Intro to Assessment: Visual Spatial Skills
Visual Spatial skills are another of the many areas assessed during psychoeducational evaluations with Dr. Katie. Check out my last post on Verbal Comprehension to get started!
What are Visual Spatial Skills?
Visual Spatial skills are the ways we identify, assess, and use visual information. They are not how well we see or our need for glasses (that’s called visual acuity). Consider visual spatial skills to be our “puzzle” or “chart” brain. Visual Spatial thinking captures our ability to perceive and use non-language information, such as visual patterns, details, items in space (spatial configurations), and visual memory. They are our ability to tell where objects are in space, including our own bodies.
Visual Spatial functioning includes our ability to use and understand visual or spatial information, such as charts, graphs, blocks, maps, and even athletic tasks! Its greatest impact in school is with organization, sequencing, and any left-to-right shifting (reading, solving math problems, charting). I like to think of this as the ability to not only use tangible (physical) items or understand how things fit together, but also the ability to have spatial awareness and orientation in our physical environment, such as sensing physical boundaries, transitioning between others, and negotiating small spaces. Visual Spatial functioning impacts how one demonstrates their knowledge in subjects like math (especially geometry), science, and reading. It also impacts our ability to perform gross motor tasks and safely interact within the environment.
Visual Spatial skills help us perceive and understand our environment. They are important in tasks such as tying your shoes, reading a map, and navigating a complex space (like finding your way around an airport). There are other factors that can influence our performance on visual spatial tasks, including executive functioning skills (e.g., sustained attention, pacing), visual acuity (needing corrective lenses), impulsivity, anxiety (perfectionism), fine motor skills during hands-on tasks, as well as other aspects of cognitive functions, including processing speed.
What do Visual Spatial scores in the “Average” range mean?
If one performs in the Average range, this demonstrates evidence that they have developmentally typical abilities to analyze and work with visual information, as well as navigate their own body in space. They can sustain focus to perceive, create, and recall visually detailed information accurately and efficiently just like that of many other kid’s their age. These skills can contribute to their ability to engage and learn during a wide range of hands-on and spatial tasks in school, particularly when under timed pressure to perform. When visual spatial processing is consistent with their other strengths and cognitive skills, these individuals generally have the capacity to learn efficiently in school and can demonstrate their skills when engaging in hands-on and visually-oriented tasks. They can also engage appropriately and safely in their environment by understanding body boundaries.
What do Visual Spatial scores in the “High Average, Very High, or Extremely High” range mean?
High visual spatial performance scores typically means one excels in building, constructing, or spatial tasks. They may be a “visual thinker” and may enjoy creating and connecting with items in their environment. They are likely recognized as completing building tasks with ease (such as Lego creations), following visual instructions on a map, as well as spatially orienting themselves during physical or athletic tasks (like catching a baseball). They may show preferences for these activities over verbal ones. If one has strong visual spatial skills, they may be more efficient when thinking and learning with visual tools or hands on tasks. Often, high visual spatial thinkers have a strong desire to complete projects and may become frustrated when unable to complete a task in its entirety. They may also show strengths in mathematics (especially geometry) and other physical ways to demonstrate their skills.
What do Visual Spatial scores in the “Low Average, Very Low, or Extremely Low” range mean?
Lower visual spatial skills indicate difficulties with one’s visual processing and understanding their body in space. They may struggle with analyzing visual details, organizing/sequencing, confuse left and right, or have trouble with body boundaries. They may experience emotional discomfort with unanticipated changes in routines. Lower skills in this area can also lead to difficulties with flexible thinking and a sense of overwhelm when there is a lot of visual information to take in. Individuals with visual spatial weaknesses may struggle to read, analyze, or orient themselves in physical environments, particularly when details matter (like completing a puzzle or waiting in line behind a peer). While it does not mean one cannot see or perceive visual details, they may benefit from support with visually oriented tasks or tasks with which require appropriate pacing, despite their intelligence or capability. Since visual spatial skills are highly important in school settings, they may need additional skill building, support, or accommodations when with maps, charts, or graphs, as well as when navigating the spatial demands during math concepts (like place value, multi-step instructions, carrying numbers). There can be many factors that influence visual spatial functioning performance other than pure weaknesses in this area, including testing error, neurodevelopmental condiitons like ADHD, health concerns (brain injury, pre/post natal health complications, concussions), fine motor weaknesses, difficulty with performing under timed pressure, anxiety, and other cultural factors.
Stay tuned for more information on other aspects of intellectual functioning as we continue to demystify the testing process!
Sources:
Facoetti A., Paganoni P., Turatto M., Marzola V., Mascetti G. (2000). Visual-spatial attention in developmental dyslexia. Cortex, 36, 109–123. 10.1016/s0010-9452(08)70840-2
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Ayearst, L. E., & Bagby, R. M. (2010). Evaluating the psychometric properties of psychological measures. In M. M. Antony & D. H. Barlow (Eds.), Handbook of assessment and treatment planning for psychological disorders (pp. 23–61). New York, NY: The Guilford Press.
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). John Wiley & Sons.
