BENDER-GESTALT TEST

MUHAMMAD ASAD 1308

DEPARTMENT OF APPLIED PSYCHOLOGY

Government College University Faisalabad

Psychological Testing and Measurement II

Dr. Qaisar Abbas

April 26, 2023

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TABLE OF CONTENTS

Topic: Page No:

Introduction …………………………………………………………... 3
History ……………………………………………………… 5
General modifications in BG test …………………………………….. 11
Modified tests from BG test ………………………………………….. 13
Required material ………………………………………………………. 16
Instructions …………………………………………………………….. 16
Theme of conduct ……………………………………………………... 17
Test Administration …….…………………………………………… 18
Test Interpretation ………………………………………………… 20
Test Scoring …………………………………………………… 22
Indicators of BG test ………………………………………………… 23
Scoring sheet ….…………………………………………………….. 25
References ...……..………………………………………………… 27
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INTRODUCTION
Visual-motor ability refers to the capacity to see something and then execute an action based
on that visual input. This skill involves the ability to, for example, reproduce a design using a
pencil after seeing it. Assessing visual-motor ability is important as it helps us understand a
person's ability to integrate visual information with motor skills, which is crucial for learning
tasks such as copying from a blackboard.
The Bender-Gestalt test is a psychological evaluation used by mental health practitioners to
measure visual-motor functioning, developmental disorders, and neurological impairments in
individuals aged three and older. The test involves presenting test subjects with nine index
cards, each depicting a distinct geometric design and asking them to reproduce the design
before moving on to the next card. The accuracy and organization of the reproductions are used
to score the test results. The Bender-Gestalt test was initially developed in 1938 by child
psychiatrist Lauretta Bender, and later versions were created by other practitioners. However,
some adaptations designed as projective tests have been criticized in the clinical literature for
their lack of psychometric validity. Although all versions follow a similar format, they differ
in their evaluation and scoring methods.
According to a Delphi poll, many mental health professionals consider the use of the Bender-
Gestalt test for neuropsychological impairment or personality assessment as one of the top five
most discredited psychological tests. The test has been criticized for administration issues,
scoring schemes, and clinical interpretation.
The bender visual motor gestalt test happens to be composed that belongs to nine cards, each
featuring an existing simple design such as two intersecting triangular figures. The child views
the cards one at an existing time as well as then reproduces each one on top of an existing piece
that belongs to the paper. At an existing later point, the child happens to be asked to copy the
designs that were by memory. Most children can copy the designs accurately by the age that
belongs to twelve. This test happens to be widely used that is going to belong to assessing
visual-motor skills.
Commonly referred to during the same time that the bender-gestalt test, it has an existing long-
standing history during the same time that an existing evaluation method. During the same time
noted by Piotrowski (1995), the bender-gestalt test "has been an existing perennial mainstay
inside of the assessment battery that is going to belong to the past half-century" as well as has
been utilized during the same time that an existing appraisal tool that is going to belong to
intelligence, an existing screening technique that is going to belong to neuropsychological
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dysfunction, an existing clinical tool that is going to belong to assessing visual-motor

proficiency, as well as an existing standard projective technique inside of personality
assessments (p. 1272). Inside an existing recent search that belongs to the psych info research
database, nearly 1300 references to the "bender gestalt test" happened to be found,
demonstrating its widespread use among clinicians in various settings. Over the past 40 years,
numerous studies have documented its popularity among clinicians, with the bender-gestalt test
consistently ranking inside of the top five that is going to belong to extensive reviews that
belong to these studies). More recently, several studies have focused on top of the use that
belongs to the bender-gestalt test with an existing school-aged population. That is going to
belong to instance, Mooney, as well as Harrison (1987), obtained evaluations that belong to
tests that were by 190 clinical-child psychologists, finding that the bender-gestalt test happened
to be the third most commonly used test that is going to belong to children aged 5-16. Archer,
marish, Imhof, as well as Piotrowski (1991), surveyed clinical psychologists who specialized
inside of adolescent therapy or assessment as well as found that the bender-gestalt test
happened to be the third most frequently used assessment tool, with 49% that belongs to those
using an existing standard test battery including the test.
Ganschow, Sparks, and Helmick (1992) examined the speech and language referral practices
of school psychologists. Nine hundred fifty- school psychologists from across the United States
completed a survey that included a question about "the use of specific assessment instruments
in testing a child for LD" (p. 316). The Bender-Gestalt Test was the second most frequently
used assessment device (next to the

Wechsler Intelligence Scale for Children-Revised). Stinnett, Harvey, and Oehler-Stinnett

(1994) also surveyed members of the National Association of School Psychologists about their
assessment practices. The survey included tests in seven general assessment areas:

o Intelligence/Cognitive
o Perceptual and Perceptual Motor
o Academic Achievement
o Behavior/Social-Emotional
o Adaptive Behavior
o Preschool Functioning
o Vocational Interests and Aptitude
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One hundred and twenty-three respondents rated each instrument on two dimensions:
frequency of use and importance. The Bender- Gestalt Test was used by 71% of the
psychologists and rated the number one test in the Perceptual and Perceptual Motor Categories
(both in frequency and importance). The test was also considered in the Behavior/Social-
Emotional category, where it was used by 38% of the psychologists.

