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Gary G. Brannigan - One of the best experts on this subject based on the ideXlab platform.
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An Interview with Gary Brannigan: Revising the Bender-Gestalt Test
North American Journal of Psychology, 2013Co-Authors: Gary G. Brannigan, Michael F. ShaughnessyAbstract:NAJP: Let's hear about the recent revision of the Bender-Gestalt Test, but before that can you give some historical background on the Test? GB: The Bender-Gestalt Test, actually titled the Visual Motor Gestalt Test, evolved from the research of Gestalt psychologist, Max Wertheimer (1923). He studied the organizing principles of perception using geometric designs. He would present these designs to his subjects and ask them to describe what they saw. Lauretta Bender, a psychiatrist, was intrigued by Wertheimer's studies and wanted to see how psychiatric patients would experience these designs. However, because it was not always possible to get patients to verbalize their perceptions, she adapted nine of the designs, put them on cards, and asked patients to draw them with pencil on paper. Her research on the Test was detailed in her 1938 monograph "A Visual Motor Gestalt Test and Its Clinical Use." The monograph also provided clinicians with an elaborate scoring system and normative data on the maturation of visual-motor-Gestalt functioning in children from 3 to 11 years of age, as well as descriptions of the performance of individuals with organic and functional pathological conditions. NAJP: Can you describe Bender's scoring system? GB: Bender's scoring system evaluated the overall quality of the reproduction of each design on a scale of 1 to 5 on one design to 1 to 7 on others. She provided detailed descriptions of each point on the scale for each design. For example, on Design 6 a score of 1 was given for an inhibited scribble, a score of 4 was given for two wavy lines crossing at right angles, and a score of 6 was given for perfection. Her scoring system was cumbersome and it did not generate much research interest. However, it did stimulate others to research new methods of administering and scoring the Test. NAJP: Can you describe some of the scoring systems that evolved from Bender's work? GB: The Bender-Gestalt Test came to be used for neurological, psychopathological, and educational assessment purposes. Two types of scoring systems evolved: global systems and deviation systems. Global systems evaluate the overall intactness of the reproductions. Deviation systems inspect the reproductions for specific signs that are believed to have clinical relevance. As an example, I can describe a deviation system, Elizabeth Koppitz's (1963) Developmental Bender Scoring System; and a global system, my (with Nancy Brunner; 2002) Qualitative Scoring System. Our System consists of 30 discrete errors (distortion, rotation, integration, perseveration) across the nine designs. The Qualitative Scoring System evaluates the overall accuracy of each drawing on a 6-point scale. For Design 6, for example, a score of 0 would be given for scribbling, random lines, absence of design; a score of 3 for two lines crossing at or near center with some attempt at waves; and a score of 5 for accurate representation. So far most of the scoring systems that are available are deviation systems. Both types provide useful information for clinicians. NAJP: What got you interested in the Bender-Gestalt in the first place? GB: I was introduced to the Test during my undergraduate years in the 1960s at Fairfield University. Actually, I first saw the designs in an Introductory Psychology course. Later, during my senior year, I had the good fortune to be selected as a research assistant by Alex Tolor, a clinical psychologist and noted authority on the Bender-Gestalt. His comprehensive book "An Evaluation of the Bender-Gestalt Test," published with Herbert Schulberg in 1963, examined the research on the Test from its beginning through the early 1960s. It was called by some "the bible for the Bender-Gestalt Test." I was surprised at the simplicity of the Test and impressed by the prominent role it assumed in the psychological assessment battery. However, it was not until I was in graduate school at the University of Delaware that I began to learn the intricacies of the Test. …
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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, 1997Co-Authors: Dale Moose, Gary G. BranniganAbstract:A Pearson product-moment correlation of .54 was obtained for 50 preschool children's scores on the Modified Version of the Bender-Gestalt Test and the Developmental Test of Visual-Motor Integration.
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Comparison of Individual versus Group Administration of the Modified Version of the Bender-Gestalt Test
Perceptual and Motor Skills, 1995Co-Authors: Gary G. Brannigan, Michael J. BranniganAbstract:No significant difference was found for a comparison of Qualitative scores for individual versus group (slide projection) (ns = 45 children, Grades K—2) administration of the Modified Version of the Bender-Gestalt Test.
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Comparison of the qualitative and developmental scoring systems for the modified version of the Bender-Gestalt Test
Journal of School Psychology, 1993Co-Authors: Gary G. Brannigan, Nancy A. BrunnerAbstract:Abstract This study extended the validation research of two scoring systems (Qualitative versus Developmental) for the Modified Version of the Bender-Gestalt Test. The Modified Version of the Bender-Gestalt Test and the Otis-Lennon School Ability Test were administered to 75 first-grade and 84 second-grade students from regular classes at a public elementary school. Both scoring systems were significantly correlated with school ability. However, the results of Tests for differences between correlations indicated that the Qualitative Scoring System correlated significantly higher than the Developmental Scoring System with school ability at the second-grade level.
