The Bender Test

For the last blog of the semester, I decided to continue on the topic of psychological testing in children as I find it fascinating! Enjoy ☺

The Bender Visual Motor Gestalt Test was designed by Lurett Bender in 1932. Simply put, the test requires the examinee to copy the 9 figures (see below).

Koppitz, E.M. (1989)Bender Gestalt Test for Young Children. Old Tappan, NJ: Allyn & Bacon.

The difficulty of the task therefore resides in reproducing the exact replica of the initial drawings. The test assumes that between visual integration and motor reproduction (hence the name of the test) lie multiple sensory systems. Thus, if the reproduction differs from the actual drawing, an anomaly in any of the intermediate systems indicates a mental, neurological or emotional defect. The Bender tests have been used as a clinical tool useful to study the development of intelligence in childhood, mental disability, aphasia, organic diseases of the brain, and even psychosis. At around 11 years of age, most children are capable to copy the drawings without error.

In terms of intelligence, studies have shown a high correlation between the executive tasks comprised in the WISC and the Bender test. This happens independent of age, which confirms that the test measures the same functions as the executive tasks of the WISC and it can, if needed, substitute them. Moreover, as expected, no correlations were found between the Bender test and the verbal tasks of the WISC. Interestingly, the results for children between ages 7 and 10 on the Bender test correlate positively with results from the arithmetic subtest of the WISC. It is assumed that this happens because the arithmetic task taps on whole-part relationships as well as on numeric concepts found in the Bender test.

As for indicators of emotion, certain features have been found across the drawings produced by different children. However, it is important to note that they do not represent evidence for the existence of a disorder, but rather indicators of possible pathologies that must be examined more in depth if needed.

• Drawings not done at the order they were presented: indicates a possible lack of capacity to plan and organize.
• A wavy line: associated with a lack of stability.

9 years old boy. Due to an accident, he suffered a change of ocular dominance, which causes various problems in processes such a reading. He has the visual and motor capacities of a 6 year old child.

• Substituting circles by lines: in adults, it is an indicator of a profound emotional perturbation. In children, this phenomenon may be related to impulsivity and a lack of interest or attention
• Progressive increase of size: this is related to a low tolerance for frustration and impulsivity. Most importantly, this feature has been found consistently across the drawings of children with ADHD.
• Shapes of large size: this is associated with externalizing traits and behaviour.
• Constriction (use of less than half of the page): this is related to isolation, shyness, and depression.

11 year old boy. The most important feature of this drawing is the concentration of the drawings at the top of the page. Through testing, it is therefore assumed that the child is isolated, shy, and anxious.

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