Bender Test: Features, Functions, And How To Use It
One of the classic tools in child psychology is the Bender test. of Gestalt origin and which has been shown to be a very effective instrument in detecting possible developmental problems.
This is a test in which children must try to exactly copy a series of cards in which geometric shapes and lines appear.
We are going to learn a little more about this test, in addition to understanding how it is corrected and the expected scores according to the age group.
Bender’s test is a test linked to gestalt psychology used to evaluate the development of intelligence in children as well as possible disorders and disabilities that they may present.
This test was created by the American psychiatrist Lauretta Bender between 1932 and 1938, based on the theoretical principles of Gestalt. According to this approach, the organism does not react to local stimuli with local responses, but rather responds to sets of stimuli with a total process.
It starts from the idea that, By attending to the visual-motor function, different functions can be evaluated, such as visual perception, fine motor skills, memory, and awareness of space and time. Furthermore, it is believed that visual perception depends on the degree of maturation of the central nervous system, which means that developmental problems could be detected with this test.
Although the approach from which it is based is highly criticized today, the truth is that the Bender test is considered a very good tool for detecting developmental problems, being considered an exception within the tests proposed by the Gestalt.
It is a very reliable and valid instrument, and it also has a high correlation with other psychological tests, including the WISC. It is also widely used because it implies very little intrusion for children. since all they have to do is copy the drawings from the test.
How does it apply?
The test consists of ask the child to copy 9 figures on a blank piece of paper with a pencil , as shown in an example sheet. The figures are:
The child, when trying to copy all the figures, has to carry out several visual and motor processes. First, he has to see the figure to be copied, make a mental representation, try to remember it, pick up the pencil, try to draw the figure and check if he is on the right track.
The proof It can be applied to children over 4 years old, and children over 11 years old, in most cases, are able to copy the test drawings without errors. If there were too many errors or if the resulting figure was very different from the one presented to them, the possibility that there was some type of problem would be considered, both at a perceptual and intellectual and motor level.
One of the figures who has most investigated the Bender test is Elizabeth Koppitz (1918-1983), who provided a protocol through which the following can be evaluated:
Published a book with scoring rules applicable to all children between the ages of 4 and 11 , regardless of their intelligence or the type of problems they present. They are also applicable to subjects with mental disabilities with a chronological age no greater than 16 years but with a mental age less than 10 years.
The Koppitz system takes into account 25 items that must be evaluated after applying the test. Each item will be scored with a 0 or 1, in case the copy of the figure has been made correctly or not. The higher the score, the more likely it is that there will be some kind of problem.
Koppitz’s protocol is not very different from how Bender herself applied the test, although she did specify that during the test she should avoid suggesting that the child be as exact and meticulous as possible or that he make the drawings as quickly as possible.
The child is told that he has nine drawings and that he must try to copy them. You should be given a single blank sheet of paper and a pencil and, if you ask for another sheet later, it will be given to you but indicating that you have done so. It is important that the evaluator does not make any comments during the test.
The copy must begin with card A (circle-square), showing the child the rest of the cards as they finish the last drawing they have made, and going in order from 1 to 8. They will be told on each card that You must copy the drawing that is presented to you.
If during the test the evaluated person counts the points or worries too much about a specific aspect, they should be given a neutral answer. , such as “make it as close to the card as possible.” If he insists a lot, it can be assumed that we are dealing with a case of a perfectionist or compulsive child. The child should be prevented from helping himself by rotating the card in any direction, telling him that he must draw it from the position in which the card has been given to him.
There is no time limit for the administration of this test, although It has been considered that the maximum time for each card should be about 5 minutes taking into account that it is rare for the child to draw in less than 3 minutes.
If the time is exceeded, this incidence should be noted, assuming that it could be a slow or methodical child. On the other hand, if the child does not take more than 3 minutes, It is possible that we are dealing with a case of a child who is somewhat compulsive, impulsive or not very reflective. although, of course, this must be combined with other tests.
In any case, if you believe that some of the items that the child has tried to copy have been done too quickly and do not reflect their real skill, you can ask them to do it again. In this case, it should be noted in the protocol that the child has done it again.
Correction
The scores on the Bender test by age are as follows:
When correcting the test, the following errors may occur.
1. Sequence confusion
The drawings do not follow the expected sequence, causing changes in directions that break the logical or expected progression.
2. Collision
Different designs are piled up on the sheet of paper or the end of one of them is allowed to touch another.
3. Layout Overlay
The figures are drawn on top of each other.
4. Review
The line of a part or the entire figure is highlighted or reviewed.