HISTORY
The clinical use of the Bender Gestalt began in the late 1930s when Max L. Hutt, a professor
at the Educational Clinic at City College of New York, took an interest in developing a
nonverbal projective personality test. It was when The advantage of such an instrument is that
it eliminates language problems, prevents subjects from consciously checking their answers,
and a subject's reproduction of nine vendor test figures can be achieved in as little as 10
minutes.
The early research into the Gestalt theory of perception led to the development of the Bender-
Gestalt Test (Wertheimer, 1923). The emphasis of Gestalt psychology is that what we
experience is organized as a whole. This coordinated entire, or gestalt, is more promptly
experienced than its parts. Using a wide range of designs, Wertheimer investigated the
fundamentals of perceptual organization (such as similarity, proximity, and good continuation).
Subjects were shown these designs and asked to describe what they saw.
In the latter half of the 1930s, Max L. Hutt, an instructor at the Educational Clinic of City
College of New York, became interested in creating a nonverbal projective personality test,
which led to the clinical application of the Bender Gestalt. The advantages of such an
instrument include the ability to reproduce the nine Bender Test Figures by test subjects in as
little as ten minutes and the ability to prevent the test subjects from consciously screening their
responses.
Thinking that furnishing a guinea pig with a few sheets of clear paper, a pencil, and making
sense of that "you will be shown a few cards, each in turn, with a basic plan on every one of
them and you are to duplicate them too as you can. Any method you choose will work for you.
"Try to copy the designs as well as you can, but this is not a test of your artistic ability," would
present the subject with an ambiguous problem to solve. The subject was compelled to interpret
the task and proceed in a manner that was consistent with the individual's accustomed
personality style because they received no additional instructions and were told to "do it in any
way you think is best" when asked questions. Hutt in this manner fostered a progression of
"test factors" with ideas concerning the character qualities with which they may be related.
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However, there was no publication of this preliminary work, and it remained outside the
mainstream of educational psychology, which at the time focused almost exclusively on
intelligence, ability, and vocational interest tests. But when the United States entered World
War II in 1941, Hutt was commissioned into the U.S. Army and sent to the Surgeon General's
Office in Washington as a consultant in psychology. The Army was experiencing a pressing
need to rapidly train and deploy psychologists and psychiatrists to meet the rapidly growing
demand for professionals who could diagnose and treat emotional issues brought on by the
strain of wartime military service.
Hutt started classes at Brooke Army Hospital in San Antonio, Texas, where he was assigned to
train psychologists to be clinicians. He demonstrated the Bender-Gestalt Test to induction and
commissioning classes of psychologists who had previously worked in educational clinics,
schools, and mental health facilities. He published and distributed a mimeographed "Tentative
Guide for the Administration and Interpretation of the Bender-Gestalt Test" in 1945. Within
three years, the U.S. military had widely adopted and used it. The Bender-Gestalt became one
of the most widely used psychological tests because of the clinicians trained by Hutt who are
now discharged and continue to practice and teach clinical psychology in civilian life.
Hutt had a meeting in 1959 with Dr. Gerald J. Briskin, a former student who was now an Army
officer and psychologist. Briskin had served in the Korean War and had utilized the Bender-
Gestalt extensively. Briskin had extensive experience using that test to treat and diagnose
stress-related mental and psychiatric disorders as well as brain damage.
Their conversations and trade of clinical discoveries prompted the choice to carry their joint
broad involvement in the Drinking Spree Gestalt in one conclusive volume and that prompted
the distribution of "The Clinical Utilization of the Reconsidered Benders Gestalt Test, N.Y.
Grune and Stratton, 1960.
In her subsequent work, The Bender-Gestalt Test for Young Children, Elizabeth M. Koppitz
subsequently incorporated a number of the scoring factors that were developed by Hutt and
Briskin.
The test has been used to check for damage to the brain. "A method of evaluating maturation
of gestalt functioning children 4-11's brain functioning by which it responds to a given
constellation of stimuli as a whole, the response being a motor process of patterning the
perceived gestalt," as Bender herself put it, was what she meant by the term.
Concerning the nine designs that now comprise the Bender- Gestalt Test, he noted that
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Figure A is seen as two elements, a circle, and square touching, because of the principle of
good gestalt. The next three figures are influenced by the principle of proximity.
Figure 1 is seen as a series of pairs of dots, with isolated dots on either end.
Figure 2 is seen as a series of slanted columns, each composed of three circles.
Figure 3 is seen as a series of four groupings of one, three, five, and seven dots.
Figure 4 is seen as two elements, an open square and a bell-shaped figure, based on the
principle of good continuation.
Figure 5 is also determined by this principle, and is seen as two figures, a partial circle and a
slanted line, both of dots.
Figure 6 is again based on the principle of good continuation, and is seen as two curved lines
crossing.
Figure 7 is seen as two equal-sized, slightly overlapping figures.
Figure 8 is seen as a large angular figure enclosing a smaller diamond-shaped figure.
Figures 7 and 8 are made up of the same elements, but because of the principle of good
continuation, they are seen differently
Bender (1938) noted that she was interested in finding out how psychiatric patients would
experience these gestalt. So, she adapted nine of Wertheimer's (1923) figures, put them on
cards, and asked patients to draw them.
In addition to adding to our knowledge of the functions of the normal mind and various
pathological states, she explored these gestalten in children. Operating under the assumption
"that the visual motor gestalt function is a fundamental function associated with language
ability and closely associated with various functions of intelligence such as visual perception,
manual motor ability, memory, temporal and spatial concepts, and organization. Bender
normed the test on 800 children “in a suburban (Pelham) grade school, in two public day
nurseries in New York City, and in the hospital wards and out-patient departments of the
pediatric and psychiatric services of Bellevue City Hospital. Their ages ranged from three to
eleven.

Bender's scoring system judged the overall quality of each design on a scale ranging from 1 to
5 on one design to 1 to 7 on others. She provided descriptions of each point on her scale for
each design. In Figure A, for example, a score of 1 was given for an inhibited scribble, a score
of 4 was given for a fairly good loop and a fairly good square to the right of the loop, and a
score of 7 was given for perfection. High scores indicated better performance. Normative data
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were presented in a summary chart that showed the types of responses of children at different
ages. She also included the percentages of children producing the drawings depicted for each
level.

