Journal articles: 'Bender Visual Motor Gestalt Test'

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Hartman, David E. "Test Sematary: Koppitz-2 Bender Visual-Motor Gestalt Test." Applied Neuropsychology 15, no. 1 (March 12, 2008): 94–95. http://dx.doi.org/10.1080/09084280801922079.

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Malatesha, R. N. "Visual Motor Ability in Normal and Disabled Readers." Perceptual and Motor Skills 62, no. 2 (April 1986): 627–30. http://dx.doi.org/10.2466/pms.1986.62.2.627.

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A group of 42 third graders were grouped equally into sequentially deficient, simultaneously deficient, and normal readers based on their performance on Boder Reading and Spelling Pattern Test and Gates-Macginitie Reading Test. The subjects were then administered Bender Visual-motor Gestalt Test. There were significant differences among the three groups; the simultaneous-deficient group committed the most errors on the Bender test. The results were related to reading.

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Sisto, Fermino Fernandes, Acácia Aparecida Angeli dos Santos, and Ana Paula Porto Noronha. "Differential Functioning of Bender Visual-Motor Gestalt Test Items." Perceptual and Motor Skills 110, no. 1 (February 2010): 313–22. http://dx.doi.org/10.2466/pms.110.1.313-322.

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Porto Noronha, Ana Paula, Acácia A. Angeli dos Santos, Fabián Javier Marín Rueda, Fernanda Otoni, Adriana Satico Ferraz, Ariela Raissa Lima Costa, Ana Carolina Zuanazzi, and Ana Deyvis Santos Araújo Jesuíno. "Correction systems of the Bender Visual-Motor Gestalt Test: A systematic mapping of the literature." Liberabit: Revista Peruana de Psicología 26, no. 2 (December 21, 2020): e392. http://dx.doi.org/10.24265/liberabit.2020.v26n2.07.

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Background: the Bender test, developed by Lauretta Bender, is intended to evaluate children’s perceptual maturity. Because the instrument lacks a standardized correction system, other researchers have designed different systems for this purpose at distinct periods. Objective: for the present research, we reviewed articles that included the Bender test to identify the most widely used correction systems. Method: eligibility criteria included the instrument application in children up to 10 years of age, focusing on evaluating cognitive aspects. Searches were carried out through the CAPES periodicals portal, which covers both Brazilian and international databases. Results: at the end of the search, 72 published articles were selected and analyzed in their entirety. The four most widely used correction systems were the Koppitz System, Gradual Scoring System, Qualitative Classification System, and Global Classification System. Brazil, Peru and the United States were the countries with the highest number of studies. The predominant objectives were the evaluation of the psychometric properties of correction systems and the use of the Bender test to predict possible learning difficulties, especially in reading and writing. Conclusion: suggested prospects for future Bender test studies are reviews of studies developed with an emotional focus, and the addition of other research databases.

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Chan, Po Wah. "Relationship of Visual Motor Development and Academic Performance of Young Children in Hong Kong Assessed on the Bender-Gestalt Test." Perceptual and Motor Skills 90, no. 1 (February 2000): 209–14. http://dx.doi.org/10.2466/pms.2000.90.1.209.

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This study compared the Qualitative Scoring System for the Modified Version of the Bender-Gestalt test and the Developmental Scoring System for the Bender-Gestalt test in predicting performance on the Standardized Attainment Test of young children in Hong Kong. The study was done in two phases. First, 748 middle class children ages 4 to 8 years from 6 kindergartens and 6 primary schools were given the Bender-Gestalt test individually in kindergarten and in groups for older children, respectively. Both scoring systems were used to measure the children's visual motor development. Second, among the participants' protocols, 257 Primary 1 to Primary 3 children ages 6 to 8 years were selected to compare the Qualitative Scoring System for the 6 designs of the Modified Version of the Bender-Gestalt test and the Developmental Scoring System for the 9 designs of the Bender-Gestalt test in predicting performance on the Standardized Attainment Test. Results indicated that the Qualitative Scoring System differentiates better than the Developmental Scoring System in evaluating visual-motor development among young Chinese children from Hong Kong. Results also indicated that the Qualitative Scoring System correlated significantly with achievement in Chinese and English at all three levels. Scores on the Developmental Scoring System correlated significantly with only marks for Primary 1 and Primary 2 Chinese.

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Moose, Dale, and Gary G. Brannigan. "Comparison of Preschool Children's Scores on the Modified Version of the Bender-Gestalt Test and the Developmental Test of Visual-Motor Integration." Perceptual and Motor Skills 85, no. 2 (October 1997): 766. http://dx.doi.org/10.2466/pms.1997.85.2.766.

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Piotrowski, Chris. "A Review of the Clinical and Research Use of the Bender-Gestalt Test." Perceptual and Motor Skills 81, no. 3_suppl (December 1995): 1272–74. http://dx.doi.org/10.2466/pms.1995.81.3f.1272.

