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By: ARIANNY SAVINONTest of Visual-Motor Integration:
Visual-Motor Skills
Developmental Test of Visual-Motor Integration-Berry VMI-5
Visual-Motor Bender Gestalt Test-2
BENDERGESTALT IIBender Visual-Motor Gestalt TestSecond Edition
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Introduction
Bender-Gestalt IIWhat does it measure?
-The Bender-Gestalt II measures visual-motor integration skills in children and adults from 4 to 85+ years of age.
It also provides an assessment of memory for children and adults from 5 to 85+ years of age.
How was it designed?
The development of the test was guided by over 60 years of research on the original test, contemporary methods of test construction, and current standards of educational and psychological testing.
Why is this test important?-The Bender-Gestalt II provides useful information for educational, psychological, and neuropsychological assessment.
What are Visual-Motor Skills?Visual motor skills refer to the ability to coordinate vision with the movements of the body.
Visual-motor development implies much more than handwriting. Children need to be able to use their hands and eyes as paired tools.
This test is derived from early work begun on assessment of visual-motor skills by Lauretta Bender in 1938.
The first version consisted of 9 geometric designs that examinees were asked to copy. Then the examinees reproduction of the designs were scored for accuracy.
In 2003, Brannigan and Decker revised the original version to produce the BVMGT-2, adding 7 new designs and using a holistic scoring system to score the examinees reproduction of the designs.
One of the most frequently used instruments in psychological assessment .
History
History: Scoring System Koppitz Scoring SystemIn 1963, Elizabeth Koppitz develop a 30 item method of scoring the BVMGT, based on 4 criteria. This system was widely used in schools and clinical setting between the mid-1960s and early 2000s.
In 2007, Reynolds obtained rights to the original version of this scoring system and introduced a the Koppitz Developmental Scoring System for the Bender Gestalt Test-2(Koppitz-2)
.
They are used to assess perceptual and perceptual-motor problems in students who are already experiencing school learning problems.
Many professionals believe that in order to remediate leaning disabilities, we need to address the perceptual-motor problems, visual-perceptual problems, sensory integration and psycholinguistic problems.
Students thought to be learning disabled are often given these tests to ascertain whether perceptual problems coexist with learning disability.Why do we assess Perceptual and Perceptual-motor skills?
Why do we assess Perceptual and Perceptual-motor skills?
These tests are often used by clinical psychologists as an adjunct in the diagnosis of brain injury or emotional disturbance.
Many psychologists consider that perceptual-motor deficiencies such as: difficulty writing, and copying, reversing letters and symbols, distortion in figures, deficit in attention and focus are directly linked with learning disability.
Perceptual-motor tests are often used in assessments to determine students eligibility for special education.
This tests are used in the schools to assess students who may need instruction to remediate or ameliorate visual or auditory perceptual problems before they interfere with school learning.
Norms are based on a stratified, random sampling that closely matched the U.S. census data from the year 2000 for sex, race/ethnicity, geographic region, and socioeconomic level. The sample included 4,000 individuals ages 4 years to older than 85 years.
NORMS
Administration
Test - Features
Examiners Manual
Provides a 167-page manual (Brannigan & Decker, 2003) that details: the historical background, Test development, administration and scoring guidelines,Norming and standardization processClinical and special populations studied, Reliability and validity studies, Interpretation guidelines,Standard score tables for ages 4 to 85+ years, andExamples of the Global Scoring System criteria for each design.
Stimulus Cards
Includes sixteen stimulus cards divided into two tests,Four additional designs are used for subjects 4 through 7 years of age.
There are 12 designs for test taker 8 years of age or older.
Both sets have 8 common designs.Stimulus cards are reproduced from mechanically drawn designs for greater clarity and precision and
Are printed on durable plastic that can be cleaned easily.
Test Description Its a norm-reference test.Its an individually administered test.Assesses visual-Motor integration skills.Assesses individuals from ages 4 years to 85 years.Its a copying test.The test is untimed.