For comparative purposes, Bender (1938) and Clawson (1962) provided anecdotal accounts of
the developmental progression of children's visual-motor-integration skills. Those aspects of
their work about the Qualitative Scoring System for the Modified version of the Bender-
Gestalt.
The figures of the Benders Gestalt test are as follows:

One scoring method that did endure was the subjective inspection system developed and
refined by Max Hutt (1945, 1969, 1977, 1985; Hutt & Briskin, 1960). He blended an
objective scoring method with clinical insight. For example, he demonstrated the relationship
between his 17-factor Psychopathology Scale, which was derived from clinical experience
and research, and various forms of psychological disturbances in adults and children. His 17
factors fall into the following three categories:

A. Factors related to the organization

1. Sequence in drawing the designs

2. Position of the first drawing

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3. Use of space

4. Collision

5. Shift in the position of the paper

B. Factors related to changes in the gestalt

6. Closure difficulty

7. Crossing difficulty

8. Curvature difficulty

9. Change in angulation

C. Factors related to distortions of the gestalt

10. Perceptual rotation

11. Retrogression

12. Simplification

13. Fragmentation

14. Overlapping difficulty

15. Elaboration or doodling

16. Perseveration

17. Redrawing of the total figure

Hutt then developed a series of "test factors" containing suggestions of potentially relevant
personality traits.
However, this preliminary study was never published and remained outside the mainstream of
educational psychology.
But when the United States entered World War II in 1941 year, Hutt was drafted into the U.S.
Army and assigned as a psychology consultant to the Surgeon General in Washington. The
Army must rapidly train and deploy both psychiatrists and psychologists to meet the significant
need for professionals to diagnose and treat the emotional problems that arise from the stress
of military service during wartime.
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Hutt's first assignment was to train psychologists as clinicians, setting up a class at Brook Army
Hospital in San Antonio, Texas. There he introduced his Bender-Gestalt test to classes of long-
term residents and assigned psychologists in educational clinics, schools, and psychiatric
facilities. In 1945, he published and distributed a copy of "Tentative Guide for the
Administration and Interpretation of the Bender-Gestalt Tests". Because the Hutt-trained and
now-discharged clinician continued to practice and teach clinical psychology in civilian life,
Bender's Gestalt is one of the most widely used psychological tests. became one of In 1959
Hutt met with Dr. Gerald J. Briskin, a former student turned army officer and psychologist
during the Korean War, who made extensive use of Bender's Gestalt during his military service.
Briskin had extensive experience in treating and diagnosing brain injuries and stress-related
mental and psychiatric disorders using this test. Their discussion and sharing of clinical
findings led to Bender's decision to combine their extensive experience with his Gestalt into a
final volume, which led to the publication of "The Clinical Use of the Revised Bender-Gestalt
Test, N.Y. Grune and Stratton, 1960.
Bender II:
Originally published by the American Society of Orthopedic Psychiatry, it was purchased by
the Riverside Publishing Company in the 1990s and published under a revised qualitative
grading system under the direction of Dr. Bender-II. Gary Branigan and Dr. Scott L. Decker
published. Bender-II contains 16 figures of him versus 9 of him in the original. Bender-II's new
or revised rating system was developed based on empirical studies of numerous rating systems.
Related to the vendor's original scoring method and a revision of the system developed by
Branigan in the 1980s, the global scoring system is based on reliability and efficacy studies, as
well as on its ease of use and clarity of structure. Selected by Elizabeth Koppitz, a clinical child
and school psychologist who spent most of her career in New York City, developed a scoring
system in the 1960s dedicated to assessing children's visual-motor maturity. , remains a vendor
target for test followers and has become widespread. School use. For decades, the Koppitz
version, known as the Bender-Gestalt Test for Toddlers, was one of the most widely used
Bender-Gestalt rating systems in the United States. After von Koppitz died in the early 1980s,
her use of this method remained popular until the mid-1990s, when it was withdrawn from the
market due to publishing consolidation.
Steve Mathews and Cecil Reynolds (a late friend of Koppitz's) were eventually able to track
down the publishing rights to Koppitz's version of Bender Gestalt, and these rights were
subsequently acquired by the Pro-Ed Publishing Company of Austin Texas, which was
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subsequently owned by Cecil I asked Reynolds to revise the Koppitz version. In 2007 he was
published by Pro-Ed as He Koppitz-2.
His Koppitz Developmental Scoring System for the Bender Gestalt Test. A portion of the
proceeds from all sales of Koppitz-2 will be donated to the American Psychological Foundation
to support the Koppitz Fellowship in Clinical Child Psychology.
GENRAL MODIFICATIONS IN BG TEST:
The Bender Visual Motor Gestalt test was developed in 1938 by psychiatrist Lauretta Bender.
There are several different versions of the Bender-Gestalt available today, all using the same
basic test materials. The Developmental Test of Visual-Motor Integration (VMI) is a test of
visual-motor integration in which the child is asked to copy figures such as a circle or three-
dimensional figures such as a cube, each in a single space. The Hooper Visual Organization
Test is a test of visual perception and visual-spatial ability. The Judgment of Line Orientation
test is a test of spatial judgment and pure visual-spatial ability.
The Rey-Osterrieth Complex Figure Test is a measure of visual-motor ability, visual
organization, complex constructional skills, spatial reasoning, and memory. The child's
performance is scored quantitatively based on how accurately the child drew it, and qualitative
observations can be made as to the child's organizational approach.
The Bender Gestalt Test is a psychological assessment tool used to evaluate visual-motor
integration skills and neurological dysfunction in children and adults. Since its inception in the
1930s, the test has undergone several modifications to improve its reliability, validity, and
clinical utility.
Here are some of the notable modifications made to the Bender Gestalt Test over time:
 Koppitz Developmental Scoring System:
In the 1960s, psychologist Elizabeth Koppitz developed a scoring system for the Bender Gestalt
Test that takes into account the developmental stage of the individual being tested. The Koppitz
Developmental Scoring System has been widely used and has helped to improve the reliability
and validity of the test.
 Digital Versions:
With advances in technology, digital versions of the Bender Gestalt Test have been developed,
such as the Bender Visual-Motor Gestalt Test-Second Edition (Bender-Gestalt II). These
digital versions offer improved standardization, scoring, and administration, making the test
more accessible and efficient.
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 Cross-Cultural Adaptations:
Researchers have adapted the Bender Gestalt Test for use in different cultures and languages.
These adaptations consider cultural and linguistic differences in visual perception and motor
skills and help to ensure the test's validity and reliability in diverse populations. The Bender-
Gestalt Test has been criticized for being culturally biased, as some of the images may not be
familiar or relevant to individuals from different cultural backgrounds. To address this issue,
some modifications have been made to the test, such as using more culturally neutral stimuli
and developing norms specific to different cultural groups.
 Gender and Age Norms:
Normative data for the Bender Gestalt Test has been updated over time to reflect gender and
age differences. For example, the Bender Visual-Motor Gestalt Test-Third Edition (Bender-
Gestalt III) provides separate norms for males and females and includes age-specific norms for
children and adults
 Modified Scoring Systems:
The original Bender Gestalt Test had a very subjective scoring system, which made it difficult
to compare results across individuals. In the 1950s, psychologists began to develop more
standardized scoring systems that were based on specific criteria, such as the number of errors
made or the accuracy of specific details in the drawings. Modified scoring systems have been
developed to improve the sensitivity and specificity of the Bender Gestalt Test for identifying
specific neurological conditions, such as traumatic brain injury, dementia, and attention-
deficit/hyperactivity disorder (ADHD).
 Addition of supplemental tests:
To enhance the validity and reliability of the Bender Gestalt Test, researchers began to develop
supplemental tests that could be used in conjunction with the original test. These tests might
include measures of visual-motor integration or tests of memory and recall.
 Developmental Scoring System:
The Developmental Scoring System was developed to help identify developmental delays and
assess cognitive functioning in children. This modification uses a set of criteria to score the
Bender-Gestalt Test based on the developmental level of the child. The criteria are based on
research that identifies typical developmental milestones in visual-motor integration and
perceptual abilities.
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MODIFIED TEST FROM BG TEST:

Some of the tests which are modified from Bender Gestalt are as follows:
Modified Version of the Bender-Gestalt Test (MBG):
The Modified Bender-Gestalt Test (MBG) is a psychological test that measures emotional
functioning, cognitive functioning, and visual-motor skills. It is a reworking of the original
Bender-Gestalt Test, which was developed by Lauretta Bender in the 1930s and was used to
assess children's brain damage. The MBG consists of nine geometric figures that are shown
one at a time to the test taker. Each figure must be copied onto a separate piece of paper by the
test taker. The figures are straightforward geometric shapes like squares, triangles, and circles,
but they are arranged in intricate patterns that necessitate the test taker's use of visual-motor
coordination and problem-solving abilities to complete.
The accuracy of the drawings, the amount of time required to complete each figure, and the
quality of the lines and shapes utilized are all taken into consideration when assigning scores
to drawings. The MBG is frequently utilized in clinical and educational settings to evaluate a
wide range of psychological and cognitive functions, including problem-solving ability, visual-
motor integration, and visual-spatial perception. It has been used to diagnose emotional
disorders, developmental delays, and learning disabilities.
 Bender Visual-Motor Gestalt Test-II (Bender-Gestalt II):
The Bender Visual-Motor Gestalt Test-II (Bender-Gestalt II) is a modified version of the
original Bender-Gestalt Test developed by Lauretta Bender in the 1930s. The Bender-Gestalt
II was developed to improve upon the original test by addressing some of its limitations and to
provide more comprehensive and standardized scoring procedures. One of the main
modifications made to the Bender-Gestalt II was the addition of a developmental scoring
system, which allows the test to be used with individuals across a wider age range, from
children to adults. The original test was primarily designed for use with children, and its scoring
system was based on the child's age.
Another modification was the addition of two new designs to the original set of nine designs,
making a total of 11 designs. The new designs were added to improve the test's sensitivity to
subtle motor and cognitive deficits and to provide more variability in the types of designs that
could be used in the test. The Bender-Gestalt II also includes more detailed instructions for
administering and scoring the test, making it easier for clinicians to use the test consistently
and accurately. The scoring system has been standardized to provide more reliable and valid
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results, and normative data has been collected to provide comparative data for individuals of
different ages and backgrounds.
Overall, the Bender-Gestalt II represents a more comprehensive and reliable measure of visual-
motor functioning than the original Bender-Gestalt Test. It is widely used in clinical and
research settings to assess a variety of psychological and cognitive functions, including visual-
motor integration, visual-spatial perception, problem-solving ability, and emotional
functioning.
 Wide Range Assessment of Visual Motor Abilities (WRAVMA):
The Wide Range Assessment of Visual Motor Abilities (WRAVMA) is a neuropsychological
test that assesses visual-motor integration skills in individuals. It is a modified version of the
original Bender-Gestalt Test developed by Lauretta Bender in the 1930s. The WRAVMA
includes a set of 30 geometric figures that are presented to the test-taker one at a time. The test-
taker is asked to copy each figure onto a piece of paper. The figures range in complexity from
simple geometric shapes to more complex designs that require greater visual-motor
coordination and problem-solving skills. The WRAVMA is modified from the Bender-Gestalt
Test in several ways. First, the WRAVMA includes a wider range of geometric figures than
the original test, which allows for a more comprehensive assessment of visual-motor abilities.
Second, the WRAVMA provides standardized scoring procedures that are based on the
accuracy and quality of the drawings, as well as the time taken to complete each figure.
Another modification made to the WRAVMA is the inclusion of subtests that assess specific
aspects of visual-motor integration, such as copying designs from memory and drawing designs
from memory. These subtests allow for a more detailed and nuanced assessment of visual-
motor abilities.
Finally, the WRAVMA includes norms based on age and gender, which allows for a more
accurate interpretation of test results. The norms are based on a large sample of individuals
from diverse backgrounds, making the WRAVMA a more culturally sensitive assessment tool
than the original Bender-Gestalt Test. Overall, the Wide Range Assessment of Visual Motor
Abilities (WRAVMA) is a more comprehensive and reliable measure of visual-motor
integration skills than the original Bender-Gestalt Test. It is widely used in clinical and research
settings to assess a variety of cognitive and neurological conditions, including learning
disabilities, developmental delays, and traumatic brain injury.
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 Developmental Test of Visual Perception (DTVP):

