Test Koppitz BenderBy Lauretta Bender built between the years 1932 - 1938
It was initially created as a clinical test for adults.
They consist of a series of nine designs devoid of meaning, constructed earlier by Wertheimer for the study of perceptual processes, specifically the laws of perception, and the principles of Gestalt psychology.
Lauretta Bender devised a system that showed the designs to the subjects and asked that graphically reproduced.
Elizabeth Koppitz (1962), with the same stimuli plates proposed by Bender, creates a system of application and test score for children between 5 and 12 years.
Through this system tried to assess perceptual maturity, neurological impairment and emotional adjustment.
Materials: 2 sheets letter size. Graphite pencil, eraser available
The cards are given one by one, in sequence, without time limit. (Recorded time)
No indication of the role that the design must perform, if the child asks, he replied that the part you want.
Not allowed to use rulers, compasses or any other additional material.
No comments are made, are recorded observations on the behavior
If a child asks questions ... give a neutral response such as: "Make it as close to drawing the card you can."
If you begin to count the points of the figures: "You need not count the points, just try to do the closest thing."
If he persists in counting, then acquires diagnostic significance (or obsessive perfectionist trait).
Register behavior, looks stylish to face a new task.ü Well suited to the task.
ü behavioral difficulties and / or learning.
ü Poor internal control and / or coord. immature visual-motor
ü Time short or quick. (Average: 620. With problems: 519. Hyperactive: 4 minutes 41 seconds.)
ü It strives to handicap
or obsessive Tab:
The score obtained is compared with the result expected for their chronological age.
Deviations observed by Koppitz 7:
Shape distortion (eg disparity).
Rotation (around the design or parts thereof).
Replacement of points by circles.
Lack of integration.
Replacing angles for curves.
ü They can appear singly or in combination.
ü They are not necessarily related to age and maturation.
ü Children with poor perceptual-motor integration are often vulnerable to develop secondary emotional difficulties.
ü Allows hypotheses that need to be checked with further observations and psychological data.
ü A single IE on a protocol of a child reflects an attitude or tendency given, but by itself does not indicate any serious emotional problem.
> Ü It takes three or more IE before we can say with some confidence that a child has serious emotional problems.
2.Línea rolling in Figures 1 and 2.
3 .. Replaced by striped circles in Figure 2.
4. Progressive increase in size in IAS Fig. 1, 2 or 3.
6. Size small.
8. Resting lines neglected or enforced.
11. Frames around the figures.
12. Preparation spontaneous or added to the figure.