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.

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 Two Tests of Visual-Motor Development Used to Assess Children with Learning Disabilities

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1099-1103 ◽  
Author(s):  
Robert J. Palisano ◽  
Carol G. Dichter
Keyword(s):  
Learning Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Dysfunction ◽  
Test Results ◽  
Students With Learning Disabilities ◽  
Visual Motor Integration ◽  
Z Scores ◽  
Developmental Test ◽  
Visual Motor

To examine the validity and sensitivity of the Test of Visual-motor Skills and the Developmental Test of Visual-motor Integration, 38 students with learning disabilities were administered each test twice over a 6-mo. period. Correlations between age-equivalents, percentile ranks, and z-scores ranged from .58 to .71, supporting the construct validity of the Test of Visual-motor Skills. However, mean scores on the Developmental Test of Visual-motor Integration were significantly higher with all three methods of reporting test results and do not support concurrent validity. Subjects made a significantly greater mean change in age-equivalent score on the Test of Visual-motor Skills, suggesting that this score is preferable for measuring change in children receiving remedial programs for visual-motor dysfunction.

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.

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.

The Developmental Test of Visual-Motor Integration—3R and Teachers' Ratings of Written Language

1994 ◽  
Vol 79 (1) ◽  
pp. 371-374 ◽  
Author(s):  
Winston J. Hagborg ◽  
Mary Aiello-Coultier
Keyword(s):  
Socioeconomic Status ◽  
Writing Skills ◽  
Learning Disabled ◽  
Diagnostic Information ◽  
Written Language ◽  
Disabled Children ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
The Relationship

For a sample of 73 learning-disabled children, the relationship between scores on the Developmental Test of Visual-motor Integration—3rd Revision and teachers' ratings of writing skills was investigated. After statistically removing the contribution of socioeconomic status, achievement, and intelligence, only handwriting was significantly related to scores on Beery's test. Given the limited diagnostic information provided by the test, psychologists are urged to select other measures in assessing students' writing skills.

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