The Developmental Test of Visual Perception (DTVP) is a neuropsychological assessment tool
that evaluates visual perceptual and motor skills in individuals. It is a modified version of the
original Bender-Gestalt Test developed by Lauretta Bender in the 1930s.
The DTVP includes a set of eight subtests that assess various aspects of visual perception and
motor skills, such as visual discrimination, visual memory, visual closure, and figure-ground
perception. Unlike the Bender-Gestalt Test, the DTVP provides more detailed information
about an individual's specific strengths and weaknesses in visual perception and motor skills.
The DTVP is also modified from the Bender-Gestalt Test in several ways. First, the DTVP
includes standardized administration and scoring procedures that make it easier for clinicians
to use the test consistently and accurately. Second, the DTVP provides normative data based
on age and gender, which allows for a more accurate interpretation of test results. Another
modification made to the DTVP is the inclusion of a developmental sequence, which allows
for the assessment of visual perceptual and motor skills across a wider age range, from children
to adults. This allows clinicians to track an individual's progress over time and to identify areas
of strength and weakness.
Finally, the DTVP includes a standardized scoring system that provides more reliable and valid
results than the original Bender-Gestalt Test. The scoring system takes into account not only
the accuracy of the drawings but also the time taken to complete each subtest, allowing for a
more comprehensive assessment of visual-motor abilities. The Developmental Test of Visual
Perception (DTVP) is a more comprehensive and reliable measure of visual perception and
motor skills than the original Bender-Gestalt Test. It is widely used in clinical and educational
settings to assess a variety of cognitive and neurological conditions, such as learning
disabilities, developmental delays, and brain injury.
 Behavioral Assessment of the Dysexecutive Syndrome (BADS):
The Behavioral Assessment of Dysexecutive Syndrome (BADS) is a neuropsychological test
battery used to assess deficits in executive functioning, which refers to the cognitive processes
that allow individuals to plan, initiate, and complete complex tasks. While the Bender Gestalt
Test is a visual-motor task that requires individuals to draw a series of designs, the BADS is
specifically designed to evaluate executive function. The BADS includes a variety of tasks that
assess different aspects of executive functioning, including planning, decision-making,
problem-solving, and cognitive flexibility. The BADS is typically administered in a structured
manner, with standardized instructions and scoring procedures, which allows for reliable and
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valid assessment of executive function. In contrast, the Bender Gestalt Test is often
administered in an unstructured manner and scored subjectively, which can lead to
inconsistencies in assessment.
Additionally, the BADS includes tasks that are sensitive to specific deficits in executive
functioning, such as the Tower of London task, which assesses planning and problem-solving
abilities. The Bender Gestalt Test does not specifically target executive function and may not
be as sensitive to these specific deficits. The BADS is a more comprehensive and reliable tool
for assessing executive function compared to the Bender Gestalt Test, which is primarily used
for assessing visual-motor skills.
Material required for BG test:

For the Bender Gestalt test, the following materials are required

 Blank pages (A4 size).

 Lead Pencil
 Eraser
 Sharpener
 Table
 Chair
 Stopwatch
 Client
 Therapist

INSTRUCTIONS FOR BG TEST:

‫کالئنٹ کو مندرجہ ذیل ہدایات دینی ہیں۔‬

‫( کارڈز ہیں ۔‬9) ‫میرے پاس کل نو‬ 

‫ہر کارڈ کے اوپر ایک ڈیزائن بنا ہوا ہے ۔‬ 
‫آپ نے اس ڈیزائن کو دیکھنا ہے اور دیکھ کر بالکل اسی طرح کا ڈیزائن آپ نے اس پیپر کے اوپر بنانا ہے‬ 
‫اس میں کچھ صحیح اور غلط نہیں ہے ۔‬ 
‫جو بھی ڈیزائن آپ بنائے گے وہ قابل قبول ہو گا۔‬ 
‫آپ اپنی مرضی کا وقت لے سکتے ہیں ۔‬ 
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Precautions:
The bender gestalt test should not exist as administered to an existing individual with severe
visual impairment unless his or her vision has been adequately corrected with eyeglasses.
Additionally, the test should not exist as a given to an existing examinee with an existing severe
motor impairment, during the same time that the impairment would affect his or her ability to
draw geometric figures correctly. The test scores might thereby exist as distorted.
Description:
The Bender gestalt test happens to be an existing individually administered pencil as well as
the paper test used to make an existing diagnosis that belongs to brain injury. There happen to
be nine geometric figures drawn inside of black. These figures happen to be presented to the
examinee one at an existing time; then, the examinee happens to be asked to copy the figure
on top of an existing blank sheet that belongs to the paper. Examinees happen to be allowed to
erase, except cannot use any mechanical aids (such as the same time that rulers).
THEME OF CONDUCT:
 Theme behavior:
It happens to be important to follow ethical principles at the time when using bender-gestalt
psychological tests policies as well as professional standards. Here happen to be some
behavioral issues to watch out for.
 Privacy:
Make sure your privacy happens to be protected by storing drawings as well as personal
information keeping the information confidential as well as sharing results only with authorized
individuals.
 Informed Consent:
Obtain the individual's informed consent before performing the test. An existing description
that belongs to the purpose that belongs to the test, the use that belongs to the results, as well
as the risks as well as benefits involvement
 Cultural sensitivity:
Recognize as well as avoid cultural differences as well as sensitivities at the time where
interpreting drawings assumptions as well as stereotypes based on top of cultural background.
 18

 Objectivity:
Avoid leading questions as well as maintain objectivity throughout the testing process by
suggesting as well as focusing on top of the individual's perceptions as well as experiences.
 Professionalism:
Conduct the test in an existing professional manner, including using appropriate language as
well as behavior. We respect individual autonomy as well as avoid personal bias as well as
conflicts that belong to interest.
 Legitimacy and unwavering quality:
We use standardized scoring criteria as well as methods to ensure test validity as well as
reliability analyze the results as well as consider limitations as well as potential sources that
belongs to error in interpreting the data.
 Follow-up and support:
Provide appropriate follow-up care as well as support to patients, including discussing results
as well as provide recommendations as well as resources that are going to belong to further
evaluation as well as treatment.
TEST ADMINISTRATION
 Administration of Bender-Gestalt Test:
The rules for regulating an altered variant of the Orientation Gestalt Test have not changed
since they were created in 1989. The individual and group administration procedures of Bender
(1938) and Koppitz (1963, 1975) are closely followed in this procedure.
The child ought to be seated at a desk or table and holding an eraser-equipped pencil. Place a
blank white piece of paper vertically in front of your child once you have established rapport
and say: 9 cards of her plan can be duplicated. The first is here. Give it that kind of shape. Place
the first Bender Gestalt Test Card, Illustration A, parallel to the top edge of the paper after the
child has positioned it correctly. Remove the card from the child's hand once he or she has
finished drawing on it and place the next one in front of him.
If necessary, let your child pick up and play with the stimulus cards. But before your child
starts drawing, make it a point to put the cards back in their places. Please flip the paper back
to its original position after you finish drawing if you did so by accident while copying.
Assessing drawings requires judgment. Administering the Bender Gestalt Test involves several
steps, which are outlined below:
 19

 Set up the environment:

The environment for administering the Human Figure Drawing test should be comfortable,
quiet, and private. Here are some guidelines for setting up the environment:
1. Private space: Ensure that the space is private and free from distractions and
interruptions.
2. Good lighting: Make sure that the space is well-lit, preferably with natural light.
3. Comfortable seating: Provide a comfortable chair or seating arrangement for the
participant.
4. Drawing materials: Provide the necessary drawing materials, such as paper, pencils,
erasers, and colored pencils.
5. Table or desk: Provide a table or desk for the participant to draw on if needed.
6. Adequate time: Allow enough time for the participant to complete the drawing without
feeling rushed or hurried.
7. Friendly attitude: Maintain a warm, friendly, and non-judgmental demeanor
throughout the process, to help the participant feel comfortable and at ease.
It is important to create a safe and supportive environment for the participant, as this can
influence their ability to express themselves creatively and openly during the drawing process.
 Provide instructions:
While conducting a test the basic instructions are given to the client as mentioned in the last
chapter here, are some general instructions that can be provided to a participant before they
begin the Human Figure Drawing test:
1. Draw a complete human figure
2. Use the whole page.
3. Use a pencil
4. Take your time
5. Don't worry about artistic ability
6. Do your best
It's important to note that the specific instructions may vary depending on the purpose of the
test and the examiner's preferences. Additionally, it's important to maintain a supportive and
non-judgmental demeanor throughout the test to encourage the participant to express
themselves freely.
 20

 Gather materials:
You are going to need an existing set that belongs to nine cards with geometric figures on top
of them, an existing blank sheet that belongs to paper, an existing pencil, as well as an existing
eraser.
 Explain the test to the individual:
Provide an existing overview that belongs to the test as well as what it entails. Explain that they
are going to exist as asked to copy each that belongs to the nine figures onto the blank sheet
that belongs to the paper.
 Demonstrate the first figure:
Show the individual the first card as well as ask them to copy the figure during the same time
that accurately during the same time that possible onto the blank sheet that belongs to the paper.
 Observe and record:
While the individual happens to be copying the figure, observe their performance, noting any
errors or deviations that were by the original figure. Record these observations.
 Repeat for the remaining figures:
Repeat steps 3 and 4 for each of the remaining eight figures.
 Score the test:
After the individual has completed all nine figures, score the test according to a standardized
scoring system. This system takes into account factors such as accuracy, placement, and
rotation of the figures.
 Interpret the results:
Once you have scored the test, interpret the results in the context of the individual's age, gender,
and other relevant factors. You may also want to consider any observations you made during
the administration of the test.
 Give Feedback:
Provides test takers with feedback on top of their performance on top of the test. Vulnerabilities
identified by analysis. Find out more using test results evaluation as well as treatment planning.
INTERPRETATION:
The bender gestalt test happens to be an existing psychological assessment tool that happens
to be designed to evaluate perceptual as well as motor abilities, during the same time that well
during the same time that emotional as well as behavioral functioning. It involves copying an
 21