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The Bender Visual-motor Gestalt test has been an integral part of the standard test battery for the past 50 years. However, the test has been extensively critiqued on issues of inappropriate administration, scoring schemes, and clinical interpretation. In an analysis of recent surveys on test use, the Bender-Gestalt remains quite popular in a variety of clinical settings across all age groups. Secondly, the test has a respectable level of research interest, based on a citation analysis of the Psychological Abstracts database.

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Goldstein, Donald J., N. Carroll Peterson, and Christopher I. Sheaffer. "Concurrent Validity of the Gardner Test of Visual-Motor Skills." Perceptual and Motor Skills 69, no. 2 (October 1989): 605–6. http://dx.doi.org/10.2466/pms.1989.69.2.605.

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Scores on the Test of Visual-motor Skills, Developmental Test of Visual-motor Integration, and Bender-Gestalt test were compared for a sample of 44 elementary school children referred for evaluation of learning disorders. While the tests shared common variance, the mean standard score on the Test of Visual-motor Skills was significantly lower than the means of the other two tests, suggesting caution in the clinical use of the new scale.

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Pegah Ali-Mardan Seidi. "BENDER-GESTALT TEST: NORMALIZING THE BENDER VISUAL-MOTOR TEST AMONG 5-7 YEAR-OLD KURDISH CHILDREN." Researchers World : Journal of Arts, Science and Commerce VIII, no. 3(1) (July 1, 2017): 71–77. http://dx.doi.org/10.18843/rwjasc/v8i3(1)/11.

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Lubin, Bernard, and Eric W. Sands. "Bibliography of the Psychometric Properties of the Bender Visual-Motor Gestalt Test: 1970–1991." Perceptual and Motor Skills 75, no. 2 (October 1992): 385–86. http://dx.doi.org/10.2466/pms.1992.75.2.385.

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To provide a compilation of the literature on the psychometric characteristics of the Bender Visual-motor Gestalt Test since 1970, 192 suitable items found in Psychological Abstracts and Social Science Citation Index are presented in five categories: reliability, validity, factor analysis, scoring systems, and norms.

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Knoff, Howard M., Valerie Cotter, and William Coyle. "Differential Effectiveness of Receptive Language and Visual-Motor Assessments in Identifying Academically Gifted Elementary School Students." Perceptual and Motor Skills 63, no. 2 (October 1986): 719–25. http://dx.doi.org/10.2466/pms.1986.63.2.719.

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A sample of 50 gifted elementary students were administered two receptive language tests (the Peabody Picture Vocabulary Test and its revised version) and two visual-motor tests (the Bender Visual-motor Gestalt Test and the Developmental Test of Visual-motor Integration). These scores were then evaluated against an achievement test battery. The receptive language and visual-motor measures did not account for a significant amount of the achievement test's variance, although some significant correlations were obtained. These results and their implications for identifying gifted elementary students are discussed.

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Keppeke, Lívia de Freitas, Isa de Pádua Cintra, and Teresa Helena Schoen. "Bender Visual-Motor Gestalt Test in Adolescents: Relationship between Visual-Motor Development and the Tanner Stages." Perceptual and Motor Skills 117, no. 1 (August 2013): 257–75. http://dx.doi.org/10.2466/10.22.25.pms.117x10z1.

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Epstein, Adam M., and Robert C. Lane. "The use of the bender visual motor gestalt test with depressed patients." Clinical Psychology Review 16, no. 1 (January 1996): 17–50. http://dx.doi.org/10.1016/0272-7358(95)00035-6.

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Mallinger, Barry L., and Kaye F. Longley. "Bip-Bender Protocols of Learning Disabled and Regular Education Students." Perceptual and Motor Skills 67, no. 1 (August 1988): 193–94. http://dx.doi.org/10.2466/pms.1988.67.1.193.

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20 learning disabled and 20 normal elementary school children took the Bender Visual-Motor Gestalt Test twice, once under standard conditions and again using Background Interference Procedure paper. Based on Koppitz's scoring system, the disabled pupils did equally poorly on both modes but performed significantly worse than the normal children when given the standard Bender first. No other differences were found. Other scoring methods are suggested for investigation.

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Rajabi, Gholamreza. "Normalizing the Bender Visual-Motor Gestalt Test Among 6-10 Year-Old Children." Journal of Applied Sciences 9, no. 6 (March 1, 2009): 1165–69. http://dx.doi.org/10.3923/jas.2009.1165.1169.

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Ghalehban, Maryam, Mohammad Ali Besharat, and Elham Rad. "The Use of the Bender Visual Motor Gestalt Test with Substance Abuse Patients." Procedia - Social and Behavioral Sciences 30 (2011): 433–36. http://dx.doi.org/10.1016/j.sbspro.2011.10.085.

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Chan, Po Wah. "Comparison of Visual Motor Development in Hong Kong and the USA Assessed on the Qualitative Scoring System for the Modified Bender-Gestalt Test." Psychological Reports 88, no. 1 (February 2001): 236–40. http://dx.doi.org/10.2466/pr0.2001.88.1.236.

