SENSORY

INTEGRATION
AND PRAXIS TEST

PRESENTOR : Ashish kindo

MOT 19 batch (DD)
PURPOSE

The SIPT contribute to the clinical understanding of children with irregularities in

learning or behaviour. These tests were designed to assess several different
practice abilities, various aspects of the sensory processing status of the vestibular,
proprioceptive, kinesthetic, tactile, and visual systems, and major behavioral
manifestations of deficits in integration of sensory inputs from these systems.
Based upon the assumption that both learning and behavior are functions of the
brain, the SIPT uses a neurobiological model to help define the bases for learning
or behavior disorders.
Those sensory integrative and learning deficits that most effectively distinguish
between normal and dysfunctional children have been culled and collected into
the SIPT.
Accordingly, the SIPT is meant to serve primarily as a diagnostic and descriptive
tool.
DESCRIPTION OF THE SIPT
1. Author (s)
A. Jean Ayres, Ph.D.

2. Source (publisher or distributor, address)

i. Distributed by Western Psychological Services 1. 625 Alaska Avenue, Torrance, CA
90503 (800) 648‐8857
ii. http://www.wpspublish.com/store/p/2971/sensory‐integration‐and‐praxis‐test‐
sipt

3. Costs (booklets, forms, kit)* 1. Kit: $1,095.00

4. Purpose* – This test assesses motor planning and sensory integration in children
that looks at the following 17 areas
1. Space Visualization
2. Figure‐Ground Perception
3. Standing/Walking Balance
4. Design Copying
5. Postural Praxis
6. Bilateral Motor Coordination
7. Praxis on Verbal Command
8. Constructional Praxis
9. Postrotary Nystagmus
10. Motor Accuracy
11. Sequencing Praxis
12. Oral Praxis
13. Manual Form Perception
14. Kinesthesia
15. Finger Identification
16. Graphesthesia
17. Localization of Tactile Stimuli
APPROPRIATE USE OF SIPT
• The SIPT was designed for use with children from 4 years of age through 8 years, 11
months, of age.
• Most testable children with learning, behavioral, or developmental irregularities are
suitable candidates for most of the tests.
• The tests included in the SIPT are of performance type.
• The interpretation of SIPT scores requires some theoretical understanding of
sensory integration and praxis.
• It is recommended that the test be given in two sessions, if it is necessary to give
SIPT in single sitting, a break is recommended after the first testing of Postrotary
Nystagmus.
• The administration time for the SIPT ranges from 1½ to 2 hours, with an additional
30 to 45 minutes for the test user to prepare the protocol sheets for computer
scoring.
• The completed protocol sheets are then sent to Western Psychological
Services(WPS) for final computer scoring and preparation of a WPS TEST REPORT.
GENERAL ADMINISTRATION GUIDELINES

• TEST SETTING
 The SIPT should be administered individually in a quiet, well-lit room that is free of
distraction.
 The room should contain a child's table and two children's chairs.
• TEST MATERIALS
 space visualisation placement card, form board, blocks, and pegs

 Figure-ground perception test plates

 standing and walking balance half round wood dowel

 design copying test booklets (25) and scoring guide

 constructional praxis preassembled model, blocks, and angle guide card

 postrotary nystagmus angle guide card

 motor accuracy test sheets (25) and line measure

 manual form perception bases, forms of various shapes, responses card

 kinesthesia test sheets(25)

 localisation of tactile stimuli pen

 Shield

 Centimeter/ inches ruler

 Two red nylon-tipped pens

 Masking tape

 Ten sets of protocol sheets (answer sheets)

 Transmittal sheets (10)

 Test manual

 Carrying case

 Nystagmus rotation board

In addition, the examiner will need to supply the following materials that are not
included in the kit:
1) Soft (No. 2), black-leaded pencil for completing protocol sheets
2) Two other pencils, preferably one without eraser
3) Stopwatch capable of recording 1/10 seconds (available from WPS)
4) Two 8 ½*x 11* sheets of paper
5) Footstool (if child's feet cannot reach floor when he or she is sitting in the chair)
Using The WPS TEST REPORT™ PC DISK for the SIPT
The SIPT PC Disk (WPS Product No. W-1095) offers a convenient way to score and interpreting
the results of single tests, a subset of tests, or the entire SIPT battery. To use the SIPT Scoring
Disk, you must record the child's SIPT performance in the PC Answer Booklet, which is provided
with the disc. You can view interim reports to check data entry and print the final report from
your computer's printer.

Using the WPS TEST REPORT™ Mail-in Scoring Service for the SIPT

To use the mail-in scoring service, record the child's SIPT performance on the WPS TEST
REPORT™ mail-in protocol sheets (answer sheets) and then send the completed protocol sheets
to WPS for scoring.

The price of the protocol sheets includes the cost of scanning the forms, computer scoring the
results, printing a report, and return mailing.
 SPACE VISUALISATION
Materials
• 2 plastic form boards (1 with an egg-shaped hole, 1 with a diamond-shaped hole)
• 8 blocks (4 egg-shaped and 4 diamond-shaped)
• 2 pegs
• placement card
• protocol sheet
• stopwatch

In this test, the child is asked to choose which of two blocks will fit the hole in the
form board. If you are right- handed, seat the child to your left at the table and
place the protocol sheet to your far right. If you are left-handed, you may wish to
seat the child to your right and place the protocol sheet to your far left.
PLACEMENT AND HANDLING OF MATERIALS

