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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
2
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
