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