1. Seat the child to your left at the table if you are right-handed.
2. Place the protocol sheet and placement card to your right. It may be necessary to
shield these materials from older or very sophisticated children.
3. One form board is always on the table in front of the child; the other is in your lap.
4. From the placement card, pick up the left block with your left hand and the right
block with your right hand, positioning them appropriately before placing both
blocks simultaneously in front of the child.
5. Place the blocks at the midline of the child with a 5 cm (2-inch) space between them.
6. Place the blocks with white side up; do not allow the child to turn over the blocks.
7. Start the stopwatch immediately following placement of the blocks.
8. Note the time as soon as the child indicates his or her choice.
9. Restrict impulsive action; if necessary, remind the child to look at both blocks before
deciding.
10. The child must understand that moving a block counts as a choice. (After Item 3 or 4,
reinforce the importance of looking carefully.)
11. If the child does not try the chosen block in the hole, ask him or her to do so.
12. If the child is unable to handle block placement, assist.
13. Record accuracy, hand used, and time.
14. It is possible for the child to respond in 0 seconds.
15. Selection of the wrong block, or no selection in 25 seconds, constitutes an error.
Indicate number of errors on the protocol sheet as they occur.
16. If the child selects the wrong block, ask the child to try the other block.
17. The correct block is always in the form board before the next item is presented.
18. If you are right-handed, remove the blocks and form board from the last item with
your left hand and place the new form board at the same time with your right hand.
19. If the same form board is used, leave it on the table and change the peg in front of
the child.
20. Discontinue the test after five errors, not necessarily consecutively.
21. After the test is completed, fill in the circles corresponding to the time on each item.
Time must be recorded as two digits (e.g., "06" for 6 seconds).
 FIGURE GROUND PERCEPTION
Materials
• book of test plates (2 pairs of trial plates and 16 pairs of test plates, each pair containing a
stimulus plate and a response plate)
• protocol sheet
• stopwatch
In this test, the child is asked to look at the upper stimulus picture of superimposed
or embedded figures and then find three figures from the six figures in the lower
response plate that are part of the upper design.
The other three pictures in the response plate do not appear in the upper stimulus
figure; they serve as distractors to the child.
Seat the child to your left at the table if you are right‐ handed.
The child responds by pointing to the figures on the response plates that correspond
to and are like the stimulus figures. No verbal response is required. The child's
responses and response time for each item are recorded
PLACEMENT AND HANDLING OF MATERIALS

1. Seat the child to your left at the table if you are right handed.
2. There are two trial items : the first is before item 1 and the second is before item 9
3. The child should understand that three figures are correct
4. Start the stopwatch immediately after turning the page
5. A maximum of 60 seconds is allowed for each test plate.
6. The child is allowed to change his or her response within 60 sec.
7. If the item become too difficult, encourage the child to choose rather than omit an
item. Also encourage the child to make a choice quickly if 50 seconds have elapsed
before three choices are made
8. An error is scored for incorrect choice or a choice which was not made within 60
seconds.
9. Do not tell the child which items are correct (except on trial items)
10. Record the child's three selections . Do not mark any selection made after 60
seconds. Record the cumulative number of errors and the number of errors per
items .
11. If the child chooses four or more figures on one plate, ask the child to just choose
three.
12. Note the time at which the child has made his other choices for that item. Record
time to the nearest whole second.
13. Discontinue after seven errors, if four errors were made in the last three plates
attempted, continue until four errors are made on three consecutive errors
14. Do not record responses following the final error, but let the child finish the item.
The time recorded for the final plate is the time at which the final error was made.
15. After the test is completed, fill in the circles corresponding to the time on each
item. Time must be recorded as two digits
Series I Trial Item
The plates in Series I contain pictures of common objects. Begin by opening the book of test plates to
the first trial item, Plates IA and 1B (see Figure 7), and place the book on the table in front of the child.
The main concept the child is to grasp during this trial item, if possible, is that three pictures or designs
on one plate are correct and three are not. Pointing appropriately, say:
"Three of these pictures (point to Plate 1B) are up here. (Point to Stimulus Plate IA.) Which three are
they?"
After the child points to the three correct pictures in Response Plate 1B, point out the three pictures not
in
Stimulus Plate IA and say:
"These three are not up here, are they?"
Then say:
"That is the way it will be each time I turn the page.
Find three pictures down here which are up here. Look carefully because it can be tricky."
If an error is made on the demonstration Plates IA and 1B, correct the child and give further explanation.
Responses on the trial item are not recorded
Series I Test Items
Then turn the page to Plates IA and 1B and immediately start the stopwatch. Allow 60 seconds for the
child's responses on each plate.
On the protocol sheet, fill in the circles corresponding to the child's choices (see sample in Figure 8). Be
sure to fill in only three circles for each item. Erase any marks indicating choices made but then changed
to another choice. Only response circles representing final choices should contain pencil marks.
If two errors are made on Plates IA and B, or fewer than three
choices are made within the 60-second limit, do not record the
child's response, but return to the trial plates and reinstruct the
child. After further instruction, turn to Plates IA and 1B again and
readminister them. Record time and responses for the re-
administration.
After the child makes three selections of the pictures or after time
limit has expired, write the elapsed time in seconds at the bottom
of the box for each item on the protocol sheet. Time should be
rounded to the nearest whole second. A maximum of 60 seconds is
allowed on each item. Any response made after 60 seconds is not
recorded. If only two choices are made within 60 seconds and the
child fails to make a third choice, the time scored for that plate is
60 seconds. The circles corresponding to the number of seconds for
each item are filled in after the test is completed. Be sure to fill in
two digits for each item—for a time under 10 seconds, enter zero for
the first digit (e.g., enter 6 seconds as "06").
Series Il Trial Item
The plates in Series Il contain embedded geometric forms. Series Il begins with Trial Plates IIA and
11B (see Figure 9). During this trial, the main concept the child needs to understand is that not all
the lines in the stimulus plate are
in the response plate. Say:
"Now you will look at designs instead of pictures of things. Three of these designs (point to
Response Plate 11B) are part of this one. (Point to Stimulus Plate IIA.) They are hidden in this upper
design, just as some of these pictures (turn back to Plate 8B) were part of this upper figure." (Point to
Plate 8A.)
Point to Design 1 of Plate 11B and say:
"This design is a cross, but not like the crossed lines up here, so it is not part of the upper design.
This one
(point to Design 2) is part of the design up here. Can you see it? (Trace Design 2 with finger.) Can
you see this one up
here? (Point to Design 3.) Some of the lines in this upper picture (point to stimulus plate) are not
always in the
choices down here." (Point to response plate.)
"Which one of these (point to Designs 4, 5, and 6) is hidden
in this design?" (Point to stimulus plate.)
Make sure the child sees that Design 5 is the correct choice
and Designs 4 and 6 are incorrect choices. Give any additional
instructions necessary for the child to grasp this idea, using
the trial plates as the only visual aids. Then say:
"The rest of the designs will be something like this one.
Find the three designs here (point to the response plate) that
are up here." (Point to the stimulus plate.)
Responses on the trial item are not recorded.
Series Il Test Items
Begin Series Il with Plates 9A and 9B. The time required for response and the cumulative
errors are recorded
for Series Il just as for Series I. A time limit of 60 seconds per plate still exists for Series Il. In
recording the cumulative errors, do not start over with Series Il. For example, if a
child made five errors on Series I, the first error made on Series Il is counted as the sixth
error

