Comparison of the Developmental Test of Visual-Motor Integration and the Bender-Gestalt Test

1977 ◽  
Vol 45 (3) ◽  
pp. 981-982 ◽  
Author(s):  
Mary Jane Brown
Keyword(s):  
T Test ◽  
Second Grade ◽  
Visual Motor Integration ◽  
Developmental Age ◽  
Significant Difference ◽  
Developmental Test ◽  
Visual Motor ◽  
Bender Gestalt Test ◽  
Motor Perception

The Developmental Test of Visual-motor Integration (Beery) and the Bender-Gestalt test (Bender) were administered to 44 second-grade children. Developmental age scores (Koppitz scoring) and age equivalents (Beery) were compared. The correlation of .43 between Bender (Koppitz scoring) and Beery scores was moderate but statistically significant. A t test for dependent groups indicated a significant difference between the means on the Bender and Beery tests. These results confirm that neither test should be utilized as the sole indicator of visual-motor perception.

Structured vs Unstructured Visual-Motor Tests for Educable Retarded Children

1972 ◽  
Vol 34 (3) ◽  
pp. 691-694 ◽  
Author(s):  
Virginia R. Krauft ◽  
Conrad C. Krauft
Keyword(s):  
Motor Skills ◽  
Test Scores ◽  
Visual Motor Integration ◽  
Developmental Age ◽  
Motor Testing ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Structured Test

To determine correlations among test scores on Berry Developmental Test of Visual-motor Integration (Berry), a structured test, and the Bender-Gestalt (Bender), an unstructured one, half of 24 children (IQs ranging from 50 to 80) were given each test first. Developmental age scores and/or equivalents were obtained. Both Koppitz and Bender methods were used to score the Bender protocols. Intercorrelations between the Bender (Koppitz and Bender scoring) and Berry were statistically significant ( p < .01). For this sample a structured booklet for visual-motor testing (Berry) measures visual-motor skills in a manner comparable to the unstructured Bender.

Comparison of the Bender-Gestalt and Revised Developmental Test of Visual-Motor Integration

1982 ◽  
Vol 55 (1) ◽  
pp. 164-166 ◽  
Author(s):  
Barbara B. Armstrong ◽  
Karen F. Knopf
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
Learning Disabled ◽  
Mean Difference ◽  
Visual Motor Integration ◽  
Developmental Age ◽  
Regular Classrooms ◽  
Developmental Test ◽  
Visual Motor ◽  
Regular Students

The Bender-Gestalt and the Developmental Test of Visual-motor Integration were administered to two groups of 40 children each, ages 7 through 10 yr. Developmental age scores (Koppitz scoring) and age equivalents (Revised Beery manual) were obtained. Children screened for learning disabilities were selected for one group and children enrolled in regular classrooms were selected for another group. The correlation of .74 between the Bender and Beery test scores was high and statistically significant for the learning-disabled group. The correlation of .36 was low though statistically significant for the regular students, which suggests the groups performed differently on the tests. A significant mean difference of 9 mo. was noted between the Bender and Beery scores.

Comparison of Learning Disabled Children's Performance on Bender Visual-Motor Gestalt Test and Beery's Developmental Test of Visual Motor Integration

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1257-1258 ◽  
Author(s):  
Judith A. Skeen ◽  
Victoria Norton Strong ◽  
Robert M. Book
Keyword(s):  
Learning Disabled ◽  
Disabled Students ◽  
Visual Motor Integration ◽  
Significant Difference ◽  
Developmental Test ◽  
Visual Motor

A comparison was made of the performance of 30 learning-disabled students on the Bender Visual-Motor Gestalt Test and the Beery Developmental Test of Visual Motor Integration. A significant correlation of —.72 was obtained. No significant difference was found in estimations of age equivalents. The tests share substantial common (52%) variance.

Comparison of Scores on Two Visual-Motor Tests for Children Referred for Learning or Adjustment Difficulties

1981 ◽  
Vol 53 (3) ◽  
pp. 863-867 ◽  
Author(s):  
Stephen T. De Mers ◽  
Dan Wright ◽  
Leon Dappen
Keyword(s):  
Normal Subjects ◽  
Classroom Teachers ◽  
Visual Motor Integration ◽  
Adjustment Difficulties ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Highly Correlated ◽  
Mean Differences ◽  
Bender Gestalt Test

93 students 6 to 11 yr. old and referred for evaluation because of learning or adjustment difficulties by their classroom teachers were administered Beery's Developmental Test of Visual-motor Integration and Koppitz's version of the Bender-Gestalt test. Previous research with retarded samples indicated the two tests were highly correlated while one study using normal subjects yielded significant differences between the tests. The present study indicated significant mean differences between the tests and significant but moderate correlations between the measures for each of three age ranges between 6 and 11 yr. In general, Beery's test gave higher standard scores for this sample of referred students; examiners are cautioned not to use the tests interchangeably with similar populations.

Developmental Test of Visual-Motor Integration and the Goodenough Draw-a-Man Test as Predictors of Academic Success

1976 ◽  
Vol 43 (2) ◽  
pp. 543-546 ◽  
Author(s):  
James B. Duffey ◽  
David R. Ritter ◽  
Mark Fedner
Keyword(s):  
Academic Success ◽  
Academic Functioning ◽  
Current Level ◽  
Second Grade ◽  
Predictive Utility ◽  
Stanford Achievement Test ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Predictors Of Academic Success

At the inception of their kindergarten program 80 children were administered the Developmental Test of Visual-motor Integration and the Draw-A-Man. These same children, at the conclusion of second grade, received the Stanford Achievement Tests to obtain indices of their current level of academic functioning. Results indicated that, while the Developmental Test of Visual-motor Integration and the Draw-A-Man were both significant predictors of academic success in Grade 2 as measured by the Stanford Achievement Test total score, each measure accounted for only 93 % of the test variance. These tests then have little predictive utility; tests which are more educationally relevant may be better predictors of future academic success.

Comparison of Preschool Children's Scores on the Modified Version of the Bender-Gestalt Test and the Developmental Test of Visual-Motor Integration

1997 ◽  
Vol 85 (2) ◽  
pp. 766-766 ◽  
Author(s):  
Dale Moose ◽  
Gary G. Brannigan
Keyword(s):  
Pearson Product Moment Correlation ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Bender Gestalt Test

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.

Comparison of Educationally Handicapped Students' Scores on the Revised Developmental Test of Visual-Motor Integration and Bender-Gestalt

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1227-1230 ◽  
Author(s):  
Michael J. Breen
Keyword(s):  
Emotionally Disturbed ◽  
Correlated Data ◽  
T Test ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor

32 elementary-aged boys enrolled in a program for the emotionally disturbed were administered the Revised Beery and Bender-Gestalt. A significant correlation of .73 was found between Beery and Bender age-equivalent scores. A t test for correlated data indicated mean scores did not differ significantly from one another, but scores were quite varied. The implications of such variability are discussed.

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