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Two aspects of visual memory are considered: visual sequential memory and visual spatial memory. Visual sequential memory requires the recall of an exact sequence of letters, numbers, symbols, or objects. Visual spatial memory requires recall of the spatial location of a previously seen stimulus and the ability to identify or reproduce it. Another feature, visualization requires the ability to manipulate visual images mentally.Visual analysis skills can be tested with the following:¾ Test of Visual Perceptual Skills, Third Edition (TVPS-3)¾ Motor Free Vision Perception Test, Third Edition (MVPT-3)¾ Developmental Test of Visual Perception, Second Edition (DTVP-2).The clinical signs and symptoms of non-motor visual analysis skill deficiencies can be found in Table 4.The Care Process 21b. Visual-Motor Integration Visual -motor integration (or visually guided motor response) is the ability to integrate visual information processing with fine motor movements and to translate abstract visual information into an equivalent fine motor activity, typically the fine motor activity of the hand in copying and writing. Visual- motor integration involves three individual processes: visual analysis of the stimulus, fine-motor control (or eye - hand coordination), and visual conceptualization, which includes the integration process itself. Deficits in any one of these processes will influence the overall result. Testing fine-motor coordination is therefore important for a differential diagnosis. For example, if visual analysis and fine-motor coordination skills are in the normal range but performance in visual-motor integration is deficient, the difficulties lie in the integration-processing phase. The clinical signs and symptoms of visual-motor integration skill deficiency can be found in Table 5.2Most visual-motor integration tests usually require the subject to copy progressively complex geometric forms. The Rosner Test of Visual Analysis Skills provides a spatial matrix to reproduce the forms. The World Sentence Copy test is an exception in that it tests speed and accuracy in copying a sentence, an activity comparable to desktop copying tasks in the classroom. ¾ Bead Threading subtest of the Dyslexia Screening Test (DST).The Grooved Pegboard test involves the integration of tactile, visual, and fine motor skills requiring manipulative dexterity. The task is to insert slotted pegs into a pegboard with holes that have randomly positioned slots. The pegs must be rotated too match the hole before they can be inserted. This timed test differentiates accuracy from automatic processing. The Eye-Hand Coordination subtest of the Developmental Test of Visual Perception requires the accurate drawing of lines within narrow channels, both straight and curved. The Motor Coordination Supplement of the Developmental Test of Visual-Motor Integration requires tracing within a double-lined drawing of the test stimulus forms. The Bead Threading subtest measures how many wooden beads can be thread on a string in 30 seconds.d. Auditory-Visual IntegrationThe ability to match a chain of non-complex auditory stimuli (usually sounds) to a correct visual representation of that stimulus chain, auditory-visual integration, requires remembering the sequence and spacing of sounds and then integrating that information with the visual modality. An auditory-visual integration task can also be viewed as a temporal-to-spatial association task.
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