Discontinuing the Test

The test is discontinued after the child has made his or her seventh error, if the last four
errors were made on the last three plates attempted. If the four errors were not made on the
last three plates attempted, the test is continued until four errors are made on three, or parts
of three, consecutive plates. An incorrectly identified design is an error. Failure to attempt a
design and a design correctly identified after 60 seconds have elapsed are also errors. Time
recorded for the final plate is the time at which the child made the final error. Do not record
responses following the final error, even if the child changes a response, but allow the child to
finish the item.
STANDING AND WALKING BALANCE
Materials
• half-round wood dowel (2 inches wide by 10
inches long)
• shield
• protocol sheet
• stopwatch
• This test assesses the child's ability to balance while performing a series of standing and
walking tasks, with eyes open and with eyes closed.
• The child is allowed two or three attempts to reach the maximum score for each task.
• The test should be administered on a non-carpeted surface or on indoor-outdoor
carpeting.
• A floor covered with thick carpeting should be especially avoided. The area in which the
child is asked to stand or walk should not be close to walls or furniture.
• The child is in his or her stocking feet. If the child did not wear socks, he or she may be
tested barefoot. You should be wearing socks or nylon hose.
Directions
Demonstrate each item and give verbal directions.
If you think the child has a severe balance problem, begin on Item 1. However, for
most children, begin on Item 4.
Record the number of seconds (or number of steps on Items 9—10). If the child does
not receive the maximum score on the first attempt, allow a second attempt and, if
necessary (on Items 5—1 6), a third attempt.
Discontinue each item when the child meets the maximum score or when the
required number of attempts has been made.
If the child does not receive the maximum score on Item 4 (10 seconds), administer
Items 3, 2, and 1 until the child receives the maximum score on two items. Then
continue with Item 5.
Discontinue the test when all attempts on three consecutive items are scored as 0 or 1.
After the test, fill in the circles corresponding to the best response (highest score) on
each item.
Recording Responses
Scoring is either by whole seconds (Items 1—8 and 11—16) or by the number of steps taken
(Items 9—10). Position and/or movements of the head, trunk, and arms do not enter into
scoring. Write the number of seconds or number of steps in the box indicated on the
protocol sheet for each attempt made. After the test, fill in the circle corresponding to the
best response (but never more than the maximum score listed).
Do not fill in any circle for an item that was not administered. For example, if you started on
Item 4 and did not need to administer Items 3, 2, and 1, leave those circles blank. Similarly,
if you started on Item 4 but needed to administer Items 3 and 2, do not fill in a circle for
Item 1.
Discontinuing the Test
Discontinue the test when the best response (highest score) on three consecutive items is 0
or I (0—1 second or 0—1 step taken). Note that, on this test, a box for recording the
cumulative number of errors is not provided; the discontinuance criterion is based not on
cumulative low scores but on consecutive low scores.
 DESIGN COPYING
Materials
• Test booklet
• 2 sharp pencils (preferably one without an eraser)
• clear plastic scoring guide (include centimetre ruler)
• protocol booklet
• Sit next to the child at the testing table. Because you will be replicating the designs
drawn by the child, sitting on the side of the child's nondominant hand may assist
observation and scoring.
• Place the test booklet in front of the child and the protocol booklet in front of you.
Say: "Here are some pictures (lines, designs) for you to copy.
• The pictures are up here. (Gesture using three fingers and sweep from left to right
across the designs on the first page.) You draw them down here." (Gesture to the
response areas in the same general way.)
DIRECTIONS FOR PART I:
 Here are some pictures for you to copy. The pictures are up here. You draw them
down here.
 " Trial item: "Here is a line. ‘It begins on this dot (top left) and stops on this dot. You
draw it down here. Begin on this dot and draw the line to this dot... That's right.
This line is between this dot and this dot. There is no line here or here (lower dots).
Your picture looks like this one.
 " Part l: "Now draw these pictures. Draw them down here. Begin on a dot and stop on
a dot. Draw carefully. We can't erase. Start with this one. Draw a line down here."
After Item 1: "I am going to watch you and I will draw the same thing you draw. You
watch your pictures.'
 Draw the child's approach on Items 2—9, unless the child is age 4.
 Discontinue Part I after two consecutive items are scored O on accuracy (0 incorrect,
1 = partially correct, 2 = correct). Then go to Part Il.
 Refer to Manual to score accuracy and approach on the "Should Not Have"
parameters. When more than one attempt is made, score least accurate attempt.
 Discontinue Part I when 2 consecutive items are scored 0 on accuracy
DIRECTIONS FOR PART II:

“Now draw these designs. Draw them in empty spaces.” Draw the child's
approach to all part II items.
Discontinue part II after three consecutive items are scored 'N' on gross
approximation(SH parameter 1 on all items). When a correction is made on
part II, score more accurate line and disregard less accurate line. Refer to
should have(SH) and should not have(SNH) parameters.
Do not score SNH parameters for 4 year olds.
Scoring Accuracy on Part I
• The child's ability to perceive and execute aspects of visuo-spatial composition is measured by the spatial accuracy of his
or her drawing. In Part I, accuracy is determined by how close the child's lines are to the dots of the grid.
• Accuracy scores are 0 for incorrect, 1 for partially correct, and 2 for correct.
• To score each Part I item for accuracy, first determine if the child's figure is approximately correct in configuration and no
lines connect with incorrect dots. When there is a question as to whether the child's lines come close enough sensory to
an imaginary line between dots or to the correct dots to warrant a score of 2, the parallel lines of the scoring guide are
used. The parallel lines on the scoring guide are 2, 3, and 4 mm apart.
• Children ages 4—0 to 4—11 are allowed an accuracy deviation of 4 mm from a line or dot; children ages 5—0 to 5—11
are allowed a deviation of 3 mm; and children age 6—0 or older are allowed a 2 mm deviation from an accurate line or
dot.
• To measure the amount of acceptable deviation of a 4-year-old's line from an imaginary completely accurate line, use
the two lines on the scoring guide that are 4 mm apart. Place one line in the middle of the two dots between which the
line should have been drawn. If all parts of the child's analogous line fall within the 4 mm leeway, that line is considered
correct and meets the criterion for a score of 2. Similarly, if a line of a 4-year-old child's drawing extends past a dot or
fails to reach a dot, measure the distance with the scoring guide. If the distance is less than 4 mm, that aspect of the
drawing meets the requirements for a score of 2. Measure from the edge of the dot, not from the middle of the dot. To
determine the accuracy requirements for a score of 2 by 5-year-olds, use the two horizontal lines on the scoring guide
that are 3 mm apart and follow the above directions. Similarly, use the lines that are 2 mm apart when scoring drawings
of children ages 6 years and older.
Scoring Accuracy on Part Il
Spatial accuracy of Part Il is scored according to a number of parameters indicating desirable characteristics of space
management and graphic praxis (Should Have parameters). The parameters scored on each item are listed in the left column
of Table 2. For each Should Have parameter on Part Il, score as "Yes" if the parameter is present or "No" if it is not present.