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This study compared the visuomotor development of young children in Hong Kong and the USA assessed on the Qualitative Scoring System for the Modified Bender-Gestalt test. 744 children aged 4:6 to 8:5 years from 6 kindergartens and 6 primary schools in Hong Kong were administered the Modified Bender-Gestalt test. The Qualitative Scoring System was used to measure the children's visuomotor development. Their visuomotor scores were then compared with norms for children in the USA. Analysis indicated significant differences across all age groups of 4:6 to 8:5 years in 6-mo. units. Consistent with previous research, children in Hong Kong outperformed their western peers. Percentile scores and T scores for children in Hong Kong in each age group were reported.

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Zambrano-Sánchez, Elizabeth, María del Consuelo Martínez-Wbaldo, and Adrián Poblano. "Risk Factor Frequency for Learning Disabilities in Low Socioeconomic Level Preschool Children in Mexico City." Revista Latino-Americana de Enfermagem 18, no. 5 (October 2010): 998–1004. http://dx.doi.org/10.1590/s0104-11692010000500022.

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The objective was to identify the frequency of risk factors for Learning Disabilities (LD) in low socioeconomic level children in Mexico City. We studied children by means of: Wechsler, Bender-Gestalt, and Human drawing tests. Average age of male subjects was 5.6±0.9 years, while that of the female group was 5.4±0.5 years. In male subjects, average Total intelligence quotient (T-IQ) score was 98±12.2 while, in the female group, this was 99±12.2. On the Bender-Gestalt test, male subjects had a mental and visual-motor average age of <1 year under chronological age. Female subjects had a mental and visual-motor age 8-7 months under the norm. On the Human drawing test, in male and female subjects, the most frequent at-risk features comprised: self-isolation in 25% of subjects, shyness in 22.4%, and poor internal controls in 22%. In conclusion, we found a high at-risk factor frequency for LD in children of low socioeconomic strata. We highlight the importance of screening children before they attain school age.

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Oliveira, Ana Luisa Silva de, Vanessa Kaiser, Thamy de Oliveira Azambuja, Laura Uberti Mallmann, Janice Luisa Lukrafka, and Caroline Tozzi Reppold. "Visual-Motor Maturity and Executive Functions in Schoolchildren." Paidéia (Ribeirão Preto) 26, no. 64 (August 2016): 215–23. http://dx.doi.org/10.1590/1982-43272664201609.

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Abstract Visual-motor maturity and executive functions are closely related in the child development process. This study aimed to investigate the relation between visual-motor abilities and executive functions in 83 healthy children between 7 and 10 years old. The tools used were the Bender Gestalt Visual-Motor Test - Gradual Scoring System (B-GSS), Wisconsin Card Sorting Test (WCST), Raven's Progressive Matrices (RPM), and Rey-Osterrieth Complex Figure (ROCF). The correlation between the B-GSS and WCST scores was significantly negative (r = -.23, p < .033), while ROCF variables, such as Total Memory and Total Copy, had a moderate, significant correlation with total B-GSS score (r = -.55, p < .001; r = -.44, p < .001, respectively). The results empirically show the relation between executive functions and visual-motor maturity and are discussed in face of developmental neuropsychology.

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Risser, Marcia G., and Thomas G. Bowers. "Cognitive and Neuropsychological Characteristics of Attention Deficit Hyperactivity Disorder Children Receiving Stimulant Medications." Perceptual and Motor Skills 77, no. 3 (December 1993): 1023–31. http://dx.doi.org/10.2466/pms.1993.77.3.1023.

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10 children receiving stimulant medication for Attention Deficit Hyperactivity Disorder were compared to normal children on cognitive and neuropsychological dimensions in a pilot study. When compared with 10 normal children the ADHD children showed significant differences on cognitive measures, including the Wechsler Developmental Index, the Bender Visual-motor Gestalt Test, and the Benton Revised Visual Retention Test. Elevated levels of polyspike EEG activity were also noted for these children. Analysis suggested that ADHD children receiving stimulant medications may have persisting neuropsychological difficulty. Further research on the neuropsychological correlates of ADHD seems warranted.

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Knoff, Howard M., and Barbara L. Sperling. "Gifted children and visual-motor development: A comparison of Bender-Gestalt and VMI test performance." Psychology in the Schools 23, no. 3 (July 1986): 247–51. http://dx.doi.org/10.1002/1520-6807(198607)23:3<247::aid-pits2310230303>3.0.co;2-y.

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Resta, S. Peter, and John Eliot. "Written Expression in Boys with Attention Deficit Disorder." Perceptual and Motor Skills 79, no. 3 (December 1994): 1131–38. http://dx.doi.org/10.2466/pms.1994.79.3.1131.

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32 boys, between the ages of 8 and 13 years, were identified on four teachers' and parents' rating scales (including the diagnostic criteria of the DSM-III for ADD) as showing attention deficits and hyperactivity (ADD + H; n = 10), attention deficits without hyperactivity (ADD - H; n = 11), or without ADD (attention deficits controls; n = 11). All subjects were administered Bender's Visual-motor Gestalt test and the Written Language Assessment. The ADD + H children produced significantly more errors on the Bender-Gestalt test, and both groups with attention deficits had lower (poorer) scores on most of the written language subtests. Results were interpreted as providing evidence that these children possessed significant limitations in their writing, copying, and composition.

