The VPA™: Assessment & Clinical Reasoning — participation guide

• Why 12 skills across 5 domains
• When to reach for a standardized tool

• Two tools, two jobs: the Classroom Screen decides whether to look; the Full VPA™ measures. Nothing sits between them.
• Classroom Screen: 30 observed behaviors, six per level, 3–5 minutes. Green 0–4, yellow 5–10, red 11+; automatic-trigger items escalate regardless of total; 3+ visual-motor items raise a handwriting flag.
• A screen result is referral history, never an assessment finding, and it produces no levels.
• Full VPA™: 12 skills across 5 domains, about 30 minutes, age-band entry with about three items per skill; acuity, contrast, saccades, and pursuits run from printed calibrated cards.
• The domain says what is measured, the level says how hard the item is. The output is a profile, not a global score.

Two teachers complete the Classroom Screen for the same 10-year-old. One scores him at 6 (yellow), the other at 12 (red), and only the second checked "complains that words move on the page." What do you do next, and how would you describe the two screens in your report?

In one sentence each, state the job of the Classroom Screen and the job of the Full VPA™. Then write the one sentence about a screen result that is allowed to appear in an evaluation report.

Without looking, list the twelve Full VPA™ skills under their five domains. Then check yourself against the skill menu. The skills you forgot are the ones you are least likely to observe carefully.