Administration of the Bender-Gestalt II consists of two phases:Copy PhaseExaminee is shown stimulus cards with designs and asked to copy each of the designs on a sheet of paperRecall PhaseExaminee is asked to redraw designs from memory
Motor and Perception supplemental tests screen for specific motor and perceptual abilities/difficultiesAdministration 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).
Administration Process
Examinee Information Name, gender, hand preferencePhysical Observations Sensory impairments or movement restrictionsTest-Taking ObservationsCarelessness, indifference, inattentiveness, unusual or unique behaviors Copy Observations Examinees approach, drawing process RecallAmount of time needed to recall designs and the order in which designs are recalled SummaryOverview of information collectedObservation Form
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 sequence and do not allow examinee to turn or manipulate them.Begin test with the appropriate card:
Administration ProcessAgesStart ItemEnd Item 4yr 7yr 11mo 1138yrs and older 516
Copy Phase:
Measure how long the examinee takes to complete the items record time in minutes and secondsDocument your observations carefully note the examinees approach to drawing each design Recall Phase:Administered immediately following the copy phase Examinee is given a new sheet of paper an asked to draw as many of the designs that were previously shown.
Administration Process
Motor Test:2 4 minutes are allowed to complete the subtest.
Draw a line between the dots in each figure without touching the borders.
This test consists of 4 test items and each item contains three figures. Test takers are required to connect dots, in each figure without lifting their pencils, erasing or tilting their paper.
Perception Test:This test consist of 10 items that require a test taker to match a design in a multiple-choice array to a stimulus design.
2 4 minutes are allowed to complete the task.Circle or point to a design in each row that best matches the design in the boxAdministration Process
Generally, moderate to severe deviations in the drawings, including characteristics such as:
Misalignment (rotations), Reduction of elements (e.g., the number of dots in Figure 6), Increase of elements (e.g., the number of dots in Figure 6), Simplification of elements (e.g., using lines in Figure 10), Omission of elements (e.g., a line of dots in Figure 10), Substitution of elements (e.g., drawing dots for circles in Figure 7), Integration of elements(e.g., not joining the circle and square in Figure 5). These errors are typically scored in the 0 to 2 range, depending on the degree of severity and the overall intactness of the drawings.Examinees Common Errors
TEST APLICATION-VIDEO-
THE BENDER GESTALT TEST
Scoring
Global Scoring System used to evaluate each design the examinee draws during the Copy and Recall phases5 point rating scale Higher scores better performanceScoring The Global Scoring System0No resemblance, random drawing, scribbling, lack of design1Slight vague resemblance2Some moderate resemblance3Strong close resemblance, accurate reproduction4Nearly perfect
Using the different areas of the Observation Form:Total the raw scoresRecord any observations noted during administrationCalculate:The examinees ageTesttaking times for the Copy and Recall phasesSupplemental tests scoresPercentile rangesNow refer to the appendixes in the manual for the corresponding standard scores, percentile ranks, and other scores.
Scoring
Scoring the supplemental tests:Motor Test: Each figure on the motor and perception subtests are scored pass or fail.
Perception TestEach correct response is scored one (1) pointEach incorrect response is scored zero (0) points
Scoring Criteria for Scoring the Motor Test1Line touches both end points and does not leave the box. Line may touch the border but cannot go over it. 0Line extends outside the box or does not touch both end points
To achieve a score at a particular level, a drawing must be as good as or better than the examples at that level.
If not, the lower score must be assigned. When in doubt, examiners should always give the lower score.
This policy may be difficult to adhere to at first, because some drawings may have some characteristics of the scoring examples for the higher score. However, the complete drawing clearly must be judged to be as good as or better than the examples to get credit at that level.