5. Irregular line quality
Irregular lines are drawn, or the line is drawn with a certain tremor. This error is especially striking when it occurs in older children.
6. Difficulty of angulation
Noticeable distortion in the angles of the figures.
7. Perseveration
An entire design or part of the figure is drawn repeatedly. It is usually more evident in drawings made by rows of dots.
8. Line extension
Make a line longer or add lines that are not present in the example drawing.
9. Pollution
Parts of two different test figures are combined.
10. Rotation
Rotate one or more figures by more than 45º from their standard shape.
11. Omission
Leave space in a figure that is not in the example, or only reproduce part of it. Separate or fragment parts of a design.
12. Retrogression
Replace lines or points with circles, lines with points or fill the figure.
Correlation between the Bender test and the WISC
Different studies have shown a high correlation between the executive part of the WISC (Wechsler Intelligence Scale for Children) tests and the Bender test. This seems to happen regardless of age, which confirms that the Bender test measures many of the functions that are also evaluated in that specific part of the WISC, and in some cases, serves as a substitute or as a control test.
Another interesting fact is that in children between 7 and 10 years old there is a correlation between the scores they obtain on the WISC arithmetic test and the Bender test. The explanation for this is that the arithmetic test It involves part-whole relationships and numerical concepts that are also found, although in a somewhat more masked way, in the Bender test.
Neurological problems and the Bender test
The Bender test can help us suspect neurological injuries, especially if the child is over 11 years old and does not perform the test correctly.
However, it must be said that The ability of this test to detect possible neurological alterations is low. , since there are many reasons why a child does not perform the test correctly, without the need to talk about brain injury. In addition, there may be a brain injury that does not affect visuospatial ability and, therefore, is not reflected in the results of this test.
The Bender test has also been associated with emotional problems, although, in the same way that we talked about with the case of neurological problems, this test not reliable enough to diagnose a mood or anxiety problem.
However, it can help us suspect that something is not going well in the immediate environment of the person being evaluated, and that a more in-depth anamnesis should be carried out, which evaluates the emotional aspects.
Likewise, and from a very gestalt perspective, several explanations have been proposed behind the different errors that can occur while performing the test.
1. Confusing order of drawings
This indicator seems to be related to the child’s lack of planning and organization. This is normal for younger children, specifically between the ages of 5 and 7, since they still draw in a somewhat confusing way.
The indicator does not acquire diagnostic significance until the age of 8, when the arbitrary distribution throughout the leaf is something that should be taken into consideration as an indicator of a possible problem.
2. Wavy line
The wavy line in figures 1 (dotted line) and 2 (three lines) is associated with lack of emotional stability. In young children it is possible that, since they still do not have much control over what they draw, they make it a little irregular, but in children closer to 8 years old this is already a reason to suspect emotional problems.
3. Replacing circles with stripes
In adults it is associated with some type of emotional disturbance and is not common. In younger children it is related to impulsivity and lack of interest or attention.
4. Progressive increase in size
This has been linked to a low tolerance for frustration and impulsivity. In the clearest cases it can be indicative of disruptive, violent behaviors and also ADHD.
5. Large size of the figures
It is associated with externalizing behavior. They tend to be children with obsessive and demanding patterns.
6. Small size of drawings
It is associated with internalizing behavior, withdrawal, shyness and anxiety. It acquires diagnostic significance in children from 8 to 10 years old. If the drawings are concentrated in a specific area of the paper, they would further confirm the suspicion of withdrawal, in accordance with the gestalt hypotheses.
7. Fine line
It is associated with shyness and withdrawal in young children, although not so clear in older children. It has been hypothesized that in older children it could be between laziness, perfectionism and emotional weakness.
8. Review of figures and lines
It is related to aggressiveness and impulsivity.
9. Second attempt
It is related to anxiety, impulsivity and various emotional problems. There are children who, after the first attempt, are not happy with their drawing, they see that they have done it wrong but do not know how to rectify it, so they make a new attempt on another side of the page.
10. Expansion and use of more sheets
It is an indicator of disruptive, explosive and even violent behavior tendencies. It is related to little planning and poor use of space. It has been linked to neurological impairment and externalizing behaviors.
11. Constriction or reduced use of the blade
It is related to problems such as withdrawal, shyness and depression.
Bibliographic references:
Moetesum, M. & Siddiqi, I. & Masroor, U. & Djeddi, C. (2015). Automated Scoring of Bender Gestalt Test Using Image Analysis Techniques. ICDAR 2015
Bender, L. (1997). Visual-motor gestalt test (BG). Paidós. p. 15-16. ISBN 84-7509-308-6.
