly
07:22something else i also did starting off
07:24as undergrad
07:25was i made this breakdown of there are
07:28also these laminated cards
07:30that come with the manual and this is
07:33for
07:33testing children under five you don't do
07:36this for kids who are over five
07:38basically it's just a way to see how
07:41they're labeling body parts so
07:43you ask them where's the hair where the
07:46arms
07:46or the feet the directions are in the
07:48manual and the child would just point
07:50and you can make
07:51note of if they're able to find where
07:54the eyes are
07:55and this is just additional information
07:56for you guys it's not really built into
07:58the scoring
08:00same thing for this one you can say
08:02where is the pig
08:03where is the cat where's the dog
08:05information for
08:06children under functional age 5 is on
08:08page 81 and it breaks it down like this
08:10okay so let's move on to some scoring
08:13basically after all three of these paper
08:16packets are done you are gonna return to
08:18this green one
08:19and you're gonna fill out this section
08:22so
08:23the raw score that is the first row
08:26is going to be the score that they got
08:30on each of these sections
08:31so for example let's say
08:35the child got all the way through
08:38nine but then they got 10 11 and 12
08:41wrong
08:41that means that their score their raw
08:44score is gonna be nine
08:45because they got one through nine
08:47correct barry bmi they have this nice
08:49recording summary score sheet so what
08:51you can do is just
08:53mark a one for all the ones that they
08:55got right so the example i had was
08:57they would have ones from one all the
08:59way through nine and then
09:01ten eleven twelve they didn't get right
09:03so you can indicate that as an x or
09:05whatever you want
09:06but that means only one through nine
09:07gets points let's say they skipped
09:10around let's say they got one through
09:11nine right
09:12they got 10 wrong and then they got 11
09:15right
09:16but they got 12 13 14 wrong so then you
09:19would count one through 9
09:22and 11 making it 10 so their raw score
09:25would be 10 in that case
09:26and that scoring applies to all of the
09:29packets
09:30but unfortunately the other packets
09:32don't have a scoring page like hey so
09:34after that you got all of your raw
09:36scores here that you would mark
09:38and then you're going to go ahead and
09:39find the standard score standard scores
09:41are conveniently
09:43placed in the back so as you can see it
09:45says
09:46raw scores to standard scores so you
09:48would have to find their age
09:50and then figure out exactly which
09:53bracket they fall under
09:54so you need their chronological age
09:57which
09:58is going to go here and
10:02i personally like to just use a calendar
10:04but you can do the math by hand
10:06if you're comfortable doing that you're
10:08basically subtracting
10:09their birthday from the test date so
10:12that you get their birthday
10:13as an exact year and month let's say
10:15that the person i assessed was
10:18four years five months and 28 days
10:21that would round up because it's over 15
10:23days so it would turn into
10:25four years and six months there is a
10:27really easy
10:28chronological age calculator if you
10:31google it
10:32it's like a pearson one i'll link it in
10:34the description box
10:35you don't have to do all that extra math
10:37if you don't want to don't worry about
10:39it
10:39so the only thing that you just need to
10:42keep in mind
10:43let's say that the child is three years
10:46old
10:47these colons here indicate the year and
10:50the month
10:51so it specifies like okay for this row
10:55it's
10:55children that are three years and two
10:57months through three years and three
10:59months
11:00and it goes all the way down so the nice
11:03thing about the way that this assessment
11:04is broken down is that
11:06the bmi scoring is right next to
11:09the visual perception as well as the
11:11motor coordination so you can get
11:13all of the standard scores in the back
11:15in a nice easy
11:16organized fashion so i'm just gonna pick
11:19one
11:20let's say that remember earlier our
11:24example was that the child got
11:25a raw score of nine and let's say
11:28they're
11:28three years and six months so i'm gonna
11:31go across the top
11:32three years and six months and then i'm
11:34going to go down
11:35and line it up with nine right here so
11:38their
11:39standard score is going to be 102. you
11:42would do this for all three sections
11:44so then you would get your standard
11:46score which is that second row
11:48so now we're off to scaled score i love
11:51the vmi
11:52it's so easy to score guys so now that
11:54very last page
11:56right behind all of the
11:59raw score to standard score conversions
12:01is a standard score conversion
12:04chart and this is actually going to help
12:06you answer pretty much all the remaining
12:08questions
12:09so now that we have our standard scores
12:12i think i said like 100 let's see
12:15we would go down the list find like one
12:19oh let's pretend they were back to 109 i
12:21think that was a number
12:22and then you can go across the chart and
12:25find whatever
12:26number you need here so they have
12:29the scaled score and the percentile
12:32ranks
12:33right here so just go down to the number
12:36that is their standard score for each of
12:38the tests
12:38and then match it up with their skill
12:40score and their percentile rank
12:42and that's going to give you these two
12:45sections
12:46so let's go back to 109.
12:49so if it's at 109 i'm gonna find 109
12:52here
12:53i'm going to go across and so that's
12:56their scaled score which is 12
12:58and their percentile which is 73.
13:03so that covers everything that you would
13:05have to include in your report
13:07but in addition to that i like to go
