Normalizing the Bender Visual-Motor Gestalt Test for 4 to 7 Years Old Children of Tehran, Iran

Objective Bender-Gestalt is one of the well-known neurocognitive tests designed by Lorta Bender to evaluateperceptual-motor development level in children. Besides its principle application in evaluation of cerebraldamage, Bender test has other important applications, such as evaluating children for entering school, anticipatingeducational progress, diagnosing children with reading and learning disorders, studying growth retardation,as well as a nonverbal intelligence test to evaluate children's reading readiness to enroll in elementaryschool. Because of the importance of this test in many diagnostics aspects, it is necessary to prepare a normalizedform of this test. In this study, we tried to provide this form in a more comprehensive and updated formcompared to previous studies. Materials & Methods This is a descriptive-analytic research. The study population comprised all preschoolchildren in Tehran. In this research, we surveyed 523 (271 boys and 252 girls) preschool children in 3 groupsof 4-5 years old (200 children, 95 boys and 105 girls), 5-6 years old (199 children, 112 boys and 87 girls), and6-7 years old (124 children, 64 boys and 60 girls) who were selected by cluster sampling method from somepreschools centers in south, north, and center of Tehran during the spring of 2012. The inclusion criteria werehaving normal intelligence quotient and being in the range of preschool age. Obtained protocols were numberedon the basis of expanded Koppitz scoring system, and finally were analyzed using the Chi-squared test. Results Data analysis for 4-5 years old group revealed the result of M(SD) as 14.75(1.82). The most frequenterrors belonged to distortion in plans A, 7, and then 8. Also, the least frequent errors belonged to linear drawingof plans 3 and 6. With regard to misproportion error in plan A and repetition error in plan 2, girls madesignificantly less errors than boys, while with regard to spin errors of plan 7 and misproportion in plan 7, boysgot the higher scores. In 5-6 years old group of children, M(SD) was 9.67(4.38). Also, the most frequent errorsbelonged to distortion in plans 8 and A. Furthermore, the least frequent errors belonged to linear drawing inplan 3, distortion in plan 7, and isproportion of components in plan 5. With regard to inappropriate compositionand linear drawing of plan 5, boys made significant higher errors than girls. For children of 6-7 years old,M(SD) was 8.14(4.17). The most common errors in drawing belonged to first d