Measurement of lines.
• Scoring of many parameters is based on the measurement of lines and angles for length, straightness, and degrees of
verticality and horizontality. The scoring guide is used for measurement purposes. It contains a centimetre ruler for
measuring the length of lines. Also on the guide are a 90-degree angle with lines 10 degrees on either side of the lines
forming the 90-degree angle and one line at 45 degrees from those lines. In addition, the guide has parallel lines 2 mm, 3
mm, and 4 mm apart for the purpose of determining straightness of lines.
• If the response figure in Part Il is not a gross approximation of the stimulus figure, score all Should Have parameters as
"No."
• Only when the child draws a gross approximation do you score Should Not Have parameters as "Yes" or "No." If there is no
gross approximation, score all Should Not Have parameters as "Unscorable."
• Score a Should Not Have parameter as "Unscorable" if response is such that you cannot determine whether or not a
parameter is present on an attempted item.
• Do not fill in circles on items not attempted. Do not score Should Not Have parameters for 4-year-olds.
 POSTURAL PRAXIS
Materials
• Protocol sheet
• stopwatch (optional)

 In this test, the child is asked to imitate postures that you demonstrate. In chairs
without arms, sit opposite to the child.
 Place the protocol sheet (and the stopwatch, if you use it) on a table to the side of
you.
 Arms and knees of both the child and yourself must be visible and identifiable (e.g.,
not hidden by loose sleeves or a skirt).
Directions
Sit opposite the child. Trial item: "You make your arms and hands do the same thing
that mine do. See how fast you can do It." Assume mirror image of illustration. After
child imitates: "This hand is over my ear, this hand is on top of it, and I'm leaning to
the side. It's as though you were looking in a mirror."
Assume neutral position. Item I: "Now do this one. Do it quickly." Hold each position
until the child correctly imitates it, or for 7 seconds
• In all cases, 0 if the posture was incorrect or completed after 7 seconds.
• Score 1 if the correct posture was assumed in 4 —7 or if the posture deviated as
described in the scoring criteria.
• Score 2 if the correct posture was assumed within 3 seconds.
• If the position changed frequently, the accurate position must be maintained for 2
of the first 3 seconds to receive a score of 2; otherwise, score the position at 7
seconds.
• Do not penalize for nonmirrored response. However, the first time this occurs,
encourage the child to assume a mirrored position.
• If unsure of the child's score, you may draw any deviations over the illustrations on
this sheet for later scoring.
 BILATERAL MOTOR
COORDINATION
Materials

• Two 8 1/2" x 11" sheets of paper

• Tape
• Footstool (in case the child's feet do not rest comfortably on the floor when the
child is seated)
• Protocol sheet
• In this test, the child is expected to imitate a series of movements after you have
demonstrated them.
• Sit facing the child.
• Each item consists of a motor pattern that is executed two or three times.
• Movements consist of touching the palms of the hands to the thighs or the feet to
the floor, making an audible, but not loud, sound.
• Scoring is based on the degree of smoothness, reciprocity of movement, and
sequencing.
• Timing and sequencing of movements are essential elements of the movement
pattern. Movements are expected to be rhythmical, with the arms or the feet in
motion from the time the item is started to the time it is finished, as in dancing.
Directions
Directions for Arms Items:
• Sit facing the child.
• Trial item: "Watch my hands move.
When they are through moving, you do the same thing. (Demonstrate.) (That's correct.)
• Be sure to move smoothly like this (move child's hands). When I begin with this hand
(left), you begin with this hand (child's right). When I begin with this hand (right), you begin with this
hand (child's left)." If insufficient number of movements: "Do it as many times as I did it.
• Item 1: "Watch me do another one.
(Demonstrate.) Now you do It." Do not penalize the child for starting with the wrong hand, but remind
the child on first (but only on first) wrong hand use.
• Fill in the circle corresponding to the child's item score (0 = incorrect, nonreciprocal, dysrhythmic,
segmented, incomplete; 1 = approximately correct or slightly irregular; 2 = correct and well
coordinated). Discontinue when four consecutive items are scored as 0.
• Then give feet items.

Directions for Feet Items: Do not give feet items to 4-year-olds.

Trial item: "Now we'll do the same thing with our feet. Watch me.
(Demonstrate.) You do it."
Score each item as 0, 1, or 2 as for the arms item, when two consecutive items are score as 0
discontinue the test.
 PRAXIS ON VERBAL
COMMAND
Materials
• protocol sheet
• stopwatch
 In this test, you will read aloud, one at a time, a series of motor commands which the child must
first understand, then plan and execute.
The commands all require the child to place part of his or her body in a specific position.
Both accuracy of execution and the time required to complete each command are recorded.
 Sit facing the child, on the same side of the table as the child, with the table on your dominant
side.
 Hold the stopwatch in your nondominant hand so that you can record the scores with your
dominant hand.
Both the stopwatch and the child should be in your line of vision.
DIRECTIONS:
• Face the child and read the trial command aloud.
• If correct: "That's correct. Now we'll do another." If incorrect: "Put your hand on your
nose like this (place child's hand on his or her nose). Now we'll do another."
• Administer all items. The child sits for Items 1—10 and stands for Items 11—24.
• For children ages 4 and 5, repeat command at 5 seconds if the action is not yet
completed accurately.
• Do not demonstrate, assist, or give cues. You and child assume neutral position
between items.
• Record accuracy for each item (0 = incorrect, or correct but not within time limit; 1 =
correct within time limit). Also record the time when the child correctly completes
the action or, if incorrect, the maximum time allowed
(15 seconds for ages 4—5, 10 seconds for ages 6—8).
• After the test is completed, fill in the circles corresponding to the time scores.
 CONSTRUCTIONAL PRAXIS
Materials
• box of blocks of various shapes and sizes, used for both Structures I and Il
• preassembled model for Structure Il
• angle scoring guide (15‐degree angle for scoring Structure Il)
• centimeter ruler
• protocol sheet
• stopwatch
• This test consists of two parts.
• In the first part, the child builds Structure I with seven blocks in imitation of a
structure you build with seven identical blocks.
• This structure is scored on 16 yes‐or‐no criteria.
• On completion of that part of the test, the child (excepting 4‐year‐olds) builds
Structure Il with 15 blocks in imitation of a preassembled model.
• Each of the 15 blocks of Structure Il is scored on one of eight different parameters.
• The time the child takes to build the structures is observed but not recorded.
STRUCTURE I
Directions for Structure l:
• Sit to right of child With two feet of space to left of child's mid- line.
• Remove Blocks I, 2. 3, and 4 from box one at a time. "I'm going to build a house (place Block
1). Here is the floor (place Block 2). Here are the walls (place Blocks 3 and 4). We line up the blocks VERY
carefully (finger corners of blocks).
• Now you build a house like mine here (point).
• I'll put the first block here." Place Block I at child's midline 10 cm (4 in.) from table edge. Place Blocks 3
and 4 20 cm (8 in.) distal to Block I and Block 2 behind them.
• Use same orientation as in box. If child begins house at wrong place, move Block I to original position.
"Keep this one here.
• Now you build the rest." If child places Block 2 proximal to Block 1, return Block 2 to previous position.
"Build your building here." If child disassembles, ask him/her to rebuild. "We are going to build some
more." Allow 3 minutes.
• "Here is the roof (place Blocks 5 and 6 on your structure) and here is the chimney (add Block 7). (Place
child's Blocks 5, 6, and 7 in that order behind child's structure.) Now build the rest of your house with
these."
• Allow 3 minutes, or 1 minute of nonproductivity. If the criterion for a block is met, score as I; if the
criterion is not met, score as O.
• After scoring: "Now take your building down. Put the blocks there (upper left of table) and get ready to
build a different building."
STRUCTURE II