13:09back to
13:16[Music]
13:18page
13:22178 and it gives you a breakdown of
13:25their raw score to age equivalent if you
13:28want that
13:29age equivalents are soft scores you
13:32don't necessarily have to include
13:34them into your assessments like it's not
13:35something that insurance is going to
13:38ask you for but it is nice if like you
13:42want and
13:42you want a general understanding of
13:44where they fall for their age equivalent
13:46but i typically don't
13:48use that and i prefer to use this
13:51scoring summary page which is on oh
13:57here we go i like to look at the
13:58standard score interpretation on page
14:0094. i think this gives a better
14:02breakdown
14:03and i think it's easier for parents to
14:06understand
14:06like do they fall in average range below
14:09average range
14:10whereas if you get age equivalents a lot
14:12of times especially if they are lower
14:14scoring
14:15like parents are gonna be like so my
14:16five-year-old is
14:18at like a six month old level like it's
14:21also
14:23it is very discouraging putting it that
14:25way but overall i tend to prefer using
14:28these performance ranges
14:29on my reports but it's up to you
14:33and also how your clinic or your setting
14:36asks for it but at the end of the day
14:38like what
14:39insurance and reports are looking for
14:42are the standard scores and the
14:45percentiles those are very important for
14:47assessments across the board
14:49so you can also explain
14:52to parents like okay these are some
14:54things that you need to work on at home
14:56like i noticed that they're really
14:57struggling
14:59with this specific shape and i noticed
15:01that shapes with corners are really hard
15:03for them like they go
15:05um around the corner like instead of
15:07making a sharp edge like i notice all
15:09these things
15:10when i do this assessment so um i love
15:13the berry bmi
15:14and i hope that for any of you who have
15:17access to it that you utilize it
15:19it is standardized so insurance really
15:22looks for those
15:23standardized numbers so i typically do
15:26the vmi with my kids who are you know
15:29four and older if they have the writing
15:32ability to sit
15:33and sustain their attention and hold a
15:35pencil i'll do it with them
15:37and in addition to that i usually do a
15:40developmental test right so i feel like
15:41the next thing that i want to cover
15:43briefly
15:43is how do you analyze this information
15:47so what i love about the bmi is that
15:50it really captures a large amount of
15:53information between
15:55your motor coordination as well as your
15:57visual perception
15:58and this tells me a lot about where the
16:01person is at since i work with kids i'm
16:04gonna
16:04just refer to them as a child and what i
16:07love about the very vmi is that it
16:09breaks down the age range
16:11that you should be doing certain
16:14imitation as well as copying
16:17remember guys that imitation always
16:19comes before copying
16:20so imitating is when you see someone
16:23doing something
16:24so if i draw a line down in front of a
16:26child then they would imitate me by
16:28drawing a line down
16:29copying is when something is already
16:32done so there's a circle on the board
16:35can they
16:36copy the circle that's already on the
16:38board so imitating will come before that
16:42so this gives me a really great idea on
16:43where the child is at
16:45and it gives me an idea on what kind of
16:47goals they're going to need moving
16:48forward
16:49so let's say they're really struggling
16:51with
16:53diagonal lines then it kind of gives me
16:55an idea okay they
16:56they are visualizing circles horizontal
16:59and vertical lines really well if
17:01they're copying it correctly
17:02but i noticed when they got to the
17:04diagonals they're drawing it the wrong
17:06way
17:06or they're having a hard time drawing an
17:08x as well and they're drawing it as a
17:10plus sign instead
17:11so that gives me an indication on
17:13visually how they're perceiving those
17:14images and the fact that we're going to
17:16have to work on diagonals
17:20the manual also has this awesome
17:22breakdown
17:23of all the skills that a child is
17:26typically mastering
17:27at a certain age and it doesn't cover
17:30just visual but also
17:32gross motor information as well as
17:35fine motor so i love it it gives you a
17:38full breakdown on
17:39the age and the month so they should be
17:41able to do certain skills and you can
17:43reference this section for goals as well
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FAQs about This YouTube Video

1. What is the Beery VMI assessment used for?

The Beery VMI assessment is used to assess visual motor integration, visual perception, and motor coordination in individuals aged 2 to 100.

2. What age group is the Beery VMI assessment designed for?

The Beery VMI assessment is designed for individuals aged 2 to 100 to evaluate their visual motor integration, visual perception, and motor coordination.

3. What are the tips and tricks provided in the video about using the Beery VMI assessment effectively?

The video includes tips and tricks on effectively using the Beery VMI assessment, providing valuable guidance for scoring and interpreting the results.

4. How does the video provide guidance on scoring and interpreting the results of the Beery VMI assessment?

The video offers guidance on scoring and interpreting the results of the Beery VMI assessment, helping viewers understand the assessment process and its implications.

5. What does the video cover regarding the Beery VMI assessment?

The video provides an overview of the Beery VMI assessment, covering its standardized test used for visual motor integration, visual perception, and motor coordination, along with valuable tips and tricks.

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