RÉSUMÉ
La presente investigación evalúa el acuerdo intercalificadores del Test Gestáltico Visomotor de Bender, segunda versión (Bender - II). Esta nueva versión ha mostrado propiedades psicométricas satisfactorias en la muestra de estandarización y en posteriores estudios anglosajones, pero no hay referencias sobre sus propiedades en población hispanos. Los participantes de este estudio fueron 173 niños preescolares entre cuatro y cinco años de edad; los calificadores fueron estudiantes de psicología. Para evaluar la consistencia y el acuerdo entre los calificadores, se aplicaron coeficientes de correlación Pearson, así como correlaciones intraclase (modelo 2). Se calcularon estos coeficientes para la muestra total y para el grupo superior e inferior de rendimiento visomotor, aplicando un ajuste por restricción del rango. Los resultados indican elevadas confiabilidades y acuerdo entre calificadores en la muestra total; pero en los grupos inferior y superior de rendimiento, estos fueron variables y algunos bajos, interaccionando con la edad. Estos resultados ocurrieron para los puntajes de "copia" y de "recuerdo". Se discute el efecto de la variabilidad entre calificadores, especialmente su impacto en las decisiones clínicas sobre desempeños bajos y altos.
The present research evaluates the agreement inter-scorers for the Bender Gestalt Test Bender, 2nd version (Bender - II). This new version has shown satisfactory psychometric properties in the sample for standardization, and in further studies English samples, but no references in Hispanic population. The participants in this study were 173 preschool children between 4 and 5 years of age; the scorers were students of psychology. To evaluate the internal consistency and agreement inter-raters, we applied Pearson correlation coefficients and intraclass correlations (model 2). These coefficients were calculated for the total sample and for the upper and lower group sample in visual-motor performance, but with adjustment by the restriction of range. The results for the Copy and Remember scores indicate high internal consistency and agreement between raters in the total sample, but low and variable in the lower and upper groups, interacting with age. We discuss the effect of inter-rater variability, especially its impact on clinical decisions about low and high performance.
RÉSUMÉ
Hace algunos años, se ha publicado el nuevo Test Gestáltico de Bender, segunda versión (Bender-II). Esta nueva versión usa el Sistema de Calificación Global (SCG) para obtener los puntajes, que enfatiza la reproducción exacta de los diseños; junto con otros cambios estructurales, consiste en la mayor modificación realizada al Test de Bender para evaluar la habilidad visomotora en varias etapas del desarrollo humano. Pero aún hay pocas investigaciones que han estudiado su funcionamiento psicométrico en muestras hispanas y especialmente el error de medición en el procedimiento de la calificación. Se investigó el efecto de la variabilidad de la calificación del nuevo Bender-II sobre su validez de constructo con una medida de inteligencia. Se administraron el Bender-II y el Test Breve de Inteligencia de Kaufman (K-BIT) a 60 niños preescolares, y tres calificadores calificaron las figuras reproducidas mediante procedimientos estandarizados y el SCG. El análisis comparó las correlaciones obtenidas por cada calificador entre los puntajes del Bender-II y del K-BIT. Se halló que la variabilidad de los puntajes proveniente de la interpretación del SCG afectó moderadamente las correlaciones con el puntaje total y de las subescalas del K-BIT. Un calificador fue menos confiable y sus puntajes mostraron al menos 5% menos variancia compartida al compararlo con los otros calificadores. Se concluye que la interpretación de la validez se puede distorsionar aun cuando el error de medición es moderado pues interaccionan con otras fuentes de error. Esto sugiere que se debe garantizar un buen acuerdo en la calificación de pruebas que requieran juicio.
Although the impact of the measurement error in the accuracy of the classification of subjects and validity correlations is theoretically established, in a practical situation has not been explored the degree of impact on the new Bender-II (Brannigan & Decker, 2003). The practical situation of assessment is that which occurs in the professional context, in which one or more examiners of an assessment team assessing children in a particular institution. The new Bender-II has substantial modifications in its structure and functioning, making it different from the original instrument proposed by Bender (1938, 1946). Structural changes consisted in more of items (16 designs), complementary tests (fine motor and visual perception) and two major tests (Visual Constructive Memory and Visual Motor), the rating method Global Scoring System (GSS) and standardized record sheet for the child's behavior during the test administration. The GSS was created ad hoc for the Bender-II, and it is a method that emphasizes the exact reproduction of the designs; its origin is in the original gestalt approach of Bender. Main studies have been published in the manual (Brannigan & Decker, 2003), and subsequent studies have used the American standardization sample. However, in non-immigrant Hispanic population, to date there are some unpublished and published only one (Merino, 2012); therefore, it is not known how generalizable the findings and psychometric properties obtained in the American standardization sample are. The aim of the study was to examine the effect of the variability of the scoring of designs of the new Bender-II on construct validity with a measure of intelligence. The Bender-II and Kaufman Brief Intelligence Test (K-BIT - Kaufman, A. S. & Kaufman, A. L., 1994) was administered to 60 preschool children (between 4 and 5 years, 33 girls), and three scorers rated the designs reproduced, by standardized procedures and GSS. The analysis consisted of two steps: first, we estimated the consistency and inter-rater agreement using random two-way intraclass correlations (McGraw & Wong, 1996; Shrout & Fleiss, 1979). Second, for each scorer, correlations were calculated between scores on the Bender-II and K-BIT, and finally these correlations were compared with a test for dependent correlations with a common element (Steiger, 1980, Williams, 1959). The results indicate that there were slight differences between two scorers, but one of them had comparatively lower coefficients of consistency and agreement. In the all scorers, the magnitude of the consistency coefficients (> .85) and agreement (> .84) between the qualifiers indicate good levels of concordance with even moderate exercise time (two or three sessions). Correlations between scores on the Bender-II and K-BIT were around .43 and .61, and the lowest correlations occurred in the scorer that showed less consistency and agreement with other scorers, clearly indicating the impact of measurement error in the validity correlations. Compared with one of the rating, this difference was statistically significant, and the percentage reduction of covariance was at least 5%. Finally, the results indicate several points. First, we present other evidence for inter-rater reliability of the Bender-II, and that there were good levels of agreement and consistency. Second, there is potentially a reduction in the correlations of validity when a scorer has trouble for interpret consistently and correctly Global Scoring System. Correlations decreased, however, are not equal in all the scorers, and therefore must be verified the goodness of fit between scorer and the Bender it's qualification method approach. The results can be are idiosyncratic to the sample and study conditions, and the sample size constraints threaten the generalizability of the findings. However, the study conditions are close to professional practice and therefore can be generalized to some extent. In addition, can serve as a baseline to compare future studies of reliability in the Bender-II.