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Relationship between two scoring systems for the modified version of the Bender-Gestalt Test.
Perceptual and motor skills, 1991Co-Authors: Gary G. Brannigan, Nancy A. BrunnerAbstract:Grades K, 1, and 2 support the validity of the Qualitative Scoring System (vs Koppitz's system) for the modified Bender-Gestalt Test. Research on the Modified Version of the Bender-Gestalt Test showed that the Qualitative Scoring System was a reliable and valid predictor of school achievement (1). The present study was designed to further examine the construct validity of the Qualitative Scoring System by correlating scores with those from an error-based Developmental Scoring System (2). Seventy-two kindergarten, 94 first-grade, and 92 second-grade students were administered the Modified Version of the Bender-Gestalt Test. Protocols were scored by both the Qualitative Scoring System (1) and the Developmental Scoring System (2). The Qualitative system consists of a six-point (0-5) rating scale which yields an individual score for each design and a total score for the six designs. The Developmental system consists of discrete items based on errors of distortion, integration, rotation, and perseveration. Pearson product-moment correlations of - .80 (p < .001), - .78 (p < .001), and - .67 (PC ,001) were found between the two scoring systems for Grades K, 1, and 2, respectively. These results further suppport the validity of the Quahtative Scoring System as a measure of visual-motor integration.
William Tooke - One of the best experts on this subject based on the ideXlab platform.
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Comparison of two scoring systems for the modified version of the Bender-Gestalt Test
Journal of School Psychology, 1991Co-Authors: Steven Schachter, Gary G. Brannigan, William TookeAbstract:Abstract This study examined the relative utility of two scoring systems (developmental versus Qualitative) for the Modified Version of the Bender-Gestalt Test in predicting performance on the Developmental Test of Visual-Motor Integration. The subjects were 53 kindergarten and 47 first-grade children from regular classes at a public elementary school. The results of the Tests for differences between correlations and multiple regression analyses indicated that the Qualitative Scoring System was a significantly better predictor of visual-motor integration skills than the Developmental Scoring System.
Nancy A. Brunner - One of the best experts on this subject based on the ideXlab platform.
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Comparison of the qualitative and developmental scoring systems for the modified version of the Bender-Gestalt Test
Journal of School Psychology, 1993Co-Authors: Gary G. Brannigan, Nancy A. BrunnerAbstract:Abstract This study extended the validation research of two scoring systems (Qualitative versus Developmental) for the Modified Version of the Bender-Gestalt Test. The Modified Version of the Bender-Gestalt Test and the Otis-Lennon School Ability Test were administered to 75 first-grade and 84 second-grade students from regular classes at a public elementary school. Both scoring systems were significantly correlated with school ability. However, the results of Tests for differences between correlations indicated that the Qualitative Scoring System correlated significantly higher than the Developmental Scoring System with school ability at the second-grade level.
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Relationship between two scoring systems for the modified version of the Bender-Gestalt Test.
Perceptual and motor skills, 1991Co-Authors: Gary G. Brannigan, Nancy A. BrunnerAbstract:Grades K, 1, and 2 support the validity of the Qualitative Scoring System (vs Koppitz's system) for the modified Bender-Gestalt Test. Research on the Modified Version of the Bender-Gestalt Test showed that the Qualitative Scoring System was a reliable and valid predictor of school achievement (1). The present study was designed to further examine the construct validity of the Qualitative Scoring System by correlating scores with those from an error-based Developmental Scoring System (2). Seventy-two kindergarten, 94 first-grade, and 92 second-grade students were administered the Modified Version of the Bender-Gestalt Test. Protocols were scored by both the Qualitative Scoring System (1) and the Developmental Scoring System (2). The Qualitative system consists of a six-point (0-5) rating scale which yields an individual score for each design and a total score for the six designs. The Developmental system consists of discrete items based on errors of distortion, integration, rotation, and perseveration. Pearson product-moment correlations of - .80 (p < .001), - .78 (p < .001), and - .67 (PC ,001) were found between the two scoring systems for Grades K, 1, and 2, respectively. These results further suppport the validity of the Quahtative Scoring System as a measure of visual-motor integration.
Michael Calabria - One of the best experts on this subject based on the ideXlab platform.
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Test-reTest reliability of the Advanced Psychodiagnostic Interpretation (API) scoring system for the Bender Gestalt in chronic schizophrenics.
Assessment, 2001Co-Authors: Ernest J. Aucone, Edwin E. Wagner, Alan J. Raphael, Charles J. Golden, P. Espe-pfeifer, Liane Dornheim, Jen Seldon, Tanya Pospisil, Zoe Proctor-weber, Michael CalabriaAbstract:This study assesses the Test-reTest reliability of the revised Advanced Psychodiagnostic Interpretation (API) scoring system for the Bender Gestalt Test (BGT). The API system identifies 207 possible distortions in a BGT protocol. Test-reTest reliability for 40 schizophrenic patients Tested twice with a mean interval of 6.4 years (SD = 3.8 years) was good, ranging from .71 to .80. Further reliability and validity studies are needed to further demonstrate the effectiveness of the system.