Place the preassembled model of Structure Il on the table so that Block 3 is parallel to the edge of the table and its
left- front corner is 71/2 cm (about 3 inches) to the right of the child's right shoulder and about 25 cm (10 inches)
from the front of the table (see Figure 27).
Say: "Now build one like this. (Place the model on the table.) Here are the blocks. (Point to the blocks.) Make them
look just like this. (Point to model.) I'll start the building. I'll put this one here."

Directions for Structure Il:

• Do not administer Structure Il to 4-year-Olds.
• Add additional blocks, keeping same orientation.
• Place model 7.5 cm (3 ln.) to right of child's right shoulder and 24 cm (10 in.) from front of table.
• "Now build one ‘Like this. Here are the blocks (point). Make them look just ‘Like this (point). I'll start
the building. I'll put this one here." Place Block 1 so proximal end is 10 cm (4 in.) from table front edge
and 10 cm (4 in.) to left of child's midline. "Now you build the rest If child here (gesture)." moves Block
1, return block to original position. "Keep this one here. Now you build the rest." If child builds to left
of Block 1, return block used to "Build your block area. building here (gesture)
• Tell child he or she may stand up and look at structure but may not move model.
• Allow 15 minutes, or 2 minutes of nonproductivity. Score each block only on single most erroneous
parameter applicable.
SCORING STRUCTURE II