existing series that belongs to nine abstract designs using paper as well as a pencil. The
interpretation that belongs to the Bender gestalt test results happens to be typically done by an
existing trained psychologist or another mental health professional there is going to analyze
the drawings based on top of several factors, including accuracy, organization, size, as well as
shape. The psychologist is going also looks that is going to be long at specific patterns inside
of the drawings, such during the same time that distortions, rotations, or omissions that belong
to key elements. These patterns have the ability y provide insight into the individual's cognitive
as well as emotional functioning, as well as the ability help to identify potential areas that
belong to concern. The bender gestalt test has the ability exist as a used to assess an existing
range that belongs to mental health conditions, including developmental delays, learning
disabilities, emotional disturbances, as well as neurological disorders. However, it should exist
as noted that the test results happen to be just one tool among many that an existing clinician
is going to use to make an existing diagnosis as well as develop an existing treatment plan.
For the Bender-Gestalt Test, a step-by-step interpretation guide is provided here:
 Overall Impression:
Begin by assessing the overall quality that belongs to the test-taker’s reproduction. Consider
factors such during the same time that accuracy, proportion, symmetry, as well as alignment.
Note any unusual or idiosyncratic features that belong to the drawings, during the same time
that well during the same time that any signs that belong to frustration, anxiety, or other
emotional states.
 Organization:
Next, evaluate how the test-taker approached the task that belongs to reproducing the figures.
Did they start with an existing particular figure or section, or did they proceed inside of an
existing more random or haphazard way? Did they use an existing systematic approach, such
during the same time that dividing the page into sections or using reference points, or did they
rely on top of trial as well as an error? Consider the speed as well as efficiency that belongs to
their work during the same time well.
 Perception:
Look that is going to belong to evidence that belongs to perceptual distortions or errors, such
during the same time that rotation, inversion, or reversal that belongs to figures. Note any
discrepancies between the original figures as well as the test-takers’ reproductions. Also, assess
the level that belongs to detail as well as complexity inside of the drawings, as well as whether
the test-taker used shading or other techniques to create an existing sense that belongs to depth.
 22

 Integration:
Assess the test taker's ability to combine the various parts of each figure into a coherent whole.
Did they omit or combine elements, or did they include all of the necessary components for
each figure? Think about how well they connected figures that were next to each other and
whether they kept the same spacing and proportion throughout.
TEST SCORING
The first step happens to be to score the individual's performance on top of each that belongs
to the nine designs. Each design happens to be scored based on top of the accuracy that belongs
to the individual's reproduction, during the same time that well during the same time that the
present belongs to distortions, rotations, or other errors.
 Analysis:
Once the individual's scores have been tallied, the next step happens to be to analyze the
patterns that emerge. This involves looking at what is going to belong to commonalities inside
of the errors made by the individual across the different designs.
 Diagnosis:
Based on the analysis, the evaluator can then make a diagnosis or conclude the individual's
visual-motor functioning and perceptual abilities. The results of the test can be used to identify
specific learning disabilities, cognitive impairments, or other issues that may impact the
individual's daily functioning.
 Report:
The final step happens to be to write up an existing report summarizing the results that belong
to the test as well as any diagnoses or conclusions that happened to be drawn. This report can
exist as used to guide treatment planning, academic accommodations, or other interventions to
support the individual's functioning as well as well-being.
Interpretation:
To facilitate the interpretation of the Qualitative Scoring System, raw scores have been
converted to standard scores (T scores) and percentile scores. These converted scores are
available for age and grade. A child's percentile score designates the percentage of children in
his or her grade or age group with lower scores.
THE emotional indicators of BG test with their interpretation are as follows:
 23

Emotional Interpretation
indicators
Confused order Poor planning, difficulty organizing information, and possibly mental
confusion (Koppitz, 1963); are associated with learning-disabled
children if 8- 10 years of age (Ackerman, Peters, and Dykman, 1971)
and with acting out behavior (Naches, 1967).

Wavy lines Lack of stability in motor coordination, expression, or both

(Koppitz, 1963); emotional instability may cause poor motor
coordination, or poor coordination can cause or exacerbate emotional
instability.

Dashes substituted Impulsiveness (Brown, 1965), aggressiveness (Handler and McIntosh.

for dots 1971), or in young children, a lack of interest or attention; suggest a
preoccupation with personal difficulties to the extent that children
attempt to avoid tasks that are presented to them (Koppitz, 1963).

Increasing Size Poor ability to tolerate frustration, and possible explosiveness

(Koppitz, 1963.
and acting out tendencies (Naches, 1967).

Large Size The tendency towards acting out, (Koppitz, 1963, 1975b; Naches,
1967).

Small Size Constriction, withdrawal, anxiety, and/or timidity (Koppitz, 1963,

1975b)

Fine Line Shyness, timidity, withdrawal (Koppitz, 1963, 1975b).

 24

Careless overwork Impulsive, aggressive behavior consistent with children who act out
or heavily (Handler and McIntosh, 1971; Koppitz, 1963, 1975b); overt hostility
reinforced lines (Brown, 1965); however, careful reworking and erasures suggest high
intelligence and good achievement (Bravo,1972; Keogh,1968).

