摘要：The present report describes the psychometric properties of the Qualitative Scoring System for the Modifi ed version of the Bender-Gestalt Test, in a 97 children¿s group, that are going to enter to fi rst grade of elementary education in a public school of Lima. Our fi ndings report modest levels of reliability internal consistency and test-retest reliability, in comparison with the coeffi cients of the manual, but their potential range (due confi dence intervals) gets to high levels. The correlation with task orientation, fl uid intelligence and parental report of fi ne-motor behavior give support to the validity and utility of this new scoring system in the context of fi rst grade children's assessment. We discuss the limits and relevance of this scoring system for the psychoeducational research and assessment.
其他摘要：The present report describes the psychometric properties of the Qualitative Scoring System for the Modifi ed version of the Bender-Gestalt Test, in a 97 children¿s group, that are going to enter to fi rst grade of elementary education in a public school of Lima. Our fi ndings report modest levels of reliability internal consistency and test-retest reliability, in comparison with the coeffi cients of the manual, but their potential range (due confi dence intervals) gets to high levels. The correlation with task orientation, fl uid intelligence and parental report of fi ne-motor behavior give support to the validity and utility of this new scoring system in the context of fi rst grade children's assessment. We discuss the limits and relevance of this scoring system for the psychoeducational research and assessment.
关键词：Bender-Gestalt Test; children; visualmotor integration; psychoeducational assessment; school achievement; screening. Prueba Gestáltica de Bender; niños; inte...
