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Direct linkDavis, Andrew S.; Moore, Brittney; Rice, Valerie; Decker, Scott – School Psychology Forum, 2015
Mild traumatic brain injury (mTBI), sometimes referred to as concussion, is one of the most common acquired neurological problems of childhood. When children return to school following mTBI, school psychologists should be actively involved in the determination of neurocognitive and functional deficits for the purpose of designing strength-based…
Descriptors: Psychomotor Skills, Head Injuries, Brain, Physical Disabilities
Peer reviewedKnoff, Howard M.; Sperling, Barbara L. – Psychology in the Schools, 1986
A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students had advanced visual-motor development when tested…
Descriptors: Elementary Education, Elementary School Students, Gifted, Perceptual Motor Coordination
Peer reviewedZach, Lillian; Kaufman, Judith – Journal of Learning Disabilities, 1972
Performances on the Bender Visual Motor Gestalt Test and on a visual discrimination task using the same forms were found not to be related. Implication for identification of perceptual deficiencies and subsequent perceptual training are discussed. (KW)
Descriptors: Diagnostic Tests, Exceptional Child Research, Identification, Learning Disabilities
Download full textKopera-Frye, Karen; Zielinski, Sharon – 1995
This study explored relationships between intelligence and visual motor ability and patterns of impairment of visual motor ability in children prenatally affected by alcohol. Fourteen children (mean age 8.2 years) diagnosed with fetal alcohol syndrome (FAS) and 50 children with possible fetal alcohol effects (FAE) were assessed with the Bender…
Descriptors: Child Development, Emotional Adjustment, Emotional Problems, Fetal Alcohol Syndrome
Petti, Michael – Academic Therapy, 1988
Examples of diagnostic formulations of the "Bender Visual-Motor Gestalt" are outlined and their instructional implications are delineated. The difficulties in paper and pencil copying of geometric designs focus primarily on: separation and overlapping of figures, repetition of design elements, pencil grip, visual perceptions, pattern…
Descriptors: Diagnostic Tests, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
