BENDER-GESTALT II

Scott L. Decker, Ph.D.

Georgia State University

Overview of presentation
History of Bender-Gestalt Previous Research BG II Revision Goals BG II Features and Psychometrics Administration/Scoring Interpretation and Derived Scores

Brief Background

Georgia State University

Bender-Gestalt
Por Lauretta Bender, 1938 Uno de los test psicolgicos ms usados. Test evolutivo para nios y de psicopatologa para adultos Administrado individualmente; prueba de papel-lpiz que contiene 9 figuras geomtricas.

Bender-Gestalt
FIguras originales desde la investigacin de Wertheimer (1923) en la percepcin Pragnantz y las leyes de la percepcin

L. Bender
Bender (1938) oper bajo el presupuesto que la funcin gestltica visual es una funcin fundamental asociada son la habilidad del lenguaje y estrechamente vinculada con varias funciones de la inteligencia, tales como la percepcin visual, habilidad manual, memoria, conceptos y organizacin especial y temporal (p. 112).

Constructos and Modelos

Percepcin Viso-Motora e Integracin Bender: Maturacin y psicopatologa Hutt: Psicodinmica de la proyeccin de Personalidad personality Koppitz: Desarrollo Lacks: Despistaje Neuropsicolgico

Modelo Koppitz

Visin General de la Investigacin Previa

Piotrowski (1995)
es bsico en la batera de evaluacin como instrumento en la estimacin de la inteligencia como tcnica de despistaje para disfuncin neuropsicolgica, como herramienta clnica para muestrear la competencia visomotora, y como tcnica proyectiva estndar en la evaluacin de personalidad (p.1272)

Usos Histricos
Relacin Establecida Rendimiento CI Dao cerebral

No Establecida Organicidad localizada Personalidad/psicopatologa Diagnstico diferencial

Neuropsicologa
Construccin Lacks (1999)

Caminos Visuales

Neuropsicologa

Desrdenes Visuales
Agnosia Incapacidad para identificacin visual Hemianopia prdida de la mitad del campo visual Escotoma lesiones pequeas, spots en el campo visual Ataxia Optica dficit en movimientos manuales guiados visualmente Prosopagnosia agnosia facial Alexia incapacidad para leer

Sistemas de Calificacin: Bender

Evalu la calidad global de cada diseo en un escala de 1 al 5 en un diseo, y 1 al 7 en los dems. Di detalladas descripciones de cada puntaje escalar en cada diseo. Impuls el uso de calificaciones globales en vez de sistemas basados en el error, que pens que sobre-simplificaban los procesos involucrados y no hacan justicia a la prueba.

Sistema de Calificacin: Keogh & Smith (1961)

Calificacin de cada diseo en una escala de cinco puntos basaso en la calidad global de la reproduccin. Un puntaje de 1 se daba cuando una figura era irreconocible; 5 cuando todas las partes de la figura estaban presentes y reconocibles. Aunque el sistema gener alguna investigacin, los autores nunca dieron datos normativos.

Sistema de Calificacin: deHirsch, Jansky & Langford (1966)

Sistema basado en una simple inspeccin global que llevaba a una decisin de tipo pas/fall en cada diseo. El sistema evalu lo esencial de la gestalt y el grado de diferenciacin de cada diseo.

Sistema de Calificacin: Brannigan and Brunner (1989, 1996, 2002)

Seis diseos (A, 1, 2, 4, 6 y 8) como en deHirsch, Jansky y Langford (1966), y Jansky y deHirsch (1972). Sistema basado en seis puntos para mejorar la diferenciacin en el puntaje de cada diseo. El puntaje vari desde 0 para el dibujo aleatorio, garabteo, sin tener concepto del diseo, pasando por 3 cuando todos los mayores elementos estn presentes y reconocibles con solo menores distorsiones, hasta 5, representacin exacta.

Basados en Errores
Koppitz (scoring by statistical fiat, clases regulares/educacin especial, opinin de profesores) Lacks Hutt & Pascall
1. Variada validez de constructo (rotacin + distorsin + simplificacin = ?) 2. No captura el diseo completo (ver ASB, Innovative Features of BG II (Brannigan, Decker, & Madsen) 3. Signos patognmicos similares

Historia del Sistema

Mtodos cualitativos basados en escalas demuestran alta validez y confiabilidad (Sattler) Captura el desempeo total Clara dimension del constructo

Vision General de Nuevos Desarrollos

La revisin del TGB tuvo lugar, e incluye:
1. Nuevos tems 2. Memory recall 3. Normas nacionales (N=5,000) 4. Validez clnica 5. Estimaciones de tiempo y planeacin 6. Calificacin Cuantitativa/Cualitativa 7. Co-normado con el Stanford-Binet 8. Registro de observacin

Seleccin de Items
Generacin de tems Calificacin de expertos (Dificultad, Inclusin) Ensayo de los tems Anlisis del sistema de calificacin Seleccin de nuevos tems

Algunas Dificultades
Measuring pragnantz? Cmo elegir tems gestalticos.

