BENDER

GESTALT II

Bender
Click to Visual-Motor
edit Master subtitle
Gestaltstyle
Test
Second Edition

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 Introduction

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 is greater
The whole
than the sum of its
parts.

Aristotle
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 History
Developed in 1938

A Visual Motor Gestalt Test and Its Clinical Use
- Lauretta Bender
Gestalt function
Integrated
Biologically determined
Responds to stimuli as a whole
Measures visual-motor integration skills in children
and adults from 4 to 85+ years of age
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One of the most frequently used instruments in
 Development &
Revision

Revision Goals:
Extend measurement scale significantly easier
and significantly harder items were added
Obtain a large and representative sample to
reflect visual-motor skills across
a lifespan (N = 4,000)
Retain as many original
Bender-Gestalt Test items as
possible:
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 Clinical Uses

Adience-Abience Scale
Measures development of defenses and coping
operations of the personality
Items relating to space and size, organization,
changes in the Gestalt form, and distortion
Psychopathology Scale
Items related to
organization, changes
in the Gestalt form,
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and distortions of the
 Administration

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 Test Description

Administration of the Bender-Gestalt II consists
of two phases:
Copy Phase
Examinee is shown stimulus cards with designs
and asked to copy each of the designs on a sheet
of paper
Recall Phase
Examinee is asked to redraw designs from
memory

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Motor and Perception supplemental tests
 Administration
Process

Kit consists of Examiners manual, 16 stimulus
cards, observation form, motor test, and a
perception test

Materials needed: Two pencils with erasers, 10

sheets of drawing paper, and a
stopwatch (not included in
test kit).

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 Observation Form

Examinee InformationName, gender, hand
preference

Physical ObservationsSensory impairments or

movement restrictions

Test-Taking ObservationsCarelessness,
indifference, inattentiveness, unusual or unique
behaviors
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Copy ObservationsExaminees approach,
 Administration
Process

Administer test on a table, seated across from
the examinee if possible
Supply one pencil and one sheet of paper
(vertically in front of examinee)
Show the stimulus cards to the examinee one
at a time (aligned with the top of drawing
paper)
Administer stimulus cards in the correct
numeric
Ages sequence
Startand
Itemdo notEnd
allow
Itemexaminee
to 4yr
turn or 11mo
7yr manipulate
1 them. 13
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Begin test with the appropriate card:
Administration Process

Copy Phase:
Inconspicuously measure how long the examinee
takes to complete the items record time in
minutes and seconds
Document your observations carefully note the
examinees approach to drawing each design

Recall Phase:
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Administered immediately following the copy
phase
 Administration
Process

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 Administration
Process

Motor Test:
2 4 minutes
Draw a line between the dots in each figure
without touching the borders

Perception Test:
2 4 minutes
Circle or point to a design in each row that best
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matches the design in the box
 Scoring

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 Scoring

Global Scoring System used to evaluate each
design the examinee draws during the Copy
and Recall phases
5 point rating scale
Higher scores better performance
The Global Scoring System
0 No resemblance, random drawing, scribbling, lack of
design
1 Slight vague resemblance
2 Some moderate resemblance
3
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4 Nearly perfect
 Scoring

Using the different areas of the Observation
Form:
Total the raw scores
Record any observations noted during
administration
Calculate:
The examinees age
Testtaking times for the Copy and Recall
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Supplemental tests scores
 Scoring

Scoring the supplemental tests:
Motor Test
Criteria for Scoring the Motor Test
1 Line touches both end points and does not leave the box.
Line may touch the border but cannot go over it.
0 Line extends outside the box or does not touch both end
points

Perception Test
Each correct response is scored one (1) point
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Each incorrect response is scored zero (0) points
 Interpretation

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 Test Scores


Raw scores for Copy and Recall phases are
converted into scaled scores and percentiles
Mean = 100 Classification Labels for Standard
Scores
SD = 15 145 - 160 Extremely high or extremely advanced

130 144 Very high or very advanced

Standard
120 129 High or advanced
Score can
110 119 High average
range from
40 to 160 90 109 Average
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80 89 Low average
 Test Behavior

Information gained through observation of test-
taking behaviors is crucial
Global Scoring System integrated (age,
education, ethnicity, IQ, test performance, and
behaviors)
Indicators of potential behavioral or learning
difficulties: length of task, tracing with finger
before drawing, anchoring, frequent
erasures, motor incoordination
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 Internal Consistency

Split- Half Reliability
A group average coeffient of .91
Standard Error of Measurement of 4.55
Test-Retest Reliability
Varied from .80 to .87 when corrected for the
first test

Overall good reliability

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 Inter-rater
Consistency

Correlation of scoring between examiners was
high
Copy Phase: .83 to.94 (average of .90)
Recall Phase: .94 to .97 (average of .96)

This test is easy and straight forward to score

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 Validity

Correlation with other visual motor tests:
When matched with the Beery VMI:
.65 for the Copy Phase
.44 for the Recall Phase

Do you consider this valid?

