Bender test: characteristics, 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 the detection of possible developmental problems.

This is a test in which children must try to copy exactly 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 correct and the expected scores according to the age group.

• Related article: "Types of psychological tests: their functions and characteristics"

What is the Bender test?

The Bender test is a test linked to Gestalt psychology used to assess 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 Gestalt theoretical principles. According to this approach, the organism does not react to local stimuli with local responses, but responds to sets of stimuli with a total process.

Be part of the idea that, 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. In addition, it is believed that visual perception depends on the degree of maturation of the central nervous system, with which developmental problems could be detected with this test.

Despite the fact that the approach from which it starts is today highly criticized, the truth is that the Bender test is considered a very good tool for detecting development 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 widely used also because it involves very little intrusion for children, since all they have to do is copy the pictures from the test.

How does it apply?

The test consists of ask the child to copy 9 figures onto a blank paper with a pencil, as shown in an example sheet. The figures are:

• Circle-square
• Dash line
• Three dotted lines placed like a ladder
• Four dotted lines making waves
• Not complete square and curved line
• Curve and diagonal line made of points
• Two curves that intersect perpendicularly
• Crystals that overlap
• Small crystal within large crystal

The child, trying to copy all the figures, has to carry out various visual and motor processes. First, you have to see the figure to be copied, make a mental representation, try to remember it, take the pencil, try to draw the figure and check if you are on the right track.

The proof can be applied to children over 4 years of age, and children aged 11 and over, in most cases, are able to copy the test drawings without errors. In case there are too many errors or the resulting figure is very different from the one presented to you, the possibility that there is some kind of problem would be considered, both at a perceptual and intellectual level and motor.

Koppitz protocol

One of the figures who has investigated the Bender test the most is Elizabeth Koppitz (1918-1983), who provided a protocol through which they can be evaluated:

• Maturity for learning
• Reading problems
• Emotional difficulties
• Possible brain injury
• Mental deficiencies

Edited a book with scoring standards applicable to all children between the ages of 4 and 11, regardless of what their intelligence or the type of problems they present. They are also applicable in subjects with mental disabilities with a chronological age not exceeding 16 years but with a mental age less than 10 years.

The Koppitz system takes into account 25 items that must be evaluated after the application of the test. Each item will be scored with a 0 or a 1, if the copy of the figure has been made correctly or not. The higher the score, the more likely there is 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 The test should be avoided suggesting to the child that he be as exact and meticulous as possible or that he draw the pictures in the most fast.

The child is told that he has nine pictures and that he should try to copy them. He should be given a single blank sheet of paper and a pencil and, in case he asks for another sheet later, it will be given to him but indicating that he has done so. It is important that the evaluator does not make any comments during the test.

The copy should start with card A (circle-square), showing the child the rest of the cards as he finishes with the last drawing he has made, and going in order from 1 to 8. He will be told on each card that he must copy the drawing that is presented to him.

If during the test the evaluated person counts the points or worries too much about a specific aspect, a neutral answer should be given., such as "make it the closest thing to the card." In case you insist a lot, it can be assumed that you 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, indicating that he must draw it from the position that 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 the picture 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, in case the child does not take more than 3 minutes, It is possible that you are facing a case of a somewhat compulsive, impulsive or little thoughtful childAlthough, of course, this should be combined with other tests.

In any case, if it is believed that some of the items that the child has tried to copy they have been done very quickly and do not reflect her real skill, she can be asked 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:

• More than 13 points or errors - 5 years
• 10 mistakes: 5 and a half years
• 8 errors: 6 years
• 5 errors: 7 years
• 3 or 4 errors: 8 years
• 2 or less errors: 9 or 10 children

When correcting the test, the following errors may occur.

1. Sequence confusion

The drawings do not follow the expected sequence, producing changes in the 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

Figures are drawn on top of each other.

4. Review

The line of a part or all of the figure is highlighted or reviewed.

5. Irregular line quality

Irregular lines are drawn, or the line is drawn with some tremor. This error is especially striking when it occurs in older children.

6. Angulation difficulty

Noticeable distortion in the angles of the figures.

7. Perseveration

A complete 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. Contamination

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 dots with circles, lines with dots, or fill in the shape.

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, serve as a substitute or as proof of control.

Another interesting fact is that in children between 7 and 10 years old there is a correlation between the scores they obtain in the WISC arithmetic test and the Bender test. The explanation for this is that the arithmetic test implies part-whole relationships and numerical concepts that are also found, although in a somewhat more disguised way, in the Bender test.

• You may be interested in: "The WISC-V intelligence test: changes and news"

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 can be said that the ability to detect possible neurological alterations of this test is low, since there are many reasons why a child does not do the test correctly, without the need to speak of brain injury. In addition, there may be a brain injury that does not affect the visual-spatial ability and, therefore, is not reflected in the results of this test.

Emotional indicators

The Bender test has also been associated with emotional problems, although, in the same way that we spoke with the case of neurological problems, this test not reliable enough to diagnose a mood or anxiety problem.

However, it can help us to suspect that something is not going well in the immediate environment of the evaluated person, 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 the test is being carried out.

1. Confusing order of the drawings

This indicator seems to be related to the lack of planning and organization of the child. This is normal in younger children, specifically in the 5 and 7 year age range, since they still draw pictures in a somewhat confused way.

The indicator does not acquire diagnostic significance until age 8, when the distribution arbitrary throughout the sheet is something that should already be considered as an indicator of a possible trouble.

2. Wavy line

The wavy line in Figures 1 (dotted line) and 2 (three lines) is associated with a lack of emotional stability. In young children it is possible that, since they still do not control much what they draw, they do it a little irregular, but in children closer to 8 years this is already reason to suspect problems emotional

3. Substitution of circles for 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 are usually 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 aged 8 to 10 years. If the drawings are concentrated in a specific area of ​​the paper, they would further confirm the suspicion of withdrawal, according to the Gestalt hypotheses.

7. Thin line

It is associated with shyness and withdrawal in young children, although not as 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 impulsiveness.

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. Expand and use more sheets

It is an indicator of trends in disruptive, explosive and even violent behavior. 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 associated with 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). Visomotor Gestalt Test (B.G.). Paidos. p. 15-16. ISBN 84-7509-308-6.