Score each block on one of the eight parameters described below and fill in the
circle for the parameter on the protocol sheet. Seven of the parameters describe
different aspects of incorrect usage of a block; the eighth parameter indicates
correct usage. Although a block may fulfil the criteria for more than one parameter,
it is scored on only one parameter. If a block is used incorrectly in more than one
way, it is scored for the parameter that will carry the heaviest penalty in scoring.
The eight parameters are defined as follows.
1. Displacement of 1 through 2½ cm. The block is otherwise correctly placed, including its orientation and
location, but is displaced by at least 1 cm but no more than 2½ cm (see Example A in Figure 28). If one portion
of a block is more displaced than another, it is scored on its greatest displacement.
2. Displacement more than 2½ cm. The block is otherwise correctly placed, including its orientation and
location, but is displaced more than 2½ cm (see Example A in Figure 28). A block scored on this parameter is
not scored on Parameter 1. However, if there is a more highly erroneous error, the block is scored on that
parameter and not this parameter.
3. Rotation more than 15 degrees. The block is rotated around a vertical axis more than 15 degrees but not so
much that it would be considered a right-left or front-back reversal (see Example A in Figure 28). To facilitate
measuring, place one side of the 15-degree angle guide at or parallel to the line where the edge of the block
should be and see if the block edge is at an angle greater than 15 degrees.
4. Upside down, right for left, front for back, or end for end. The block is rotated (usually 180 degrees)
around a horizontal or vertical axis in such a manner that, although resting on proper block(s) or resting in the
proper place, it is positioned upside down, in right-left reversal, in front-back reversal, end-to-end, or vertical
instead of horizontal. Blocks 5, 6, 7, 8, 9, 11, and 12 are commonly scored on this parameter. The rotation of
the block around the horizontal axis 5. 6. 7. 8. need not be 180 degrees for the block to be scored on this
parameter; for example, Block 6 may lie on its longest side.
5.Placement incorrect but logical. An incorrect placement of a block which nonetheless makes a logical and
recognizable contribution to the gestalt of the structure and is consistent with the model is scored on this
parameter. The child is obviously trying to replicate the model. The most common incorrect but logical errors
occur when a block is substituted for a similar block (e.g., switching placement of Blocks 7 and 8) or when
incorrect placement of a block due to a previous error occurs (e.g., placing Block 15 on Block 12 only because
of the omission of Block 10). When considering a score of incorrect but logical, analyse the block's placement
in relation to the general vicinity in which the block should have been placed, the other blocks or block
formations to which it should be related, and/or the block's similarity to other blocks. Observation of the
child during construction may assist you in differentiating between scoring a block as incorrect but logical
versus gross mislocation.
6.Gross mislocation. If a block has been placed on the structure without any logical resemblance to its or
another block's correct placement in the model, it is scored on this parameter. Blocks simply lying on the
table but pushed against the main structure or those that are added in a hit-or- miss manner fall into this
category. Sometimes a child gives up and simply piles the blocks on top of each other, indicating that he or
she knows they should be used but does not know how to use them.
7.Omission. When the child indicates that he or she has completed the structure, any block not used by the
child as part of the structure is counted as an omission. The child may play with the block but not relate it to
the structure.
8.O.K. If a block is not scored on any of the first seven parameters, it is considered
 POSTROTATORY NYSTAGMUS
Materials
• nystagmus board
• 30-degree angle guide
• protocol sheet
• stopwatch
• The ball bearing mechanism of the nystagmus board must be kept clean and lubricated so that the
board will turn freely. Use with persons weighing more than 70 pounds may damage the board.
• In this test, the child is rotated both clockwise and counter clockwise on a board and the duration of
post rotary nystagmus is timed. The nystagmus board is placed on the floor about one meter from a
blank wall and away from objects. Lighting should be even and of no greater or lesser intensity than
usual. There should be no bright spots such as windows.
• The child should not be allowed to play with the board before testing nor should he or she have
engaged in any activity which would tend to produce extra vestibular stimulation which could
invalidate the test. Should such activity inadvertently occur, a rest of I minute should occur before PRN
is readministered.
Positioning the Child's Head
Ask the child to sit cross-legged in the centre of the nystagmus board and to hold on to the
edge of the board in front of him or her. The child's head should be over the axis of the
board and tilted forward 30 degrees. To determine the correct degree of neck flexion to tilt
the head, the child is first asked to look straight ahead so that the head is upright. While in
this position, the tip of the angle guide is placed so that it touches the shoulder and the left
edge of the card is both vertical and lined up with the concha (visible cavity) of the ear. With
the card held against the ear and pivoting on its point, the head is tilted until the right edge
of the card is vertical.
Use of the card to position the head sometimes emphasizes head position so much that the
child later flexes his or her head too much. If this is the case, a more accurate head position
may be obtained without giving directions. Usually, when the child grasps the edge of the
board, the head is positioned automatically and no further instruction on head position
need be given other than in the following directions
DIRECTIONS:
• The child sits cross-legged in centre of nystagmus board and holds on to front edge.
Head is tilted forward 30 degree.
• "l am going to turn you around 10 times. While I'm turning you, hold your head like
this. Don't move your head while you're turning.
• When you stop, look up and look at the wall. I will look at you, but don't you look at
me; you look at the wall." Turn child to his/her left (counter clockwise), pushing the
child's left knee each time it comes around.
• After completing 10 rotations in 20 seconds, stop the child so he/she is facing the
wall. "Look at the wall. Don't took at me. (After a few seconds:) Keep looking at the
wall." Record duration of nystagmus to nearest whole second.
• Be sure the time is entered as two digits (e.g., enter 6 seconds as 06).
• After a 30-second rest: "Now we'll go the other way. Keep your head this way
(position head if necessary) and when you stop, look at the wall." Record duration to
nearest whole second. Avoid including random eye movements or secondary
nystagmus in time.
• After the SIPT is completed, administer this test again and record duration to the left
and right.
Recording Duration of Nystagmus
Begin timing as soon as the board is stopped. Watch the child's eyes and note the
duration of the nystagmus. When the nystagmus stops, stop the watch but continue
to observe the child's eyes for at least 2 seconds. If the watch has been terminated
prematurely, the appropriate amount of time is added to the clocked time. The
duration is recorded on the protocol sheet to the nearest whole second. Be sure to
enter the time as two digits—if less than 10 seconds, enter 0 as the first digit (e.g.,
enter 6 seconds as "06"). Be careful to record only the duration of the rhythmic, back-
and-forth movements of primary nystagmus and not random eye movements (which
frequently follow post rotary nystagmus) or secondary nystagmus. (In secondary
nystagmus, the fast beat is in the opposite direction. It is not frequently seen in 4-
through 8-year-olds.)
If the test is administered only one time, resulting in only one clockwise and one
counter clockwise score, use those same scores when filling in bubbles for the second
administration.
 MOTOR ACCURACY
Materials
• test sheet
• 2 red nylon-tipped pens
• tape
• line measure
• protocol sheet
• stopwatch
o In this test, the child attempts to draw a line on top of a printed line with both the left and right hands.
o Sit on the other side of the table facing the child. Smoothing the crease in the test sheet so that it is as flat
as possible, fasten the open test sheet to the table with tape at all four corners to prevent its movement.
The lower edge of the open test sheet is parallel to and I inch away from the front edge of the child's side
of the table, with the middle of the test sheet directly in front of the midline of the child.
Directions:
• Sit opposite the child.
• Tape the test sheet flat in front of the child. Give pen to child's previously determined writing hand.
• Demonstration: "Watch me. I'm drawing 8 line on top of this black line... Now you draw a line on top
of this blackline." If necessary, advise the child to go slower or faster.
• Test with preferred hand: "Now draw a line on top of this black line beginning here and going around
to here. Draw carefully." Begin timing at horizontal short-dashed line one inch above starting point.
Encourage child to take neither less than 30 nor more than 120 seconds. Discourage child's retracing
line. Stop timing at horizontal short-dashed line. Child fills in skipped portions. Turn over test sheet
to test nonpreferred hand.
• "Now you will draw a line with the other hand. You will draw on this black line beginning here and go
around to here.“
• Encourage child to take neither less than 30 nor more than 90 seconds. Record number of whole
seconds as three digits (e.g., 52 as 052).
• Measure distance to nearest half inch that child's line is off solid line or outside areas bounded by
short. medium. and long broken lines (e.g., 61b as 06.5). If child's line is not outside an area, record
00.0.
• Each hand's distance measurements must decrease in value. from the solid through the long broken
line.
 SEQUENCING PRAXIS
Materials
• Protocol sheet
In this test, the child repeats a series of hand or finger tapping movements following your
demonstration.
Within a given item, the first subitem sequence of positions is relatively simple; movements are
added to each successive subitem, making them progressively more complex.
Sit across the table from and facing the child.
Remove rings and other jewelry that make sounds when tapping the table. If possible, the child's
jewellery should also be removed.
Give the motor sequences by tapping the table (or other designated location) as indicated on the
protocol sheet.
Be sure to start with the correct hand.
Tap uniformly at the rate of one every half second (two taps per second) and firmly enough to make a
sound.
The sequence of positions for each subitem on the protocol sheet is read across, left to right.
Vertical lines separate parts of a sequence. If two hands are pictured with no dividing vertical lines,
both hands tap simultaneously in the position pictured.
Directions
• Sit opposite the child. Trial: "I am going to move my hands. When I stop moving, you do the same
thing. If I use this hand (hold up left), you use this hand (touch child's right). If I use this hand (hold
up right), you use this one (touch child's left). If I use both hands (hold up both), you use both hands
(touch both of child's hands).
• Fill in the 0, 1, or 2 circle corresponding to the child's score on each subitem:
0 = Executed with wrong hand position or movement, or too few or too many motions in sequence
Started with wrong hand position or movement, but started over and completed correctly
Score as 1 if the sequence was started or completed incorrectly (i.e., wrong hand position or finger
position, or wrong motion) but error is recognized (such as verbally indicating error or by waving hands
as if to "erase" movement) and the sequence is started over and completed correctly. Note that
corrections scored as 1 pertain only to those for inaccurate position or motion. Corrections for starting
with the wrong hand do not lower a score of I or 2
2 = Completed with correct hand positions in correct sequence and correct number of motions and/or
taps use of incorrect hand does not affect score.
• Discontinue each item when two consecutive subitems are incorrect (scored as O) and go on to next
item.
• Do not administer the finger items (items 7-9) to 4 year olds.
 ORAL PRAXIS
Materials
• protocol sheet