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Blasi, Francesco D. Di, Flaviana Elia, Serafino Buono, Ger J. A. Ramakers, and Santo F. Di Nuovo. "Relationships between Visual-Motor and Cognitive Abilities in Intellectual Disabilities." Perceptual and Motor Skills 104, no. 3 (June 2007): 763–72. http://dx.doi.org/10.2466/pms.104.3.763-772.

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The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

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Noronha, Ana Paula Porto, Fabian Javier Marin Rueda, and Acacia Aparecida Angeli dos Santos. "Bender Gestalt Visual-Motor test – Sistema de Pontuação Gradual (B-SPG): A study with different samples." Paidéia (Ribeirão Preto) 23, no. 55 (May 2013): 179–85. http://dx.doi.org/10.1590/1982-43272355201305.

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The aim in this study was to analyze differences between children’s performances on the Bender – Sistema de Pontuação Gradual (B-SPG) [Gradual Scoring System] in the states of Minas Gerais and Paraíba, and to compare them with the results presented in the test manual. The participants were 511 children, both sexes, aged 6-10 years ( M = 8.21, SD = 1.33), and 50.7% male. The children were from two states, Minas Gerais ( n = 298, 58.3%) and Paraiba ( n = 213, 41.7%). The SPG was administered collectively in classrooms. The mean B-SPG scores between the children from Minas Gerais and Paraiba were very similar and not statistically significant. Regarding the comparison between the two states and the normative sample, three results were significant, two of which favored the children from São Paulo and the other the children from Minas Gerais and Paraíba, showing little variation in the results of the B-SPG.

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Bolen, Larry M., J. Barry Hewett, Cathy W. Hall, and Charles C. Mitchell. "Expanded Koppitz scoring system of the bender gestalt visual-motor test for adolescents: A pilot study." Psychology in the Schools 29, no. 2 (April 1992): 113–15. http://dx.doi.org/10.1002/1520-6807(199204)29:2<113::aid-pits2310290204>3.0.co;2-n.

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Tahmasebi, Siamak, Saman Mafakheri Bashmaq, Atefe Emad-al-din, and Rahele Rezaei. "Normalizing the Bender Visual-Motor Gestalt Test for 4 to 7 Years Old Children of Tehran, Iran." Journal of Rehabilitation 17, no. 1 (March 10, 2016): 18–29. http://dx.doi.org/10.20286/jrehab-170118.

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Allen, Ryana A., and Scott L. Decker. "Utility of the Bender Visual-Motor Gestalt Test—Second Edition in the Assessment of Attention-Deficit/Hyperactivity Disorder'." Perceptual and Motor Skills 107, no. 3 (December 2008): 663–77. http://dx.doi.org/10.2466/pms.107.3.663-675.

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ALLEN, RYAN A. "UTILITY OF THE BENDER VISUAL-MOTOR GESTALT TEST-SECOND EDITION IN THE ASSESSMENT OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER." Perceptual and Motor Skills 107, no. 7 (2008): 663. http://dx.doi.org/10.2466/pms.107.7.663-675.

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Tremblay, Line, Brahim Chebbi, Stéphane Bouchard, Krystel Cimon-Lambert, and Jessica Carmichael. "Learning disabilities and visual-motor skills; comparing assessment from a hapto-virtual reality tool and Bender-Gestalt test." Virtual Reality 18, no. 1 (January 22, 2014): 49–60. http://dx.doi.org/10.1007/s10055-014-0242-4.

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Lange-Küttner, Christiane, and Ridhi Kochhar. "Fine Motor Skills and Unsystematic Spatial Binding in the Common Region Test: Under-Inclusivity in Autism Spectrum Disorder and Over-Inclusivity in Attention-Deficit Hyperactivity Disorder." Journal of Motor Learning and Development 8, no. 3 (December 1, 2020): 544–68. http://dx.doi.org/10.1123/jmld.2019-0033.

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Introduction: The Common Region Test (CRT) is useful for predicting children’s visual memory as individual object-place binding predicted better object memory while objects-region coding predicted better place memory. Aim: To test children with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) with regards to spatial binding in the CRT. Methods: 19 children with ASD and 20 children with ADHD were gender-matched with 39 typically developing children by chronological age and with another 39 children by verbal mental age as control groups (N = 117) and tested with the CRT and Bender Gestalt test. Results: Children with ASD and ADHD showed more unsystematic coding than typically developing children. This was due to lower fine motor skills, and in children with ADHD also because of reduced verbal naming. Almost all children with ASD presented the less mature under-inclusive Type I unsystematic coding which included object-place binding, while children with ADHD showed the over-inclusive Type II unsystematic coding that was overriding the Gestalt-like properties of proximity and similarity. Conclusions: It was demonstrated that the CRT is a useful screening instrument for ASD and ADHD that shows that their spatial categorization varies in their unsystematic visuo-spatial classification due to fine motor skill deficiencies.

