Angela Louise M.

Dimapilis

Alyana Mae A. Olguera

3rd Year BS Psychology

BENDER GESTALT II

The Bender Visual-Motor Gestalt Test, or commonly known as the Bender Gestalt Test, is a

psychological assessment used to evaluate visual-motor functioning and perceptual skills. This

test has two main phases: the Copy phase and the Recall phase. As well as supplemental tests,

the Motor and Perception Tests.

Purpose

In the sphere of psychological testing and assessment, the Bender Gestalt Test has the following

functions. First, it is used to evaluate visual motor coordination, which is the ability of the brain

to coordinate what is seen with how it is done. It is useful in diagnosing developmental disability

in children, any abnormalities of the nervous system as well as in psychological illnesses. Also, it

can uncover client’s information processing abilities and can assist in identifying dysgraphia,

ADHD, and other learning impairments.

Copy Phase: In the Copy phase, the test taker is given 12 geometric designs on 12 different

cards. The individual is then required to draw these designs on a fresh sheet of paper in the

nearest possible manners. The examiner also notes down the reaction of the test taker’s

emotional state and behavior, for example signs outside the task like frustration or hesitation.

Recall Phase: Following a short interval, the test taker is required to reproduce the same set of 12

designs from memory. This phase measures the capacity of the individual in redrawing the

geometric shapes from recall phase without looking at the illustrations. It can be delayed for

almost any amount of time, but it is normally approximately 10 minutes.

Scoring

Copy Phase: In Copy phase, they get the assess on the basis of how similar their designs are to

the original illustrations. For each of the designed figures, distortions, omissions, rotations, and

perseverations are noted of and listed. These errors are measured, and the raw error rate is

estimated based on their number and severity. Every design possesses its own assessment

standards which are shown in appendix f.

Recall Phase: The procedures for scoring in the Recall phase are essentially the same. The copied

designs are assessed for consistency with the initial designs in terms of geometry. The errors are

once more standardized and a raw score is arrived at is arrived at. It increases the information

about memory function and visuo-motor coordination because the score depends on the subject’s

capacity to reproduce the design from memory.

In both phases, the achieved raw scores are transformed into a percentile-ranking by comparing

the test taker’s scores to normal or to what is expected for a similar population. This comparison

makes it possible to define what does or does not develop or function in a particular way in

children with the disorder. An increase in the traditional number of omitted items or even lower

percentile rank may suggest that there are possible difficulties in the field of visual-motor,

problems with memory or with existing neurological/psychological disorders.

Copy Phase Interpretation: The ability to perceive copy and coordinate hand movements is

reflected in such scores obtained from the Copy phase. Major mistakes might point to

developmental disabilities or neurological disorders. Such information that may be noticed

during this phase includes difficulty in initiating or rookie design.

Recall Phase Interpretation: Results from the Recall phase provide basic data about the

respondent’s memory and his/her cognitive abilities. Inability to remember and reproduce the

designs may be an aspect of dementia or other mental impairments. Looking at the difference in

scores a possible concern may be seen as, for example, a large disparity between visual-motor

and memory.

Motor and Perception Test

The Bender-Gestalt II Motor and Perception Tests are supplemental tests that are by the

examinee if their test score in the previous tests is interpreted as “low- average”. These tests are

taken to understand specific motor and perceptual difficulties that may impact an examinee’s

performance.
Administration of the Motor and Perception Tests

Motor Test: The Motor Test sample item is presented together with four major Motor Test items,

each of which contains three figures. The exams’ intent is to have the examinee connect the dots

associated within each figure without crossing over boundaries. The test is always given in 2

minutes but can only consume up to 4 minutes of the total testing time. For the test, if the

examinee managed to answer all the items within the 4 minutes or if the time runs out the test

must be stopped.

When administering, the examiner reads the instructions aloud and if they deem it necessary,

provides a walkthrough of the sample item. The examinee is reminded that the only allowable

actions are to connect the dots with a continuous line without lifting the pencil, erasing or tilting

the paper. The examiner then points to the largest figure in the first item and makes a circle

around the next figure to complete – thereby guiding the examinee to follow the right sequence

of figures. The examiner goes on with this process until all the items are done, or the time

allowed expires.

Perception Test: The Perception Test follows the Motor Test and comprises of 10 items.

Numbered boxes on the right column contain models of designs and the examinee must select

the design from the above column that would fit into a particular numbered box. Like Motor

Test, Perception Test has been developed to be more or less 2 minutes and the maximum time

limit is 4 minutes.

In order to explain the task, the examiner performs the first item and teaches the examinee how

to point at the matching design. If, for example, the examinee cannot pick up a pencil, he will

simply point at the item and the examiner will record the answer. If an examinee takes more than
30 seconds for any of the items, the examiner should completely leave the item, and move onto

the next one while indicating to the examinee that the current item was not attempted.

Behavioral Observations During Testing

Unlike the Motor and Perception Tests, which focus on performance to judge consistency,

behavioral observations help uncover the reasons for their low performance. It helps to focus on

specific behaviors such as pausing, being reflective, overactivity, impulsiveness,

compulsiveness, shyness, or overcompensation. For example: hesitancy can be observed if the

examinee is slow, he may talk a lot about irrelevant issues, or constantly seeks confirmation if

what he’s doing is right. Impulsivity is when the person give answers quickly without properly

evaluating the design, while compulsivity involves repeatedly checking and erasing.

Furthermore, when the examinee exhibits clinginess and dependability, these may be indicators

of emotional issues or insecurity. By taking traditional maladaptive behaviors, like compensating

for possible failures and hiding visual-motor issues, into account, it can offer crucial insights

about the tests. These kinds of actions reveal more than just the test results of what kind of

struggles the examinee has been facing.

Interpretation of Test Behavior

Understanding the nature of the behaviors observed on the test is important when making the the

conclusion. Some can be as follows visual impairment, performance disorders, emotional

disorders, or neurological disorders. For example, some factors such as fine motor problems,

perceptual problems or even the learning of different perceptuomotor operations can lead to
misinterpretation, motor execution problems, or central processing issues, which may affect the

examinee's true response.

Sample behaviors which may point towards motor coordination difficulties or anxiety include

taking longer times than normal to complete tasks, erasing often or losing temper. For example,

children with behavioral and learning problems may show delays or act impulsively, like rushing

through drawings without planning or checking details. Whereas people with poor control and

uncertainty perform the task messily and with little concentration, lastly, people with good

control and confidence execute the task in a more organized way.

Clinical Use of Observations and Scores

When comparing scores from the Motor and Perception Tests and overall behavior of the

examinee, the clinician receives more comprehensive information. These observations help

distinguish development, neurological, and psychological difficulties apart from each other. The

overall impression of the score gives a generalized view of the examinee’s overall behavior and

the lower score indicate more complex pathology development Mostly whether development,

Physiological or Psychological.

If the scores are below the 25th percentile there are advice to perform follow-up testing to

investigate possible motor or perceptual problems. By analyzing the test responses and patterns,

the clinician can make assumptions about the examinee's possible difficulties, which can be

confirmed or changed through other assessments, along with the examinee's age, academic level,

and mood.