• In this test, you will be demonstrating a series of movements or positions of the lips, tongue, and
mouth, which the child is asked to imitate.
• Do not wear brightly Colored lipstick.
• Sit facing the child across the table.
• Test Items
There are no trial items on this test. The movements or positions to be demonstrated in the test items
are described on the protocol sheet.
The test begins with Item l. Say: "Watch my mouth and do this." Then demonstrate Item 1 by sticking
out your tongue as far as possible, exaggerating the action.
Score the child's performance as 0, 1, or 2, depending upon the skill of the response
Directions
Sit opposite the child. Item I: "Watch my mouth and do this." Score If child's response is not well
executed (does not receive score of 2): "Try to do this just as I do it" and demonstrate again. Item 2:
"Wait until I finish before you do these. Do it as many times as I do it." (Refer to scoring criteria in
Manual.)

• Administer all items.

• Give no verbal description except on Item 12.
• To get child's attention before items: "Watch me." Before each item, make sure child is watching your
face.
• Fill in the 0, I, or 2 circle corresponding to the child's item score:
0 = Unable to perform action
1 = Executed with poor quality, or adequately with sufficient number of movements but with poor
sequencing, or begun incorrectly but then corrected
2 = Executed well with good sequencing Nonmirrored or reversed response is till considered correct if
other criteria (except Items 13 and 14).
 MANUAL FORM PERCEPTION
Materials
• shield
• protocol sheet
• stopwatch
In addition, Part I requires:
• 8 white plastic forms of various shapes (e.g., heart, star, circle), about 1/8" thick and 2" diameter, which
are contained in a shallow box
• 9" x 12" response card with pictures of 4 forms on one side and 10 forms on the other
Additional materials for Part Il include:
•2 black plastic bases, one with 2 attached white forms and one with 5 attached white forms
• duplicates of the 7 forms Remove mold marks from edges of forms with razor blade to eliminate tactile
distraction. In Part I of this test, the child is asked to feel a form, with eyes shielded, and simultaneously
point to the picture of the form on a card. In Part Il, the child feels a form with one hand and finds
another form like it with the other hand.
DIRECTIONS FOR PART l:

• Sit to right of child. "I'm going to put one of these blocks in your hand." Place shield and response
card in position. "You point to the picture here (point to response card) of the block in your hand.
I'll put the first block in this hand (touch child's right) and you point to its picture here (point to
card) with this hand (touch child's left).“
• Start timing when form is placed in child's hand and stop timing when child points to printed form
(maximum = 30 seconds).
• Record time and accuracy (O = incorrect, 1 = correct).
• After the test, fill in the circles corresponding to the number ot seconds. Enter time as two digits
(e.g.. 6 seconds as 06).
• Discontinue Part I after four consecutive items are scored as 0 for accuracy.
• Maximum time per item: 30 seconds
• Discontinue after 4 consecutive items are scored 0 for accuracy
DIRECTIONS FOR PART II:

• Do not administer to 4‐year‐olds, or if five or more items on Part I were scored as 0 for accuracy.
Items that follow a fourth consecutive zero for accuracy and items with a time score greater than 30
are considered to have an accuracy score of 0.
• Place two‐form plastic base with hole on right. Trial l: "Now both hands will feel blocks at the same
time. This hand will feel this block (place child's right hand on stimulus form) and the other hand
will find one like it over here (lead left hand across response forms). Here's one and here's one.
(Place left hand on table.) Keep this hand (tap right) on this block and find a block just like it with
this hand (tap left). Tell me when you find the one that's the same. Be sure to feel each block. Begin
here (place left hand on first response form)... This time we can look." Remove shield and reinforce.
Return shield. Turn plastic base.
• Record time (maximum = 45 seconds) and accuracy (0 = incorrect, 1 = correct).
 KINESTHESIA
Materials
• test sheet • red pen • shield • masking tape • centimeter ruler • protocol sheet

 Kinesthesia is measured by the accuracy with which the child moves his or her finger from one
point on the test sheet to another point.
 To simplify this task, the test situation is described to the child as a game of "going visiting,"
which the child's hand will play without the help of his or her eyes.
 The test has one trial item for each hand and five test items for each hand.
 Sit directly across the table from the child.
 Tape the test sheet to the table with the trial items facing up.
 The edge of the sheet should be 21/2 cm (1 inch) from the table edge on the child's side of the
table, with the center mark positioned at the child's midline. Wording and numbers are
oriented so as to be read by you.
 Right‐hand items, labeled "R," are designated by solid lines; left‐hand items, labeled "L," are
designated by broken lines.
 Directions should always be given while the child's hand is stationary, not while in motion,
since listening detracts from attending to the kinesthetic stimuli. Because it is easy for the
child's mind to wander during test administration, giving the test rapidly will help to maintain
the child's attention.
DIRECTIONS:

• Sit opposite the child.