Seleccin inicial de los tems: Se inici generando un gran nmero de posibles tems. Algunos se crearn para bajar el nivel basal (tems muy fciles) y algunos para llegar al techo (tems muy difciles). El inicial grupo de 66 tems se revisaron por un panel para elegir los tems ms apropiados para posterior ensayo.

Escala de Calificacin: Se les pidi a los revisores que califiquen cada tem segn qu tan difcil vean que eran (Muy Fcil a Muy Difcil sobre una escala Likert de 4 puntos), y compatibilidad/conformidad con los diseos existentes (Exluir Definitivamente a Incluir Definitivamente sobre una escala Likert de 4 puntos)

Rating scale analysis: Las respuestas a la dificultad e inclusin se analizaron separadamente con WINSTEPS en dos fases. La escala de inclusin se us para elegir los tems en que los calificadores aprobaron ms probablemente (alta probabilidad de Incluir o o Definitivamente Incluir). La media de la medida de las personas de -0.33 indica que nuestros calificadores eran ms probables para excluir tems que incluirlos, pero debido a un RMSE de 0.38 para las medidas de los tems, se seleccion todos los tems con una medida de inclusin debajo de 0 (medida media inferior que significa que el tem es ms probable para ser incluir).

Rating scale analysis: La segunda fase se hizo para la percepcin de dificultad. Ya que se estaba interesado en tems para la base y el techo de la escala, se us calificaciones de dificultad de los tems para elegir los tems ms extremos. Se seleccionaron tems calificados como muy fciles o muy difciles para evaluar a pre-escolares y adolescentes/adultos, respectivamente. Se redujo el nmero de tems de 66 a 16 (6 fciles y 10 difciles) segn este proceso inicial de revisin.

Scoring the original 9 designs:

In order to compare the difficulty of the new designs with those in the original Bender-Gestalt Test, we first had to arrive at a method for scoring those items.

The original Bender-Gestalt test had been administered with the Stanford-Binet tryout study in 2000. Responses from a sample of examinees between the ages of 5 and 13 were selected and scored using a rubric designed to measure the accuracy of responses. This initial rubric specified 3 criteria to check for each item, yielding a score of 0-3 points for each item.

Item Tryout
Two forms were created to test the new items. The preschool form contained the 3 easiest items from the current Bender-Gestalt Test, as well as the 6 new items. The adolescent/adult form contained all 9 items from the current BGT, as well as 10 new items. For the purpose of comparing performance on the new items with that on the original 9 items, earlier cases which had only taken the 9 BGT items were analyzed with the new sample.

Scoring Systems

Global Scoring: rating scale Error Based - Certain errors associated with different pathologies. Accuracy Based: (criteria of how close the reproduction is to the actual figure) Qualitative signs from test observation

Scoring: Multimethod
Scoring criteria from a variety of methods (from the 1930s to the present) were studied. These criteria often include a variety of errors within a single criteria. For example, either of the reproductions below would qualify for Simplification in the Lacks system because the complete design has been broken into its component parts.

Scoring
Identification of Errors: Criteria combined, redundancies removed Can be recombined into the original scoring system at a later date. Characteristics of these errors can be examined, and their relationship to different diagnoses tested.

When the various methods and criteria are combined, a total of 436 errors are possible for the 16 designs on the BGT-R.

Examples of Errors

Test Item

Rotation error

Examples of BGT-R Errors:

Test Item

Retrogression error

Examples of BGT-R Errors:

Test Item

Simplification

Scoring: Global Scoring System

0 Random 1 Slight Vague Resemblance 2 Some Moderate Resemblance 3 Strong Accurate Resemblance 4 Nearly Perfect

Example of items:
rotation - 30 degree rotation - 45 degree rotation - 90 degree rotation - mirror image Rotation - one figure rotated relative to other Closure Difficulty - Shapes fail to touch Closure Difficulty - Shapes overlap Closure Difficulty - Sketching or reworking at point of intersect Closure Difficulty - Distortion of the figure at point of intersect Perseveration - Drew figure multiple times Simplification - Shapes greater than 1/8 inch apart Simplification - Diamond as disconnected pieces Distortion - missing or extra angle(s) in diamond Distortion - either shape misshapen Distortion - double line Retrogression - square or triangle for diamond Fragmentation - Part of design missing Fragmentation - Drew only left half of figure Fragmentation - Drew only right half of figure

Accuracy
____All dots are round and solid. Column 1 contains 1 dot; column 2 =3; column3 =5; column4 =7.

___Alignment: Middle dots 1, 5, 8,

and 10 (see picture) can be connected with a straight line ___Left to right downward slant of dots above middle dots (1, 5, 8, and 10). Left to right upward slant of dots below middle dots (1, 5, 8, and 10)

Scoring
All systems correlated Global Scoring System High reliability High correlation with Accuracy Easy to use, understandable Sensitive to clinical groups

Administracin
Copia y Recuerdo Formulario de Observacin Motor y Percepcin

Procedimiento de Administracin
Edad tem de Inicio tem Final 4 aos hasta 7 aos, 11 meses
Items 1-13

8 aos en adelante
Items 5 -16

Formulario de Observacin

Administracin

=Pruebas Motoras & Perceptuales

Demonstracin
1. 2. 3. 4. Find a partner Get several pieces of blank paper Pencil Read Directions

Administracin: Copia
: I have a number of cards here. Each card has a different drawing on it. I will show you the cards one at a time. Use this pencil (give pencil to examinee) to copy the drawing from each card onto this sheet of paper (point to the drawing paper). Try to make your drawings look just like the drawings on the cards. There are no time limits, so take as much time as you need. Do you have any questions? Here is the first card.