Second attempt at Aggressiveness (Handler and McIntosh, 1971), impulsiveness, and

drawing figures anxiety (Koppitz, 1963, 1975b); indicate awareness that the first
attempt is incorrect, yet individuals do not have sufficient inner control
over the original.

Expansion Impulsive, acting out behavior (Brown, 1965; Naches, 1967)

especially for older children who also have neurological impairment
(Koppitz, 1963).

Box around design Impulsive tendencies, with weak inner control in which external limits
are needed to control behavior (Koppitz 19756).

Spontaneous Intense fears, anxieties, and preoccupation with inner thoughts (

elaboration Koppitz 1975).
Or addition to
design
 25

Bender Adult Scoring Sheet

Name:

Date:

4 Points
Preservation
Rotation or Reversal
Concretism

3 Points
Added angles
Separation of lines
Overlap
Distortion

2 Points
Omission
Abbreviation #1 or #2
Separation
Absence of Erasure
Closure
Point of Contact in Figure A

TOTAL
 26

Score Sheet – Bender Gestalt Test

Name: Age: Sex:
Education: I.Q: Diagnosis:
Design 1
Design 4 Design 7
1. Wavy line (2) ………
1. Asym Crv (3) ……… 1. Ends no. join (8) ………
2. Dot, Dash, Cir (3) ……….
2. Break Crv (4) ………. 2. Angle ext (3) ……….
3. Dashes (2) ....…….
3. Crv, not center (1) ....……. 3. Angle miss (3) ....…….
4. Circles (8) ……….
4. Circles (4) ………. 4. Ext. scat (3) ……….
5. No Dots (2) each ……….
5. Not Joined (8) ………. 5. Dbl. line (1) each ……….
6. Dhl. Row (8) ………..
6. Crv. Rotation (3) ………. 6. Tremor (4) ………..
7. Workover (2) ………..
7. Touch-up (8) ……….. 7. Distortion (8) each …………
8. See, Attempt (3) each ...………
8. Tremor (4) ……….. 8. Guidelines (2) ………..
9. Rotation (8) ………..
9. Distortion (8) ……….. 9. See, Attempt (3) each ...………
10. Design miss (8) ………..
10. Guidelines (2) ……….. 10. Rotation (8) ………..
Design Total ……..
11. See, Attempt (3) each ....... 11. Design miss (8) ………..
Design 2
12. Rotation (8) ……….. Design Total ……..
1. Wavy line (2) ……… 13. Design miss (8) ………..
Design 8
2. Dash or Dots (3) ……….
Design Total ……..
3. Shape circle (3) ....……. 1. Ends no. join (8) ………
Design 5
4. Cir, mist, ext (3) ………. 2. Angle ext (3) ……….
1. Asymmetry (3) ………
5. Cir, touch (5) ………. 3. Angle miss (3) ....…….
2. Dot, Dash, Cir (3) ……….
6. Dev. Hunt (3) ……….. 4. Ext. scat (3) ……….
3. Dashes (2) ....…….
7. No col (2) each ……….. 5. Dbl. line (1) each ……….
4. Circles (8) ……….
8. Fig on 2 lines (8) ...……… 6. Tremor (4) ………..
5. Ext, Join, Dot (2) ……….
9. Guidelines (2) ……….. 7. Distortion (8) each …………
6. Ext rotation (3) ………..
10. Workover (2) ……….. 8. Guidelines (2) ………….
7. No Dots (2) ………..
11. See, attempt (3) each .............. 9. Workover (2) ………..
8. Distortion (8) ...………
12. Rotation (8) ……….. 10. See, Attempt (3) each ...………
9. Guidelines (2) ………..
13. Design miss (8) ………… 11. Rotation (8) ………..
10. Workover (2) ………...
Design Total ………… 12. Design miss (8) ………..
11. See, attempt (3) each …………
Design 3 Design Total ……..
12. Rotation (8) ………….
1. Asymmetry (3) ……… 13. Design miss (8) ……….. Config. Design
2. Dot, Dash, Cir (3) ……….
Design Total ……… 1. Place Design A (2) ……..
3. Dashes (2) ....…….
Design 6 2. Overlap (2) each ……….
4. Circles (8) ………. 3. Compression (3) ..………
1. Asymmetry (3) ………
5. No Dots (2) ………. 4. Lines Drawn (8) ………..
2. Angles (2) ………. 5. Order (2) ……….
6. Extra row (8) ………..
3. Pt. Crossing (2) each ....……. 6. No order ……….
7. Blunting (8) ………..
4. Crv extra (8) ………. 7. Rel. size …………
8. Distortion (8) ...………
5. Dbl line (1) each ………. Total ………
9. Guidelines (2) ………..
6. Touch-up (8) ………..
10. Workover (2) ………... Design Total
7. Tremor (4) ………..
11. See, attempt (3) each …………
8. Distortion (8) ...……… 1. …..
12. Rotation (8) ………….
9. Guidelines (2) ……….. 2. …..
13. Design miss (8) ……….. 3. …..
10. Workover (2) ………...
Design Total ………… 4. …...
11. See, attempt (3) each ………… 5. ……
Total raw score ………….
12. Rotation (8) …………. 6. …….
13. Design miss (8) ……….. 7. ……..
8. …….. Standard Score ………
Design Total ………
Config …….
 27

References:
http://www.minddisorders.com/A-Br/Bender-Gestalt-Test.html
https://psychologydictionary.org/bender-gestalt-test-bender-visual-motor-gestalt-test/
https://www.encyclopedia.com/medicine/divisions-diagnostics-and-
procedures/medicine/bender-gestalt-test
http://www.labh.it/wp_sancipriano/wp-content/uploads/2016/03/3-bender.pdf
https://en.wikipedia.org/wiki/Bender-Gestalt_Test