Descriptor
Source
| Psychology in the Schools | 15 |
Author
Publication Type
| Journal Articles | 8 |
| Reports - Research | 8 |
Education Level
Audience
Location
| Israel | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Bender Gestalt Test | 15 |
| Beery Developmental Test of… | 1 |
| Kaufman Assessment Battery… | 1 |
| Metropolitan Achievement Tests | 1 |
What Works Clearinghouse Rating
Peer reviewedFuller, Gerald B.; Vance, Booney – Psychology in the Schools, 1995
Extends the reliability research of the Qualitative Scoring System for the Modified Version of the Bender-Gestalt Test. The test was administered to 48 children, and the 48 test protocols were scored independently by two psychologists using the Qualitative Scoring System. Results indicated that the scoring system is highly reliable. (JPS)
Descriptors: Interrater Reliability, Preschool Education, Primary Education, Psychologists
Peer reviewedTaylor, Ronald L.; And Others – Psychology in the Schools, 1984
Investigated the developmental aspects of the Koppitz scoring system with 652 children who took the Bender Motor Gestalt Test. Scores were fitted to various developmental curves by computer. Results indicated only 35 percent of the Bender test performance variance was accounted for by age. (JAC)
Descriptors: Age Differences, Child Development, Elementary Education, Elementary School Students
Peer reviewedSmith, Teresa C.; Smith, Billy L. – Psychology in the Schools, 1988
Examined Visual Aural Digit Span Test (VADS) and Bender-Gestalt (BG) scores as predictors of Wide Range Achievement Test-Revised (WRAT-R) scores among 115 elementary school students referred for low academic achievement. Divided children into three age groups. Results suggest BG and VADS Test can be effective screening devices for young children…
Descriptors: Academic Failure, Age Differences, Comparative Testing, Educational Diagnosis
Peer reviewedFuller, Gerald B.; Vance, Booney – Psychology in the Schools, 1993
Investigated whether Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or Bender-Gestalt Test (BG) would more accurately predict achievement at first-, third-, and fifth-grade levels. Administered both tests to 84 children in counterbalanced order. Results indicated that MPD-R was better predictor of achievement than BG, especially at first- and…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Grade 1
Peer reviewedBrannigan, Gary G.; And Others – Psychology in the Schools, 1995
Compares the Qualitative Scoring System and the Developmental Scoring Systems, both Bender-Gestalt tests, in predicting achievement on the Metropolitan Achievement Test (MAT). In this study, first through fourth graders (n=409) from regular elementary schools were subjected to both tests; both systems correlated significantly with school…
Descriptors: Children, Cognitive Measurement, Cognitive Tests, Education
Peer reviewedHaddad, Frederick A. – Psychology in the Schools, 1986
Results of the Kaufman Assessment Battery for Children (K-ABC) and Bender-Gestalt Test were compared for a sample of learning disabled children that included 24 blacks and 24 whites; mean age 9 years. A significant correlation coefficient was found between the K-ABC Simultaneous Scale and the Bender-Gestalt Test error score. Implications of these…
Descriptors: Black Students, Comparative Analysis, Correlation, Educational Diagnosis
Peer reviewedThweatt, Roger C. – Psychology in the Schools, 1972
Descriptors: Elementary School Students, Measurement Techniques, Scoring, Test Validity
Peer reviewedKoppitz, Elizabeth Munsterberg – Psychology in the Schools, 1973
The present study attempts to discover ways to improve the usefulness of the Bender Gestalt Test as a screening instrument for school beginners, especially for individual pupils. (Author)
Descriptors: Academic Achievement, Kindergarten Children, Measurement Techniques, Predictive Measurement
Peer reviewedLehman, Joanne; Breen, Michael J. – Psychology in the Schools, 1982
Regular education students (N=125) in grades K-3 were administered the Bender-Gestalt and Beery/Buktenica tests of visual-motor integration. Found significant differences between the mean Bender and Beery age equivalent scores at each grade level. Discusses implications for their utilization in assessing fine motor readiness development.…
Descriptors: Ability Identification, Comparative Analysis, Instructional Program Divisions, Measures (Individuals)
Peer reviewedWallbrown, Fred H.; Fremont, Theodore – Psychology in the Schools, 1980
Findings support Koppitz's assertion that the total error score for the Bender Gestalt Test is stable and reliable. Working time is a relatively stable dimension of Bender performance, which may be of value in assessment activities. Perseveration and integration should not be used in differential diagnosis. (Author)
Descriptors: Children, Educational Diagnosis, Followup Studies, Psychological Testing
Peer reviewedLifshitz, Michaela – Psychology in the Schools, 1978
The present study assessed the extent to which kindergarten children's performance on the Bender-Gestalt Test is related to sex and sociocultural variables and to children's social behavior. Two distinctly different Israeli populations were included: the Druze and the Jews. Significant correlations between perceptual indicators and social…
Descriptors: Foreign Countries, Kindergarten Children, Perception Tests, Preschool Education
Peer reviewedBuckley, Pepper D. – Psychology in the Schools, 1978
The past 11 years of published research investigating the use of the Bender Gestalt Test with school-age children are reviewed. Seen as a psychometric instrument, scored according to standardized procedures, this recent work does not conclusively support use of the test for prediction of school achievement or emotional disturbance. (Author)
Descriptors: Academic Achievement, Children, Elementary Secondary Education, Emotional Disturbances
Peer reviewedLocher, Paul J.; Worms, Peter F. – Psychology in the Schools, 1977
This study describes and compares visual encoding processes and copying performance of normal children and children with perceptual and neurological disabilities viewing the Bender-Gestalt designs. Designs of the neurologically impaired children were significantly different from those of either of the other two diagnostic groups. (Author)
Descriptors: Children, Comparative Analysis, Motor Development, Neurological Impairments
Peer reviewedBrannigan, Gary G.; Benowity, Martin L. – Psychology in the Schools, 1975
This study explores the relationship between performance on the Bender-Gestalt test and antisocial acting out tendencies in adolescents. Results indicate that uneven figure size and exaggerated curvature are the best indicators of antisocial acting out tendencies. (Author)
Descriptors: Adolescents, Antisocial Behavior, Predictive Measurement, Predictor Variables
Peer reviewedGilmore, George; And Others – Psychology in the Schools, 1975
Investigates how the performance of Mexican-American children residing in the southwest U.S.A. compares with Koppitz's normative group on the Bender Gestalt Test for Young Children. (Author)
Descriptors: Comparative Analysis, Cultural Differences, Mexican Americans, Primary Education