Administracin: Recuerdo
Now I want you to draw as many of the designs that I just showed you as you can remember. Draw them on this new sheet of paper. Try to make your drawings just like the ones on the cards that you saw earlier. There are no time limits, so take as much time as you need.

Switch Partners
Administer Copy Administer Recall

Example of BGT-II performance.

Scoring: Global Scoring System

0 Random 1 Slight Vague Resemblance 2 Some Moderate Resemblance 3 Strong Accurate Resemblance 4 Nearly Perfect
(pdf file)

Standard Scores
Global Scoring System Norms table (pdf 1)
Copy & Recall (no 4 year old recall)

Labels

Standardization
N = 4,000 Age 4-85+ Co-normed with Stanford-Binet Fifth Edition Age, Sex, Race, Geographic Region, Education (p. 33)

Descriptive labels for BenderGestalt II standard scores

145-160 Extremely advanced 130-144.1 Very high or very advanced 120-129.1 High or advanced 110-119 High average 90-109 Average 80-89 Low average 70-79 Low or borderline delayed 55-69 Very low or mildly delayed 40-54 Extremely low /delayed

Psychometrics
Reliability .91 Test-Retest .80 Inter-rater .80-.90 Concurrent Factor Analysis Growth (pdf) Clinical Studies

Growth Curve (p. 59)

Rise and Fall of Visual-motor ability Increases sharply at young ages Levels off around age 16 to 49 Declines around age 50 Normative base allows for better geriatric assessments

Validity
VMI, Koppitz Achievement
WIAT, WJ III

Cognitive
WISC, WAIS

Factor Analysis WISC

a Rotated Factor Matrix

Factor similarities vocabulary information com prehension arithmetic picture completion picture arrangement q_ss block design object assembly m _ss coding symbol search digit span 1 .783 .780 .700 .684 .653 .488 .366 .116 .148 .265 .028 -.088 .139 .320 2 .048 .256 .174 .135 .123 .417 .300 .851 .625 .591 .397 .135 .214 .101 3 .042 -.242 -.138 .252 .221 .054 .068 .123 .321 .036 .130 .790 .563 -.005 4 -.005 .194 .116 -.014 .252 -.361 .032 .030 .071 -.008 .288 .160 -.125 .461

Extraction M ethod: Principal Axis Factoring. Rotation M ethod: Varim ax with Kaiser Norm alization. a. Rotation converged in 5 iterations.

Clinical Validity
Matched Sample
Non-clinical subject from normative sample Matched on Age, Sex, Race, Parent Education For multiple matches, random number used Statistical significance and Effect Size used. General Effect Size is Large (Cohen, 1987; .2 =small, .5=medium, .8 > large).

Clinical Validity Groups (p. 61)

Gifted Mental Retardation Developmental Delay LD (Reading, Math, Spelling) ADHD Emotional Disorders Autism

Alzheimers

Interpretation
..the need is not so much for more tests as it is for a better and more complete utilization of existing tests. Koppitz (1963) Multidimensional interpretation
time and energy..curtailed..rarely unproductive..

Interpretation
visual problems physiological limitations associated with illness, injury, fatigue, or muscular weakness physically disabling conditions, such as low birth weight, cerebral palsy, or sickle cell anemia environmental stresses impulsiveness inadequate motivation emotional problems mental retardation social or cultural deprivation

Additional Factors
Maturation Attention Memory Personality Attitude Skill Cultural Motivation Psychopathology Executive skills

Interpretation
taking an excessively long time to complete the task
tracing the design with a finger before drawing it anchoring by placing a finger on each portion of a design while drawing it glancing briefly at a design and then drawing it from memory turning the design card or drawing paper in order to complete the drawing

Clinical Cases: WNL

Proceso de Evaluacin
1. Revisin de la Informacin de Derivacin 2. Informacin de antecedentes, y contextuar informacin 3. Hiptesis de Desarrollo 4. Elegir & Administrar Pruebas 5. Interpretar resultados 6. Estrategias de intervencin/Recom endaciones 7. Reporte 8. Comunicacin al padre/profesor 9. Seguimiento

Decision Making Context

Review Background/Referral Info Develop Hypotheses/Prediction
Attention, Simple Vision, Perceptual, Motor, Motivation, Learning Disability

Test
Confirmation from multiple sources

Revise Hypotheses

Case Study
Case 1 Case 2 Case 3 Case 4

Review/Conclusion
Bender-Gestalt Constructs and models Previous research Overview of new developments Preliminary data analysis Conclusion Q&A