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 Validity

Correlation with other tests
Tests of achievement: WJ-III _ACH and WIAT
Ranges from .20 to .53 for the Copy Phase
Ranges from .17 to .47 for the Recall
phase

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 Validity

Correlations with other tests
Tests of intelligence: Stanford Binet 5 and
WAIS III
Ranged from .47 to .54 for the copy phase
Ranged from .21 to .48 for the recall
phase

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than one construct being measured
 Standardization
and Norming

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 Standardization
Sample

Based on a carefully designed, stratified,
random plan that closely matched the U.S.
2000 census
4,000 individuals from 4 to 85+ years of age
Additional samples were collected for validity
studies (e.g., individuals with mental
retardation, learning disabilities, ADHD, autism,
Alzheimers disease, and examinees identified
as gifted)
Data
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2001 through 2002
 Normative
Specifications

Utilizing U.S. 2000 census data, the Bender-
Gestalt II normative sample was designed to be
nationally representative and matched to
percentages of the U.S. population for four
demographic variables:

1. Age
2. Sex
3. Race/Ethnicity (including Hispanic origin)
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4. Geographic Region:
 Age and Sex

21 age groups, differing in size and age, were
defined

More refined age categories used at the earliest

and latest age groups because of higher rate of
change in scores due to age-related
development or decline

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 Sex

The Bender-Gestalt II standardization included
approximately equal percentages of males and
females for each age group except for ages 60
and above where differences in sex also occur
in the census

60 69 Females (55.5) and Males (44.5)

70 79 Females (61.0) and Males (39.0)
80+ Females (66.0) and Males (34.0)
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 Race/Ethnicity

Examinees racial and ethnic origins were
identified on the consent forms by the
examinees or their parents or legal guardians
American Indian or Alaskan Native, Asian, Native
Hawaiian, or other Pacific Islander
Black or African American
White
Hispanic
Multiple ethnicities (classified as Other)
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 Geographic Region and
Socioeconomic Level

Four regions: Northwest, Midwest, South and
West
Examinees home or residence was used to
define his or her geographic regions
Educational attainment was used as an
indicator of socioeconomic level
Adults: levels measured by years of education
completed
Minors: levels measured by the years of
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guardians
 Clinical Populations

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 Clinical and Special
Populations

Mental Retardation:
Significant sub-average intellectual functioning
as measured by an IQ score of more than two
standard deviations below the mean
Concurrent deficit in adaptive behavior
Designation by a local, county, or state
education agency that the individual is qualified
for special services for mental retardation
Qualified classifications referenced in the DSM-
IV-TR
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 Clinical and Special
Populations

Specific Learning Disabilities
Academic achievementsubstantial discrepancy
from intellectual capacity with both achievement
and IQ
Specific learning disabilities: discrepancies in any
of seven areas as originally defined in Public
Law:
Mathematics calculation, mathematics reasoning,
basic word reading, reading comprehension,
listening comprehension, spoken or written
expression
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DSM-IV-TR emphasizes:
 ADHD

For inclusion in the category of ADHD,
examinees were required to provide a
documented formal diagnosis of ADHD utilizing
DSM-IV-TR diagnostic criteria for the following
codes:
314.01 ADHD
Combined Type
314.00 ADHD
Predominately Inattentive Type
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314.01 ADHD
 Serious Emotional
Disturbances

For inclusion in the Serious Emotional
Disturbance category, examinees were
required to have a documented condition
exhibiting one or more of the following
characteristics:
Inability to learn that cannot be explained by
intellectual sensory, or health factors
Inability to build or maintain satisfactory
interpersonal relationships with peers or
teachers
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Inappropriate types of behavior or feelings under
normal circumstances
 Autism and Alzheimers
Disease

Autism:
Examinees included in this category were
required to exhibit a documented developmental
disability that significantly and adversely
affected verbal and nonverbal communication
and social interaction as they relate to
educational or occupational performance
Alzheimers Disease:
Examinees were independently diagnosed prior
to testing. Diagnosis was primarily based on
9/17/12 DSM-IV-TR 294.1x criteria
 Giftedness