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MOOSE, DALE. "COMPARISON OF PRESCHOOL CHILDREN'S SCORES ON THE MODIFIED VERSION OF THE BENDER-GESTALT TEST AND THE DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION." Perceptual and Motor Skills 85, no. 6 (1997): 766. http://dx.doi.org/10.2466/pms.85.6.766-766.

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Bildiren, Ahmet. "Reliability and Validity Study for the Coloured Progressive Matrices Test between the Ages of 3-9 for Determining Gifted Children in the Pre-School Period." Journal of Education and Training Studies 5, no. 11 (September 21, 2017): 13. http://dx.doi.org/10.11114/jets.v5i11.2599.

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The objective of the study was to test the Coloured Progressive Matrices Test with regard to reliability and validity for the 3-9 age sample group because of the lack of diagnostic tools for the pre-school period. The sample group of the study was comprised of a total of 925 children with 433 girls (46.8%) and 492 boys (53.2%). Coloured Progressive Matrices Test reliability was analyzed by way of two split-half reliability and test-re-test reliability using Kuder Richardson-20 (KR-20) and Spearman-Brown Formula. The level of relationship between Coloured Progressive Matrices Test and Bender-Gestalt Visual Motor Perception Test and TONI-3 tests was determined via Pearson Product Moment formula for validity analyses. Afterwards, the age norms were determined as percentile values in accordance with the ages. The results obtained from the study provided psychometric data indicating that the Coloured Progressive Matrices Test is suited for the use by researchers.

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Wagner, Edwin E., and Ourania Flamos. "Optimized Split-Half Reliability for the Bender Visual Motor Gestalt Test: Further Evidence for the Use of the Maximization Procedure." Journal of Personality Assessment 52, no. 3 (September 1988): 454–58. http://dx.doi.org/10.1207/s15327752jpa5203_6.

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Diaz, B. "Drug use and Visual-Motor Integration in a Sample of Hispanic Women." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1249. http://dx.doi.org/10.1093/arclin/acz029.16.

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Abstract Objective The use of illicit drugs has increased dramatically over the past two decades among Hispanics. Neurocognitive impairments and morphological alterations have been linked to the use of drugs among the Hispanic population. However, even when increased attention is paid to the impact of drug consumption on neurocognitive functions among Hispanics, the majority of publications have been limited to male samples. This is relatively important, considering that women who consume illicit drugs appear to be more vulnerable in developing drug dependence and exhibit more neurocognitive impairment when compared to men. The present study aims to determine the impact of drug consumption in the visual-motor integration in a sample of Puerto Rican women. Our hypothesis was that Puerto Rican women who consume illicit drugs would perform poorly on visual-motor integration when compared to non-consumers. Participants and Method A total of 59 Puerto Rican women participated in this cross-sectional study. The participants were divided into three groups according to the criteria of: consumers, non-consumers, and abstinence. To evaluate the visual-motor integration, we administered the neuropsychological Bender-Gestalt-II test to all participants. Results A Kruskal-Wallis analysis revealed that there was a statically significant difference in the visual-motor integration between groups (H(2) = 12.69, p = 0.02), with a mean rank of 28 for consumers, 40 for non-consumers, and 21 for abstinence group. However, there was no significant difference between the abstinence and consumer groups in their visual-motor integration (p = .217). Conclusions These results suggest that the use of drugs can impact some neurocognitive functions, such as visual-motor integration in women, and can lead to a decline in such functions- even after sustained abstinence.

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Carvalho, Luciane Bizari Coin de, Lucila Bizari Fernandes do Prado, Luciana Silva, Marilaine Medeiros de Almeida, Tatiana Almeida e. Silva, Célia Maria Alcântara Machado Vieira, Álvaro Nagib Atallah, and Gilmar Fernandes do Prado. "Cognitive dysfunction in children with sleep disorders." Arquivos de Neuro-Psiquiatria 62, no. 2a (June 2004): 212–16. http://dx.doi.org/10.1590/s0004-282x2004000200004.

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Sleep is basic for physical and cognitive development and some studies have suggested that there may be an association between sleep disorders (SD) and cognitive dysfunction (CD) in children. Little is known, however, about SD and cognition in 7-10-year-old children, a fact that motivated the present study. METHOD: We applied an SD questionnaire in 1180 children, 547 with SD and 633 without SD (CG), to assess cognition with a screening test (Bender Visual Motor Gestalt Test - BT). RESULTS: We observed a similar frequency of CD in the children with SD (39%) and that ot the CG (40%). The 8-year-old children with SD presented a lower prevalence of CD than the CG (SD=6%, n=6; CG=13%, n=16; p=0.04). CONCLUSION: The frequency of children with CD was equal in the study and control groups when considering the total sample (7- to 10-year-old children). In contrast to our expectations, the SD group of 8-year-old children presented a lower frequency of CD than the control group.