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Reliability of the Advanced Psychodiagnostic Interpretation (API) scoring system for the Bender Gestalt.
Assessment, 1999Co-Authors: Ernest J. Aucone, Alan J. Raphael, Charles J. Golden, P. Espe-pfeifer, Liane Dornheim, Jen Seldon, Tanya Pospisil, Zoe Proctor-weber, Michael CalabriaAbstract:This study assesses the interrater reliability of the revised Advanced Psychodiagnostic Interpretation (API) scoring system for the Bender Gestalt Test (BGT). The API scoring system identifies 207 possible distortions in a BGT protocol. Agreement across nine raters exceeded 90% for each of three clinical protocols. Kappa statistics indicated that the API system exhibited good interrater reliability. Further research is necessary in such areas as Test-reTest reliability and validity to further demonstrate the effectiveness of the procedure.
E. P. Bharucha - One of the best experts on this subject based on the ideXlab platform.
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The Bender Gestalt Test as a measure of perceptual and visuo-motor defects in cerebral palsied children.
Developmental medicine and child neurology, 2008Co-Authors: Sudha Patel, E. P. BharuchaAbstract:SUMMARY Two groups of children (34 with cerebral palsy and 80 controls) were Tested for visuo-motor abilities by the Bender Gestalt Test. While the number of errors in both groups decreased steadily with age, the decrease in those with cerebral palsy was at a slower rate than in those without. The number of errors was greater at any age in the group with cerebral palsy, significantly so at the ages of 5, 9 and 10 years. It would appear that there was some degree of visuo-motor perceptual difficulty in the small number of cerebral palsied children studied; this would be an additional handicap to schooling and should be kept in mind when planning educational rehabilitation programmes for such children. RESUME Le Test perceptif de Lauretta Bender, mesure des defauts perceptifs et visuo-moteurs chez les enfants IMC Deux groupes d'enfants, 34 imc et 80 controles ont ete examines au niveau de l'aptitude visuo-motrice de Lauretta Bender. Le nombre d'erreurs dans les deux groupes decroit rapidement avec 1'âge mais avec une vitesse plus reduite chez les imc. Le nombre des erreurs etait plus grand a n'importe quel âge chez les enfants imc, specialement a 5, 9 et 10 ans. II semble donc qu'il existe quelques degres de differences perceptives visuo-motrices dans le petit nombre d'enfants imcetudies; ceci pourrait etre un handicap supplementaire pour la scolarisation et il faudrait en tenir compte dans le programme educatif de tels enfants. ZUSAMMENFASSUNG Der Bender Gestalt Test als Maβ fur perceptive, viso-motorische Ausfalle beim cerebral geschadigten Kind Zwei Gruppen von Kindern, 34 cerebral geschadigte und 80 Kontrollen, werden nach dem Bender Gestalt Test auf ihre viso-motorischen Fahigkeiten untersucht. Die Fehlerrate nahm bei beiden Gruppen mit steigendem Alter ab, bei den cerebral Geschadigten jedoch langsamer als bei den Kontrollen. Bei den cerebral geschadigten Kindern war die Fehlerrate in jeder Altersstufe hoher und im Alter von 5,9 und 10 Jahren war sie signifikant hoher. Bei der kleinen Gruppe von cerebral geschadigten Kindern, die hier untersucht wurden, fiel ein gewisser Grad von viso-motorischen, perceptiven Schwierigkeiten auf. Dies wurde ein zusatzliches Handicap fur die Forderung der Kinder darstellen, und es ware notig dies bei der Planung der schulischen Rehabilitationsprogramme zu berucksichtigen. RESUMEN El Test de Bender Gestalt como medicion de defectos perceptivos y visuo-motores en el nino con paraisis cerebral Dos grupos de ninos, 34 con parahis cerebral y 80 controles, fueron examinados para determinar su habilidad visuo-motora utilizando el Test de Bender Gestalt. Mientras que el numero de errores en ambos grupos disminuia persistentemente con la edad, la disminucion seguia un ritmo mas lento en los ninos con paralisis cerebral. El numero de errores era mayor en cualquier edad en los ninos con paralisis cerebral y de modo significativo en las edades de 5, 9 y 10 anos. Parece que existia cierto grado de dificultad perceptiva visuo-motora en el pequeno grupo estudiado de ninos con paralisis cerebral, lo que constituiria una dificultad adicional para el rendimiento escolar. Seria necesario tener esto presente al planificar los programas de rehabilitacion educacional destinados a este tipo de ninos.