For inclusion in the Giftedness category,
examinees were required to provide
documentation for both of the following
criteria:
Performance on an individually administered IQ
test with a score of more than two SDs above the
mean
> 130, M = 100, and SD = 15
Official designation by a local, country, or state
education agency that the individual is qualified
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 Beery VMI-5

The Beery-Buktenica
Click to edit Master subtitle
Developmental
style Test of Visual-
Motor Integration
Fifth Edition

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 Introduction

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From amoebas to humans and
from infants to adults, successful
development is characterized by
increasing articulation and
integration of parts with wholes.
Beery VMI

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 History

Developed in 1967 Largely due to the
inadequacies of the Bender:
Too difficult for young children
Questionable reliability and validity
Theoretical Framework:
- Piagets theory of Sensory-Motor
bases for achievement
- Higher levels of thinking and
behavior require integration among
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sensory inputs and motor action
 Overview

Primary purpose:
Help identify significant difficulties that some
children have integrating or coordinating their
visual-perceptual and motor abilities
Visual Development
Interpretation of visual stimuli Simple visual
sensation and cognition
Motor Development
Manipulative ability
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Visual Motor Development
 Overview

Beery VMI
Developmental sequence of geometric forms to
be imitated or copied with paper and pencil
Virtually culture-free uses geometric forms
rather than letter or numeric forms
Assesses ability to integrate visual and motor
abilities
Visual Perception (supplemental)
Identify parts of their own bodies then point at
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 Clinical Uses

Help identify significant difficulties in visual-
motor integration
Obtain needed services for individuals for
exhibit difficulties
Assess the effectiveness of educational and
other intervention programs
Serve as a research tool
Interpretation of test results
requires
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and experience of specialists in
 Administration

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 Administration

Can be validly administered as either a group
screening test or for individual assessment
purposes
Preschool children should be tested individually
Kindergartners are best in groups of about six
Children in first grade and above can be tested
as an entire class
Administer test and supplemental
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tests in order
 Administration

Two forms
Short form (ages 2 7)
Full form (ages 2 18)
Kit includes: Administration manual, Short
Form, Full Form, Visual Perception Form, Motor
Coordination Form
Materials needed: Test booklet,
pencil without an eraser, or a ball
point
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 Administration

Should take 10 15 minutes to administer

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 Scoring

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 Scoring

Each item has a fairly strict scoring criteria
Will need a ruler and a protractor for
some items to score correctly.

Pages 28 75 of the Beery VMI

manual list scoring criteria and
supplemental information for all the
items in the Full and Short booklets
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 Scoring

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 Scoring

One point for each imitated or copied item
Discontinue after three consecutive failures
Raw scores are converted to scaled score and
percentiles
Mean = 100 SD = 15
Age norms

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 Score Interpretation

Score Range Interpretation
>129 very high
120-129 high
110-119 above average
90-109 average
80-89 below average
70-79 low
<70 very low

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 Scoring Notes

The statistically true score is +/- 5

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 Sampling

The questions on the VMI correlate to the 600
stepping stones of gross, fine visual and visual-
motor development.
The 5th ed. Norms correlated .99 with the 2003
sample
The demographic characteristics of the 2003
sample matched very closely to the 2000 US
census sample

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 Internal Consistency

Odd/even split-half correlation: .88
Coefficient alpha: .82

There is high level of consistency among test

items and the test measures what it says it
does.
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 Psychometrics

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 Reliability

Content Sampling

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Rasch-Wright Item Separations
 Reliability

Internal Consistency
In the third edition Beery VMI norming studies, odd-
even correlations ranged from .76 to .91, with a
median of .85
Other studies have yielded single-grade split-half
correlations ranging from .53 to .92, with a median
of .78

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 Reliability

Time Sampling
Assessed with a group of 115 children between
the ages of 5 and 11. With a re-test average time
of 10 days

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Raw Score Coefficients
 Reliability

Interscorer Reliability
Evaluated with two professionals independently
scoring 100 randomly selected testings from the
norming group

Interscorer Reliabilities
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 Overall Reliability

Summary
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Motor Coordination Reliabilities
 Validity

Concurrent Validity

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 Validity

Construct Validity
Seven hypotheses were generated
Chronological Age
Part-Whole Inter-correlations
Part-Whole Hierarchy
Intelligence
Academic Achievement
Item and Person Separation
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 Validity

Predictive Validity
Generally, researchers have found the Beery VMI
to be a valuable predictor, particularly when
used in combination with other measures, of:
Reading difficulties
Reading, Language Arts, Mathematics scores
between entering kindergarten and the end of
first grade
School achievement
School failures or retentions
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Visual-motor predictive correlations appear to
 The End

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