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Amani, Malahat. "The Role of Neuropsychological Function Tests in Predicting Amnestic Mild Cognitive Impairment in the Elderly." Caspian Journal of Neurological Sciences 6, no. 3 (July 1, 2020): 139–46. http://dx.doi.org/10.32598/cjns.6.22.1.

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Background: Various studies have documented age-related changes in cognitive abilities and neural basis. Objectives: To investigate the role of neuropsychological function tests in predicting amnestic mild cognitive impairment in the elderly. Materials & Methods: In this cross-sectional study with a correlational design, the study population included elderly people over 60 years old residing in Bojnord City, Iran, in the spring of 2019. The participants were selected by cluster sampling method (n=128). The study instruments included the Bender-Gestalt test, Wechsler memory scale-revised, Wechsler adult intelligence scale third edition, and behavior rating inventory of executive functions. According to the scores of the elderly in the Wechsler memory scale (cut-off score=70), the participants were divided into two groups with amnestic mild cognitive impairment (MCI) and no MCI. For analyzing data, the discriminant analysis was performed using SPSS v. 23. Results: Discriminant analysis showed that the obtained discriminant function had a significant diagnostic power (χ2 =166.001, P<0.0001) and 70% of the difference between the two groups with amnestic mild cognitive impairment and no mild cognitive impairment was explained by scores of fluid intelligence, visual-motor coordination, and executive functions. The predictor variables correctly classified 96.9% of the elderly in the groups of amnestic MCI and no MCI. Visual-motor coordination (coefficient=0.53) and fluid intelligence (coefficient=-0.54) were strong variables in predicting amnestic MCI. Conclusion: Neuropsychological function tests can help predict amnestic MCI in the elderly

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Blazkova, Barbora, Anna Pastorkova, Ivo Solansky, Milos Veleminsky, Milos Veleminsky, Katerina Urbancova, Veronika Vondraskova, Jana Hajslova, Jana Pulkrabova, and Radim J. Sram. "Effect of Polycyclic Aromatic Hydrocarbons Exposure on Cognitive Development in 5 Years Old Children." Brain Sciences 10, no. 9 (September 7, 2020): 619. http://dx.doi.org/10.3390/brainsci10090619.

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Objectives: To analyze the impact of polycyclic aromatic hydrocarbons (PAHs) in ambient air at the time of delivery and five years of age on cognitive development in five year old children. Materials and Methods: Two cohorts of children born in the years 2013 and 2014 from Karvina (Northern Moravia, n = 70) and Ceske Budejovice (Southern Bohemia, n = 99) were studied at the age of five years for their cognitive development related to the exposure to PAHs, determined in the ambient air as the concentration of benzo[a]pyrene (B[a]P) and OH–PAH (hydroxy-PAH) metabolites in urine of the newborns at the time of delivery. As psychological tests, the Bender Visual Motor Gestalt Test (BG test) and the Raven Colored Progressive Matrices (RCPM test) were used. Results: Concentrations of B[a]P in the third trimester of mother’s pregnancies were 6.1 ± 4.53 ng/m3 in Karvina, and 1.19 ± 1.28 ng/m3 (p < 0.001) in Ceske Budejovice. Neither the outcome of the RCPM test nor the BG test differed between children in Karvina vs. Ceske Budejovice, or boys vs. girls. Cognitive development in five year old children was affected by the higher exposure to PM2.5 during the third trimester in girls in Karvina. Conclusions: We did not observe any significant effect of prenatal PAH exposure on psychological cognitive tests in five year old children.

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Shapiro, Steven K., and Robert G. Simpson. "Patterns and Predictors of Performance on the Bender-Gestalt and the Developmental Test of Visual Motor Integration in a Sample of Behaviorally and Emotionally Disturbed Adolescents." Journal of Psychoeducational Assessment 12, no. 3 (September 1994): 254–63. http://dx.doi.org/10.1177/073428299401200304.

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Blazkova, Barbora, Anna Pastorkova, Ivo Solansky, Milos Veleminsky, Milos Veleminsky, Andrea Rossnerova, Katerina Honkova, Pavel Rossner, and Radim J. Sram. "The Impact of Cesarean and Vaginal Delivery on Results of Psychological Cognitive Test in 5 Year Old Children." Medicina 56, no. 10 (October 21, 2020): 554. http://dx.doi.org/10.3390/medicina56100554.