• Tape test sheet to table.
• Trial A: "We are going to play a game called 'going visiting.' I will take your finger to
different 'pretend' houses. Point your finger like this." Place child's right index finger
at beginning of line: "This is where you live. I'm going to take you to House A. Think
how It feels to go there so you can come back to House A by yourself. (Move finger to
end of line.) This is where House A is. Remember where House A is so you can come
back to it. Leave your finger here awhile. (Wait 3 seconds.) I'll take you home. (Move
to beginning of line.) This is where you live. Now put your finger on House A." If off
target: "Place the tip of your finger exactly on the arrow."
• Recording Item Scores :After the testing session has ended, measure the distance
between the tip of the item arrowhead and the tip of the inverted V for each item.
Use the centimeter ruler and record scores to the nearest tenth of a centimeter in two
digits (e.g., "0.2" or "1.0"). If the child's score is greater than 9.9 cm for any single
item, record that score as 9.9 cm.
Materials
FINGER IDENTIFICATION
• shield • protocol sheet
• In this test, one or two of the child's fingers are touched while the child's vision is occluded
by the shield. The shield is then removed while the child points to the finger or fingers that
were touched.
• Sit across the table from the child, holding the shield in your left hand. The child's hands
should be palms down on the tabletop.
• You may need to assist the child in spreading his or her fingers on the table. The fingers to be
touched are listed on the protocol sheet.
• When applying one stimulus to one finger, use your index finger to touch the dorsal surface
of the middle phalanx.
• When applying two stimuli to one finger, simultaneously use your index finger and thumb to
touch the proximal and middle phalanxes. The touch stimulus should be given rapidly with
one ounce of pressure (practice with a postal scale). Your fingers should be at normal body
temperature and you should avoid having cold fingers or long fingernails.
• Your fingernails should not touch the child. The child should not be able to obtain cues as to
where he or she was touched by noting a blanched or dented spot on the finger touched. Also
avoid unintentional tactile stimuli, such as allowing a sleeve to touch one of the child's
hands.
Directions:
• Sit opposite the Child.
• Childs hands are palms down on table.
• Vision is not occluded on trial Items. Trial I: "Touch that finger." If incorrect: "Touch It this
way (touch child's right Index finger to left middle finger)."
• Trial Il: "Touch that finger." On Trial Ill, give no verbal directions unless child fails to
respond: "Touch those.“
• After response on Trial Ill: "(That's right.) That time I touched two of your fingers at the
same time." On Trial IV. give no verbal directions unless no response: "Touch that one."
• After response on Trial IV: "(That's right.) That time I touched one of your fingers in two
different places."
• For test items, use shield to occlude vision while giving stimuli; remove it for childe Item I:
• "Now let's see if you can tell which finger I touch when you cannot see the finger that I
touch."
• Fill in the circle corresponding to the score for each item (O = incorrect, 1 = correct).
• Administer all items
• On trial items, do not occlude vision
• On test items, occlude vision during stimulation
 GRAPHESTHESIA
Materials
• shield
• protocol sheet
• In this test, you will be drawing a series of designs on the dorsum of the child's hands while the child's
view is occluded. After each design is drawn, the shield is removed so that the child sees his or her
hand while attempting to make the same design on the same hand with the index finger of the other
hand.
• Sit across the table from the child, holding the shield in your left hand.
• The child's hands are on the table with fingers parallel to each other and pointing away from his or her
body.
• The designs and the hand on which each design is drawn are shown on the protocol sheet. The designs
are drawn in the same orientation as on the protocol sheet (i.e., from the child's position, the design
will be upside down relative to the protocol sheet) and in the direction indicated.
• With your index finger, draw each design sufficiently large to occupy most of the space between the
carpal and metacarpal joints. During the drawing, apply about one‐half ounce of pressure. When
possible, draw the design in one stroke; however, the child may use more than one stroke.
• Speed of administration should be about 1 second for simple items and 2 seconds for more complex
items.
• The child draws the designs on the same hand on which you drew to avoid a tendency to make a mirror
image of the design. However, if the child draws on the wrong hand, the response is accepted and
DIRECTIONS:
• Sit across the table from child.
• Trial: "l am going to draw some designs (pictures) on me back of your hand (point to
child's left hand) with my finger. You draw the same thing in the same place (point).
Draw with your finger (point to child's right index finger). I will show you how with
this one. (Draw trial design without shield.) Draw what I drew. Draw it here (point
to left hand). Draw it carefully."
• Item 1: "Now I'll draw something different on your other hand. I'll draw without your
watching me."
• Position shield and draw Item 1 design. Then remove shield. If child does not
automatically draw line: "You Replicate child's drawings in blank boxes below.
Although the drawings may be scored later according to the criteria listed in the
Manual, estimate whether each item would receive a score of 0 (not even partially
correct).
• Discontinue the test after four consecutive items are scored as 0.
 LOCALIZATION OF TACTILE
STIMULI
Materials
• LTS pen
• centimetre ruler
• shield
• protocol sheet
• In this test, stimuli are applied to various locations on the child's arms and hands using
a special pen, and the child is asked to put his or her finger on the locations touched by
the pen.
• Sit across the table from the child, holding the shield in your nondominant hand. The
child sits with forearms on the table, hands palms down with fingers parallel to each
other and pointing away from the body.
• Hold the LTS pen by grasping the sliding sheath between the thumb and index finger of
your dominant hand and position it about I cm above the child's hand or arm.
• The device is held perpendicular to the table on which the child's arms rest.
• To apply the stimulus, quickly lower the pen tip to the child's arm or hand and continue
lowering the sheath to about I cm from the bottom stop, then lift the sliding sheath to
its original position (i.e., in contact with the upper stop and off the child's arm or hand).
• The total time from the time the sheath leaves contact with the upper stop to the time
it returns contact with the upper stop should be one-half second.
• Note that the lower edge of the bottom stop should be in contact with the cap of the
pen when the cap is on fully.
Trial Item
The trial item is given without the shield. To administer, say:
"I am going to touch you lightly with this pen. Put your finger where I touch you. Put your
finger here." Touch the back of the child's left hand with the tip of the pen as described
above. Then, if necessary, say:
"Put your finger exactly on the spot I touched."
If the child does not put his or her finger on the place touched, show the child how to do
it.
 VALIDITY AND RELIABILITY OF THE SIPT
VALIDITY
Test validity refers to the ability to draw meaningful inferences from test scores to
meet an intended purpose.
The primary purpose of the SIPT is the assessment of the sensory integrative and
practic status of children with known or suspected problems.
A secondary purpose of the SIPT is to provide a basis for treatment to ameliorate
sensory integrative and practic deficits.
In discriminant analyses, each of the 17 tests in the SIPT showed significant
(p<.01)ability to discriminate between normal(n=176) and dysfunctional (n=117)
children.
RELIABILITY
Test-Retest Reliability
Test-retest reliability measures the extent to which test scores for an individual are
consistent across different testing over time.
Insofar as the constructs assessed by the SIPT are assumed to be fairly stable over
time, a good measure of these constructs should have fairly high test-retest reliability.
Interrater Reliability
Interrater reliability indicates the extent to which a child's test scores remains the
same when his or her performance is evaluated, recorded, and scored by different
examiners.
All of the interrater reliability coefficients for the major SIPT scores were very high,
ranging from .94 to .99.