Scoring
Interpretation
Raw scores for Copy and Recall phases are converted into scaled scores and percentilesMean = 100 SD = 15
Standard Score can range from 40 to 160 Test ScoresClassification Labels for Standard Scores145 - 160Extremely high or extremely advanced130 144Very high or very advanced120 129High or advanced110 119High average90 109Average80 89Low average70 79Low or borderline delayed55 69Very low or moderately delayed40 54Extremely low of moderately delayed
Group activityIdentify the errorsInstructions:1. Make groups of 2.2.Analyze the drawings and determine what is the error.3.Assign a score
ITEM 5-----Severe distortion, especially integration
ITEM 6---Moderate distortion, especially spacing
ITEM 7--Moderate distortion, especially spacing and shape
ITEM 8--Moderate distortion, especially spacing and shape
ITEM 9--Severe distortion, especially integration and rotation
ITEM 10---Moderate distortion, especially shape
ITEM 12--Severe distortion, especially shape and integration
ITEM 13--Severe distortion, especially shape
ITEM 14--No resemblance-
ITEM 15-- -Severe distortion, especially shape
ITEM 16--No resemblance-
ANSWERS
Information gained through observation of test-taking behaviors is crucial
Indicators of potential behavioral or learning difficulties: length of task, tracing with finger before drawing, frequent erasures, motor incoordination Test Behavior
Split- Half ReliabilityA group average coefficient of .91Standard Error of Measurement of 4.55Test-Retest ReliabilityVaried from .80 to .87 when corrected for the first testOverall good reliability for use in making important education decisions.
Internal Consistency
Correlation of scoring between examiners was high: Five inter scorers scored 30 protocols independently, this was the result:
Copy Phase: .83 to.94 (average of .90)Recall Phase: .94 to .97 (average of .96)
Thus, the scoring of copied designs may not consistently have sufficient reliability for use in making important educational decisions on behalf students.Inter-scorer Consistency
No reliability data of any kind are presented for the motor or perceptual subtests.Subtests-Reliability
No evidence of content validity is presented for the recall, motor, or perception subtests.
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?Validity
Correlation with other tests
Tests of achievement: WJ-III _ACH and WIATRanges from .20 to .53 for the Copy PhaseRanges from .17 to .47 for the Recall phase
Test DTVMI Ranges from .55- copying scoreto .32- recall scoreValidity
Correlations with other tests
Tests of intelligence: Stanford Binet 5 and WAIS III
Ranged from .47 to .54 for the copy phaseRanged from .21 to .48 for the recall phase
Evidence is presented for differential performance by groups of individuals with disabilities. The means of these individuals in the different subjects are significantly lower than those of nondisabled individuals on both subtests.
Gifted students earned significantly higher scores on both subtests.
Validity
Standardization and Norming
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 ageAdditional samples were collected for validity studies (e.g., individuals with mental retardation, learning disabilities, ADHD, autism, Alzheimers disease, and examinees identified as gifted)
Data was collected over a 12-month period in 2001 through 2002
Standardization Sample
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 five demographic variables:
AgeSexRace/Ethnicity (including Hispanic origin)Geographic Region: (Northeast, Midwest, South, and West)Socioeconomic Level (Educational Attainment)
Normative Specifications
Individual with limited English proficiency, severe sensory or communication deficits, traumatic brain injury, and severe behavioral or emotional disorders were excluded from the normative sample.
Students place in special education for more than 50 % of the school day were also excluded.
