Pilot Study Increasing Learning Capabilities

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Pilot Study - Increasing Learning Capabilities

• British Institute for Learning Development
• in partnership with
• St Andrews International School
• The British Institute for Learning Development
  seeks to increase childrens learning
  capabilities and intelligence

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British Institutes Philosophy

• The British Institutes learning programme is
  based on the belief that childrens learning
  capabilities and performance can improve where
  children receive personal coaching to first
  develop the foundational sensory systems of the
  mind and body.

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British Institute

• The British Institute runs a neuro-development
  programme for the St Andrews International school
  as well as an after-school programme for children
  from other schools.
• Before entering either programme, children are
  assessed to determine both their level of
  neurological development and their educational
  and intellectual aptitudes.

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British Institute

• The highly qualified team of professionals
  working with the Institute include
• Sensory Integration Therapists
• Speech and Language Therapists
• Psychologists both educational and counseling
• Teachers.
• While working with children in small classes of
  10-12, each child has a Individual Learning
  Development Programme (ILDP) to increase their
  learning capacity.

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British Institute Assessments

• The Assessments used to determine and track
  childrens development
• SCSIT /SIPT (Sensory Integration Test)
• TVPS-R (Test of Visual Perception Skills)
• TAPS (Test of Auditory Processing Skills)
• VMI (Beery-Buktenicia Visual Motor Integration
  Test)
• WISC IV (Intelligence Test)
• WIAT (Education Attainment Test)

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British Institute Pilot Study

• The pilot study of learning development used
  scores of the Beery VMI test and the TVPS-R
  recorded for 27 children.
• The tests were initially conducted in 2006 and 1
  year later conducted again to reveal changes in
  neurophysiological development.
• All the children in the study were identified as
  having a learning difficulty. All the children
  were seen to have sensory integration problems
  and had received sensory integration therapy over
  the 12 months of the study. The type of
  difficulty identified ranged from dyslexia,
  bilateral integration problems, dyspraxia,
  attention deficits, vestibular system and tactile
  system dysfunctions and auditory processing
  problems.

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Tests Used in the Pilot Study

• TVPS-R (Test of Visual Perception Skills)
• The TVPS-R visual perception test seeks to
  determine a persons visual-perception strengths
  and weaknesses based on non-motor
  visual-perception testing. The test reveals how
  a person perceives various forms within a
  specific category and the way these forms are
  interpreted.
• VMI (Beery Visual Motor Integration)
• The Beery VMI and its supplemental tests are
  related to the nonverbal aspects of intelligence.
  
• The Beery VMI test measures changes in visual and
  visual-motor development. The development of
  these neurophysological abilities is considered
  foundational to the development of academic
  skills, particularly reading, writing,
  mathematics and comprehension.

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TVPS-R Test of Visual Perception Skills Scores
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Life Script TVPS-R
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Life Script TVPS-R BILD Mean
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Life Script TVPS-R Case Study 1
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Life Script TVPS-R Case Study 4
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Life Script TVPS-R Case Study 5
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VMI Berry-Buktencia Developmental Test of Visual
Motor Integration Scores
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Life Script VMI
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Life Script VMI BILD Mean
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Life Script VMI Case Study 1
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Life Script VMI Case Study 4
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Life Script VMI Case Study 5
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Life Script VMI Case Study 6
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Significance -Correlation between VMI and TVPS-R

• The TVPS-R tests 7 aspects of visual perception.
• The VMI as a visual motor integration test, is
  considered a higher level assessment of
  neurological functioning and correlates to the
  WISC IQ scores.
• The TVPS-R scores of the Pilot Study show a
  higher level of change than the VMI. This is not
  necessarily a more significant change than the
  VMI as the VMI is a more specific indicator of
  neurological function as it indicated degree of
  integration.
• The corresponding significant improvement in both
  tests validates that improvement in function has
  occurred for the group.

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Significance -Statistical Significance

• The scaled deviation for both the VMI and TVPS-R
  scores is 15.
• An improvement of 7 points of the scaled score is
  considered to be with the normal range of test
  deviation.
• The increase for the TVPS-R mean scores of the
  BILD cohort of 50 (raw score increase from 10 to
  13) points in 1 year indicates an increase of
  capacity of 3 grade levels is a significant
  improvement where an increase of 1 full grade
  level would have been good.
• The increase for the VMI mean scores of the BILD
  cohort of 12.3 (raw score increase from 14 to 18)
  points in 1 year indicates an increase of
  capacity of 3 to 4 for the group.

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Significance -Implications for Learning

• The increase in the scores of the VMI and TVPS-R
  reveals an increase in neurophysological function
  and learning capability.
• As learning capacity improves it will impact
  learning performance, with a consequential
  increase in educational attainment, .
• It is intended to proceed to a full study that
  will assess the range of function and performance
  and show significant improvement from
  foundational neurophysiological function to
  intelligence scores and educational attainment.

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Significance -Comparison with Other Studies