Benton Visual Retention Test BVRT Scoring of BVRT and Interpretations

BVRT is assessment tool used for assessment of visual memory, perception and Reproduction. the slides talk about it's rationale , advantages , limitation, and errors made in this test and how to interpret and score the test. The slides will help the students prepare for vivas and exams and will help the professionals with assessment

1. BVRT Benton Visual Retention Test Nuzhat Shaheen

2. Nuzhat Shaheen BVRT The Benton Visual Retention Test (BVRT) has been developed to assess visual perception, visual memory, and visuoconstructive abilities. The test is also useful in evaluating the effect of treatment, surgery, or time on visuospatial ability . The BVRT is a brief and flexible measure of visuospatial perception, construction, and memory . The test has also been shown to be useful in helping to differentiate the performance of intact individuals from those with evidence of cerebral disease, dementia, and schizophrenia.

3. Nuzhat Shaheen The test can be used to evaluate clients 8 years of age and older The scale consists of a series of 10 designs measuring visual perception, visual memory. There are three nearly equivalent forms (Forms C, D, and E) with 10 designs each of the BVRT . Norms are available for “Number Correct” and “Number Error Scores” for children and adults.

4. Nuzhat Shaheen ADMINISTRATION Test has been designed to be administered individually . It takes approximately 5-10 minutes for administering each of the 4 forms of the test . Four methods of administration (A, B, C, and D) are available: Administration A. Each design is exposed for 10 seconds, followed by immediate reproduction from memory by the subject. Administration B. Each design is exposed for 5 seconds, followed by immediate reproduction from memory by the subject. Administration C. Each design is copied by the subject, with the design remaining in the subject’s view. Administration D. Each design is exposed for 10 seconds, followed by reproduction from memory by the subject after a delay of 15 seconds. Any of the three forms may be used in any mode of administration.

5. Nuzhat Shaheen Procedure and instructions The subject is given blank sheets of paper of the same size as the cards on which the designs are printed (51⁄2 x 81⁄2 inches), and a pencil with an eraser. He is told that he will be shown a card on which there are one or more figures, that he will study the card for respected seconds, and that when the card is removed, he will draw what he has seen. Either a stopwatch or a watch with a second hand may be used for timing. The design book should be positioned at an angle of about 60 degrees from the surface of the table to permit optimal viewing by the subject. (It should not be placed flat on the table.) Occasionally, a subject will start to draw the first design before the 10 seconds have elapsed. He should be stopped and told to study the card for the full time of exposure. The examiner may make a comment such as, “I know this design is an easy one, but the others are harder, and I want you to get into the habit of looking at the card for the full 10 seconds.”

6. Nuzhat Shaheen Each card is presented without comment, except that before introducing Design III (the first to include two major figures and a peripheral minor figure), the examiner should say, “Do not forget to draw everything you see”. If the subject omits the peripheral minor figure in his reproduction of Design III, the examiner should make the same statement before introducing Design IV. The subject is permitted to make erasures or corrections. No spontaneous praise is offered, but reassurance may be given if the subject asks about the quality of his performance. In administration D, sometimes the subject tries to fill the 15 seconds gap with small talk, if this happens the assessor should tactically terminate this by encouraging the subject to concentrate and to keep design in mind. Some subjects try to retain the memory of the design by sketching it with fingers on the table, this is permisable as long as their is no record made on the table of the design.

7. Nuzhat Shaheen Scoring Each design is judged on an all-or-none basis and given a score of 1 or 0. Therefore, the range of possible scores for any single form of the test is from 0 to 10. Two scoring systems are present for objective evaluation of subject’s performance. Number of correct reproductions: a measure of general efficiency of performance. Error Score: takes account of specific types of errors made by the subject

8. Nuzhat Shaheen Number of Correct Reproductions The scoring standards are rather lenient because one is interested in the subject’s capacity to retain a visual impression and not in his drawing ability. Thus, the size of the reproduction as a whole, as compared with the original design, is not considered in the scoring. However, within a specific design, the relative size of the figures (as compared with each other) is taken into account.

9. Nuzhat Shaheen Error Score In any less-than-perfect performance on a design, one or more specific types of errors are necessarily made by the subject. The Error Score system of evaluation classifies errors by type, and pro- vides for a total Error Score. This system, in addition to providing a measure of general efficiency of performance, facilitates analysis of the qualitative characteristics of a subject’s performance.

10. Nuzhat Shaheen Types Of Errors There are 6 major categories of errors Omission (Omitting or incomplete reproductions) distortions (inaccuracy by substitution) Perservations (Substitutive or additive response consisting of figure present in preceding design) Rotation (180 , 90, 25, 45 or 65 for design I and II) Misplacements (distortion of spatial relationship between the figures of a design) Size errors (Distortion in relative size)

11. Nuzhat Shaheen Diagnostic Interpretations Cerebral injury or disease is the most frequent determinant of de- fective performance in visual-memory and visuoconstructive tasks. It is the sensitivity of tests such as the Visual Retention Test to the effects of cerebral disease that is their outstanding clinical feature, and accounts for their frequent inclusion in psychodiagnostic batteries. Before the inference of cerebral disease is made

12. Nuzhat Shaheen A number of other possible determinants of defective performance should be considered, such as: a. Lack of adequate effort on the part of hostile, apathetic, asocial, or paranoid patients. b. Inability of severely depressed patients to complete reproduc- tions, particularly of the more complex designs. c. Inability of patients depleted by serious physical disease to com- plete reproductions, particularly of the more complex designs. d. Autistic preoccupation on the part of schizophrenic patients, leading to irrelevant reproductions. e. Defective graphomotor skill and poor task adjustment because of lack of education or relevant social experience. f. Defective performance on the part of persons simulating mental incompetence.

13. Nuzhat Shaheen The failure to reproduce the peripheral figure has been related to general construction in dynamic visual field which is found in manybrain diseased patients, particulary with parieto- occipital lesions. Rotational error consitutes as favorite “organic sign” for clinical writers.

14. Nuzhat Shaheen Limitations The Benton Test has been criticized by test's requirement of the examinee's IQ or estimated IQ, which can be difficult to obtain if the examinee is in a poor condition. In addition, data from studies that look at the viability of retesting a patient have shown conflicting results; some studies show no difference in scores after time has passed between two tests, while other studies show a difference

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