Normative Specifications
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
Age and 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)Sex
Examinees racial and ethnic origins were identified on the consent forms by the examinees or their parents or legal guardiansAmerican Indian or Alaskan Native, Asian, Native Hawaiian, or other Pacific IslanderBlack or African AmericanWhiteHispanicMultiple ethnicities (classified as Other)Race/Ethnicity
Four regions: Northwest, Midwest, South and WestExaminees home or residence was used to define his or her geographic regionsEducational attainment was used as an indicator of socioeconomic levelAdults: levels measured by years of education completedMinors: levels measured by the years of education completed by their parents or guardians
Geographic Region and Socioeconomic Level
ConclusionBENDERGESTALT II
Bender Visual-Motor Gestalt Test
The BVMGT-2 is a norm-referenced, individually administered test intended to assess the visual-motor integration skills of individuals ages 4 years to older than 85 years. It assesses the individuals ability to copy and recall geometric designs as well as to connect dots and perform match to-sample tasks with such designed.The norms for school-age people appear generally representative, although they exclude some of the very individuals with whom the test is intended to be used.No reliability data of any kind are presented for the motor and perception subtests.The copying test appears generally to have adequate internal consistency, but when compare with the recall test, both seem to have poor stability, and may have inadequate inters-corer agreement. Evidence for the content validity for the copying test is adequate, but the correlations to establish criterion-related validity are too low to be compelling.Although the copying and recall tests can discriminate groups of individuals known to have disabilities, no evidence is presented regarding tests accuracy in categorizing undiagnosed individuals.Reliability and validity evidence for the subtests is absent . Therefore, this subtests should not be used in educational decision making and are of unknown value in clinical situations.
Developmental Test of Visual-Motor IntegrationBeery VMI-5
The Beery-Buktenica Developmental Test of Visual-Motor IntegrationFifth Edition
Introduction
From amoebas to humans and from infants to adults, successful development is characterized by increasing articulation and integration of parts with wholes. Beery VMI
Developed in 1967 Largely due to the inadequacies of the Bender:Too difficult for young childrenQuestionable reliability and validity Theoretical Framework:- Piagets theory of Sensory-Motor bases for achievement- Higher levels of thinking and behavior require integration among sensory inputs and motor action History
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 abilityVisual Motor IntegrationDegree to which visual perception and finger-hand movements are well coordinated
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. The set of forms is arranged in a developmental sequence from easy to more difficult.Assesses ability to integrate visual and motor abilitiesVisual Perception (supplemental)Identify parts of their own bodies then point at matching pictures . Motor Coordination (supplemental)Trace stimulus forms with a pen and pencil without going outside the double-lined paths Overview
Help identify significant difficulties in visual-motor integration Obtain needed services for individuals for exhibit difficultiesAssess the effectiveness of educational and other intervention programs Serve as a research tool Interpretation of test results requires educational background and experience of specialists in psychology, learning disabilities, or similar professionsClinical Uses
Administration
Can be validly administered as either a group screening test or for individual assessment purposesPreschool children should be tested individuallyKindergartners are best in groups of about sixChildren in first grade and above can be tested as an entire class Administer test and supplemental tests in order Beery VMI Visual PerceptionMotor Coordination
Administration
Two formsShort form (ages 2 7)Full form (ages 2 18)Kit includes: Administration manual, Short Form, Full Form, Visual Perception Form, Motor Coordination FormMaterials needed: Test booklet, pencil without an eraser, or a ball point pen. Administration
Should take 10 15 minutes to administer Administration
If a child performs poorly on the VMI,
It could be because he or she has adequate visual perceptual and/or motor coordination abilities, but has not yet learned to integrate, or coordinate, these two domains.
2. Alternatively, it is possible that the childs visual and/ or motor abilities are deficient.
3. Examiners frequently follow up a VMI with an assessment of visual perceptual and motor abilities
What may happen to a child who performs poorly on the VMI?
Motor- Visual Integration activityInstructions:1. Look at the picture2. Describe what you see3. Draw what you see
WHAT DO YOU SEE?
Scoring
Scoring
One point for each imitated or copied itemDiscontinue after three consecutive failures Raw scores are converted to scaled score and percentilesMean = 100 SD = 15Age norms
Scoring
The manual includes two pages of scoring information for each of the 30 designs. The child's reproduction is scored pass or fail.
A raw score for total test is obtained by adding the number of reproductions copied correctly before the test taker has 3 consecutive failures.The statistically true score is +/- 5
Scoring
Score RangeInterpretation>129very high120-129 high110-119above average90-109 average80-89below average70-79 low