RÉSUMÉ
Hace algunos años, se ha publicado el nuevo Test Gestáltico de Bender, segunda versión (Bender-II). Esta nueva versión usa el Sistema de Calificación Global (SCG) para obtener los puntajes, que enfatiza la reproducción exacta de los diseños; junto con otros cambios estructurales, consiste en la mayor modificación realizada al Test de Bender para evaluar la habilidad visomotora en varias etapas del desarrollo humano. Pero aún hay pocas investigaciones que han estudiado su funcionamiento psicométrico en muestras hispanas y especialmente el error de medición en el procedimiento de la calificación. Se investigó el efecto de la variabilidad de la calificación del nuevo Bender-II sobre su validez de constructo con una medida de inteligencia. Se administraron el Bender-II y el Test Breve de Inteligencia de Kaufman (K-BIT) a 60 niños preescolares, y tres calificadores calificaron las figuras reproducidas mediante procedimientos estandarizados y el SCG. El análisis comparó las correlaciones obtenidas por cada calificador entre los puntajes del Bender-II y del K-BIT. Se halló que la variabilidad de los puntajes proveniente de la interpretación del SCG afectó moderadamente las correlaciones con el puntaje total y de las subescalas del K-BIT. Un calificador fue menos confiable y sus puntajes mostraron al menos 5% menos variancia compartida al compararlo con los otros calificadores. Se concluye que la interpretación de la validez se puede distorsionar aun cuando el error de medición es moderado pues interaccionan con otras fuentes de error. Esto sugiere que se debe garantizar un buen acuerdo en la calificación de pruebas que requieran juicio.(AU)
Although the impact of the measurement error in the accuracy of the classification of subjects and validity correlations is theoretically established, in a practical situation has not been explored the degree of impact on the new Bender-II (Brannigan & Decker, 2003). The practical situation of assessment is that which occurs in the professional context, in which one or more examiners of an assessment team assessing children in a particular institution. The new Bender-II has substantial modifications in its structure and functioning, making it different from the original instrument proposed by Bender (1938, 1946). Structural changes consisted in more of items (16 designs), complementary tests (fine motor and visual perception) and two major tests (Visual Constructive Memory and Visual Motor), the rating method Global Scoring System (GSS) and standardized record sheet for the childs behavior during the test administration. The GSS was created ad hoc for the Bender-II, and it is a method that emphasizes the exact reproduction of the designs; its origin is in the original gestalt approach of Bender. Main studies have been published in the manual (Brannigan & Decker, 2003), and subsequent studies have used the American standardization sample. However, in non-immigrant Hispanic population, to date there are some unpublished and published only one (Merino, 2012); therefore, it is not known how generalizable the findings and psychometric properties obtained in the American standardization sample are. The aim of the study was to examine the effect of the variability of the scoring of designs of the new Bender-II on construct validity with a measure of intelligence. The Bender-II and Kaufman Brief Intelligence Test (K-BIT - Kaufman, A. S. & Kaufman, A. L., 1994) was administered to 60 preschool children (between 4 and 5 years, 33 girls), and three scorers rated the designs reproduced, by standardized procedures and GSS. The analysis consisted of two steps: first, we estimated the consistency and inter-rater agreement using random two-way intraclass correlations (McGraw & Wong, 1996; Shrout & Fleiss, 1979). Second, for each scorer, correlations were calculated between scores on the Bender-II and K-BIT, and finally these correlations were compared with a test for dependent correlations with a common element (Steiger, 1980, Williams, 1959). The results indicate that there were slight differences between two scorers, but one of them had comparatively lower coefficients of consistency and agreement. In the all scorers, the magnitude of the consistency coefficients (> .85) and agreement (> .84) between the qualifiers indicate good levels of concordance with even moderate exercise time (two or three sessions). Correlations between scores on the Bender-II and K-BIT were around .43 and .61, and the lowest correlations occurred in the scorer that showed less consistency and agreement with other scorers, clearly indicating the impact of measurement error in the validity correlations. Compared with one of the rating, this difference was statistically significant, and the percentage reduction of covariance was at least 5%. Finally, the results indicate several points. First, we present other evidence for inter-rater reliability of the Bender-II, and that there were good levels of agreement and consistency. Second, there is potentially a reduction in the correlations of validity when a scorer has trouble for interpret consistently and correctly Global Scoring System. Correlations decreased, however, are not equal in all the scorers, and therefore must be verified the goodness of fit between scorer and the Bender its qualification method approach. The results can be are idiosyncratic to the sample and study conditions, and the sample size constraints threaten the generalizability of the findings. However, the study conditions are close to professional practice and therefore can be generalized to some extent. In addition, can serve as a baseline to compare future studies of reliability in the Bender-II.(AU)