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Background and objectives: The impact of cesarean and vaginal delivery on cognitive development was analyzed in 5 year old children. Materials and Methods: Two cohorts of 5 year old children born in the years 2013 and 2014 in Karvina (Northern Moravia) and Ceske Budejovice (Southern Bohemia) were studied for their cognitive development related to vaginal (n = 117) and cesarean types of delivery (n = 51). The Bender Visual Motor Gestalt Test (BG test) and the Raven Colored Progressive Matrices (RCPM test) were used as psychological tests. Results: In the comparison of vaginal delivery vs. cesarean section, the children delivered by cesarean section scored lower and, therefore, achieved poorer performance in cognitive tests compared to those born by vaginal delivery, as shown in the RCPM (p < 0.001) and in the BG test (p < 0.001). When mothers’ education level was considered, the children whose mothers achieved a university degree scored higher in both the RCPM test (p < 0.001) and the BG test (p < 0.01) compared to the children of mothers with lower secondary education. When comparing mothers with a university degree to those with higher secondary education, there was a significant correlation between level of education and score achieved in the RCPM test (p < 0.001), but not in the BG test. Conclusions: According to our findings, the mode of delivery seems to have a significant influence on performance in psychological cognitive tests in 5 year old children in favor of those who were born by vaginal delivery. Since cesarean-born children scored notably below vaginally born children, it appears possible that cesarean delivery may have a convincingly adverse effect on children’s further cognitive development.

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Petti, Michael. "Educational Implications of the Bender." Academic Therapy 23, no. 4 (March 1988): 425–29. http://dx.doi.org/10.1177/105345128802300415.

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Buono, Serafino, and Santo Di Nuovo. "Laterality and Cognitive Performance in Mental Retardation." Journal of Cognitive Education and Psychology 2, no. 3 (January 2002): 228–43. http://dx.doi.org/10.1891/194589502787383245.

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Studies on laterality have not supported the hypothesis that well-lateralized people do better on cognitive tasks than those with ‘mixed’ or uncertain laterality. This developmental characteristic appears to be not significantly linked with specific intellectual disabilities.This study was aimed at testing relationships between laterality and cognitive performance in mental retardation. In this population, indeed, previous invesigators have reported higher incidence of nonright laterality than in nonretarded persons, particularly among males and with reference to handedness.Sample and method. We studied the incidence of different forms of laterality (eye, hand, ear, and foot modalities) in a sample of 202 persons with mild and moderate mental retardation and borderline intellectual functioning, with and without neurological impairment, aged 7 – 79 years.We used 12 laterality tasks assessing, through direct observation, four modalities (hand, eye, ear, and foot preference), as suggested by Coren (1993). The laterality score was obtained using the formula: [(total Right - total Left) / (total Right + total Left)] x 100. The scores ranged from +100 (full right lateralization) to -100 (full left lateralization). The handedness score was computed using the same formula, but taking into account only the 4 tasks regarding hand preference. Lateralization was determined for each subject using a score 50 in the two opposite directions as a cutoff point.Results. Our data, considering the overall laterality, confirmed the hypothesis of reduced right prevalence (near 50% in both sexes), but did not confirm the hypothesis of a larger proportion of left lateralized subjects than in normal ones. Instead, if we refer to handedness only, the percentage of left-handed subjects is very high, almost one fifth in males, almost one tenth in females. A significant difference by gender was found in handedness across life-span. No significant differences were found regarding the level of impairment, either for overall laterality or for handedness.Correlations between lateralization scores and performances in cognitive tests, such as Wechsler Intelligence Scales (single subtests were also taken into account), Raven’s Progressive Matrices, and the Bender Visual-motor Gestalt Test, were computed. Results show significant relations between the degree of right sidedness and some cognitive performances, but these relations are differentiated for overall laterality and hand prevalence, and they are mediated by gender and severity of mental retardation.The results are useful for enhancing theoretical comprehension of the relations between laterality and cognitive processes.

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Murray, John B. "New Studies of Adults' Responses to the Bender Gestalt." Psychological Reports 88, no. 1 (February 2001): 68–74. http://dx.doi.org/10.2466/pr0.2001.88.1.68.

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The Bender-Gestalt test originated in 1936 with Lauretta Bender for evaluating perceptual and motor development of children 4 to 11 yr. old. Koppitz (1964) developed a scoring system for the test. Lacks (1984) contributed normative data for testing adults. Seven studies since Lacks' which have contributed to normative data of adults' responses to the Bender-Gestalt are reviewed here.

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McCarthy, James, Mandy Habib, Diana Miley, Shuamis Freeman, Dena Rabinowitz, Heather Goldman, Hanna Yim Stefanyshyn, Tracey Murray, and Renee Clauselle. "Bender Gestalt Recall as a Measure of Short-Term Visual Memory in Children and Adolescents with Psychotic and other Severe Disorders." Perceptual and Motor Skills 95, no. 3_suppl (December 2002): 1233–38. http://dx.doi.org/10.2466/pms.2002.95.3f.1233.

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To investigate the short-term visual memory ability of children and adolescents with severe psychiatric disorders, 82 child and adolescent in patients and day hospital patients in a state psychiatric hospital were administered the Bender Gestalt Test as part of a psychological assessment and then asked to reproduce the designs from memory. No significant differences were found between groups on either the Bender Gestalt Recall, or the WISC-III IQs and the Digit Span and Symbol Search subtests for Psychotic Disorders (Schizophrenia, Schizoaffective Disorder, Psychosis Not Otherwise Specified), Attention Deficit Hyperactivity Disorder, Mood Disorders or Mood Disorders with co-morbid Attention Deficit Hyperactivity Disorder. The Coding subtest scores of the Psychotic Disorders group were significantly lower than the ADHD group. Analyses showed that the Bender Gestalt Recall was significantly related to age, Performance IQ, and sex. The results were discussed in terms of both the poor cognitive functioning of children and adolescents with persistent, severe mental illness, and the importance of developmental level when using the Bender Gestalt Recall as a rough measure of short-term visual memory.

