Az Gören Çocuklar İçin Görsel İşlemleme Değerlendirme Ölçeği (6 – 9 Yaş)'nin Geliştirilmesi, Geçerlik ve Güvenilirliği

Abstract

This study aimed to develop an assessment tool for measuring the visual processing skills of primary school children with moderate low vision and to evaluate its validity and reliability. The assessment was based on the Cattell–Horn–Carroll theory’s broad ability of Visual Processing (Gv). The test items were designed to compansate receptive visual skills for children with low vision. Content validity was determined using the Davis method with 10 experts. The validity sample included 287 typically developing children aged 6–9 years, while the test-retest sample consisted of 32 children, and the low vision sample included 21 children. Higher-order confirmatory factor analysis demonstrated that the assessment aligned with the CHC model (CFI = 0.97; TLI = 0.97; RMSEA = 0.02). Convergent validity analysis showed a significant correlation between the composite scores and the Motor-Free Visual Perception Test-3 (r=0.64, p<0.01). Discriminant validity analysis indicated an insignificant low correlation with Sensory Eating Problems Scale (ρ=0.23, p=0.25). Test-retest analysis revealed an ICC of 0.76. Internal consistency analyses showed ωho=0.79 for the Gv, ω=0.55 for Visualization, ω=0.31 for Visual Memory, and ω=0.84 for Spatial Scanning. No significant differences in visual processing scores were found between the low vision group and typically developing children (p=0.07). In conclusion, the Visual Processing Assessment for Low Vision Children was found to be a valid and reliable tool to use on habilitation research and practice. Future research is recommended to establish normative data of the assessment and adapt it for other age groups.