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Murphy, K. J. "Is the Bender Gestalt Test an Important Tool for Neuropsychologists?" Journal of the International Neuropsychological Society 7, no. 5 (July 2001): 652–53. http://dx.doi.org/10.1017/s1355617701265126.

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The title Bender Gestalt: Screening for Brain Dysfunction (2nd ed.) indicates that the primary utility of the Bender Gestalt Test (BGT) is one of screening for the presence of brain impairment. The author, Patricia Lacks, quickly dispels this notion in the preface to her book where she states, “My book is not about how to use the BGT as a single test of ‘organicity’, a long outdated practice. Instead, the focus is on neuropsychological assessment as a continuum” (p. vii). Indeed, Lacks advocates, throughout her book, the more general use of the BGT as an important part of any standard neuropsychological test battery. She writes, “Even though the BGT has been shown to be useful for identifying persons with a wide range of cognitive impairment, it primarily assesses disordered perceptual-motor and executive functions” (p. 27). Unfortunately, Lacks does not provide the reader with any data to support her above statement regarding what the BGT actually measures. Before taking the latter point any further, allow me to briefly describe the BGT and its history.

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Decker, Scott L. "Measuring Growth and Decline in Visual-Motor Processes With the Bender-Gestalt Second Edition." Journal of Psychoeducational Assessment 26, no. 1 (July 19, 2007): 3–15. http://dx.doi.org/10.1177/0734282907300685.

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Porteous, Murray A. "The Use of the Emotional Indicator Scores on the Goodenough-Harris Draw-a-Person Test and the Bender Motor-Gestalt Test to Screen Primary School Children for Possible Emotional Maladjustment." European Journal of Psychological Assessment 12, no. 1 (January 1996): 23–26. http://dx.doi.org/10.1027/1015-5759.12.1.23.

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A sample of 140 children were classified as Maladjusted, Borderline Maladjusted or Not Maladjusted based on behavioral data collected from their parents using a standard psychiatric interview schedule. Differences in the children's Emotional Indicator scores on the Bender Motor-Gestalt Test and the Draw-a-Person Test across the Maladjustment categories were observed. The data were then subjected to a Discriminant Function Analysis. The resulting function correctly classified 50% of cases, or over 65% when the distinction between Borderline Maladjusted and Maladjusted was disregarded. The results suggest the usefulness of drawing test emotional indicators in the context of screening for maladjustment.

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Smith, Teresa C., and Billy L. Smith. "The visual Aural digit span test and Bender gestalt test as predictors of wide range achievement test-revised scores." Psychology in the Schools 25, no. 3 (July 1988): 264–69. http://dx.doi.org/10.1002/1520-6807(198807)25:3<264::aid-pits2310250307>3.0.co;2-f.

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KONNO, Yoshitaka, Osamu UCHIDA, and Katsutoshi SUZUKI. "Visuo-motor-gestalt Function in Children with Mental Retardation, Using the Bender-Gestalt Test : Evaluation of the Recognition and Reconstruction Processes." Japanese Journal of Special Education 32, no. 2 (1994): 39–45. http://dx.doi.org/10.6033/tokkyou.32.39_1.

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Patel, Sudha, and E. P. Bharucha. "The Bender Gestalt Test as a Measure of Perceptual and Visuo-motor Defects in Cerebral Palsied Children." Developmental Medicine & Child Neurology 14, no. 2 (November 12, 2008): 156–60. http://dx.doi.org/10.1111/j.1469-8749.1972.tb02573.x.

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Sousa, Vanessa de, and Fabián J. M. Rueda. "The Relationship Between Perceptual Motor Skills and Attention." Paidéia (Ribeirão Preto) 27, no. 66 (April 2017): 24–32. http://dx.doi.org/10.1590/1982-432727662017046201704.

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Abstract: Although the relationship between perceptual motor skills and attention is reported in the literature, few studies have empirically explored this association. Thus, the objective of this study was to investigate the relationship between these constructs, using the Bender-Gestalt Test: Gradual Scoring System (B-SPG) and the Psychological Battery for Attention Assessment (BPA). The participants were 320 children from four public schools in a city located in the South of the state of Minas Gerais, with ages ranging from seven to 10 years (M = 8.39, SD = 1.10) and 196 (55.9 %) female. The results showed negative, moderate and significant correlations between the total scores of the instruments, indicating the relationship between the constructs. Although the data has confirmed the existence of a relationship between perceptual motor skills and attention, further studies with samples from other regions are necessary.

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Journal articles on the topic 'Bender Visual Motor Gestalt Test'

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