• The Benton Visual Retention Test (BVRT) is a neuropsychological assessment tool developed by Arthur
Benton, a renowned US neuropsychologist, and revised by Syvan.
• First published in 1946, it is currently in its 5th edition.
• The primary objective of the BVRT is to measure visual perception, visual memory, and visual construction
abilities.
• The test comprises sets of designs that the examinee reproduces, with variations in exposure time to assess
different aspects of visual memory.
3 Introduction… • Scoring involves evaluating the accuracy of reproductions as well as identifying
specific types of errors made by the examinee.
• Interpretation of test results considers factors such as brain injury, psychiatric
conditions, and intellectual abilities.
• The BVRT serves as a valuable tool for diagnosing learning disabilities, degenerative
brain diseases, and evaluating cognitive functioning across diverse populations.
4 PURPOSE/APPLICABILITY Clinical Assessment Screening Tool Screening and Monitoring
BVRT is utilized by clinicians As a quick measure, BVRT As a rapid assessment
to identify and evaluate aids clinicians in screening tool, the BVRT facilitates memory deficits, spatial for both obvious and subtle the screening of cognitive orientation difficulties, and impairments in visual impairments in clinical motor behaviour memory and cognitive settings. Additionally, it impairments in individuals functioning. It provides allows for longitudinal with psychiatric or valuable insights into monitoring of patients' neurological conditions. It patients' cognitive abilities cognitive progress over helps in diagnosing and and helps in determining time, aiding in treatment monitoring conditions such appropriate interventions planning and intervention as traumatic brain injuries, and treatment plans. dementia, learning adjustments. disabilities, and developmental disorders. 5 PURPOSE/APPLICABILITY Research Tool Educational Assessment Normative Comparison
Within research contexts, the In educational settings, the The test provides normative BVRT contributes to advancing BVRT assists educators in data for different age groups identifying students with and intelligence levels, knowledge in cognitive specific cognitive challenges, allowing psychologists to psychology, providing such as visual memory deficits compare individual researchers with a standardized or spatial orientation performances against measure to investigate visual difficulties. This enables the standardized benchmarks. cognition, memory processes, development of tailored This aids in interpreting test and motor behaviour across educational interventions to results and making informed support students' learning clinical decisions. diverse populations. It supports needs. studies on cognitive development, aging, and the effects of neurological conditions. 6 INSTRUCTIONS • Materials Needed:
1. BVRT booklet containing blank pages for reproducing designs.
2. Pencil and eraser.
3. Timer or stopwatch (optional).
• The Benton Visual Retention Test comprises three sets or forms: Forms C, D, and E. Each set contains 10 designs measuring 8.5 × 5.5 inches. • These designs evaluate the examinee’s visual and memory abilities. Additionally, alternate designs are available for repeated testing. • The examinee receives a booklet with 10 blank pages to reproduce the designs. 7 TYPES OF ADMINISTRATION There are five different methods of administering the test, each tailored to provide valuable insights into the examinee's cognitive functioning.
ADMINISTRATION The examinee views each design for 10 seconds before reproducing it. A ADMINISTRATION The examinee views each design for 5 seconds before reproducing B ADMINISTRATION The examinee views each design and reproduces it while viewing it for an C indefinite amount of time.
ADMINISTRATION The examinee views each design for 10 seconds, then waits 15 seconds D before reproduction begins.
ADMINISTRATION The examinee views each design for 10 seconds, then chooses the correct M design from a multiple-choice display of four options. In all methods except for Administration C, the original design is hidden before reproduction begins. 8 THE TWO SCORING SYSTEM
Two scoring systems are available for the evaluation of subject’s performance.
1. Number of Correct Reproductions 2. Error Scores
• Provides a measure of general • Takes account of the specific types
efficiency of performance. of errors.
• Each design is judges on an all-or- • Error score system classifies errors
into 6 major types i.e., omissions, none basis and given a score of 1 or distortions, perseverations 0. rotations, misplacement, and size errors. • Range of possible score for any single form is 0 to 10. 9 TYPES OF ERRORS
• Omissions (Omitting or incomplete reproductions)
• Distortions (Inaccuracy by substitution) • Perseverations (Substitutive or additive response consisting of figure present in preceding design) • Rotation (A plan rotation of 180, 45, or 90 degree of the single major figure) • Misplacement (Distortion of spatial relationship between the figures of a design). • Size Errors (Distortions in relative size)
10 ABBREVIATIONS USED WHILE ERROR SCORING
• These above abbreviations are replaced with the first words of errors like for perseveration PerM, PerMR etc. can be used, for Rotation, 90MR, 180ML, 45PL etc. can be used so these abbreviations can be modified while scoring.
11 QUANTITATIVE METHOD OF SCORING All the correct scores and error scores are added and they are checked in their normative tables. • Administration A: In adult norms, interpretation of performance is made on the basis of an expected score appropriate for his age and his assumed IQ level. In children norms, interpretation is based on a comparison of observed and expected performance. • Administration B: Performance on administration B is checked in the tables for administration A by subtracting 1 from the scores. • Administration C: Performance is checked in its normative tables. • Administration D: Standardized data gathered on this procedure is not yet sufficient to provide adequate norms for clinical use. Qualitative analysis is mostly used for this purpose. 12 QUALITATIVE ANALYSIS OF PERFORMANCE
• Omission of peripheral figure: Lack of awareness or perception of
peripheral figures indicates brain deficits, possibly in parieto-occipital areas. • Unilateral errors: Deficits in lateral brain areas lead to unilateral omission, distortion, or misplacement of peripheral figures • Rotations: Rotational errors, like mirror-imaging or 90-degrees rotations, are common in brain diseased patients. • Mental Defectives: Both Adults and children with mental defects perform according to their mental age rather than chronological age
13 DIAGNOSTIC INTERPRETATIONS
FEATURES INDICATIONS
Lack of adequate effort Hostile, apathetic, asocial, or paranoid
patients Inability to complete reproductions, Severely depressed patients or serious particularly of the more complex physical diseases designs Irrelevant reproductions Autistic preoccupation, schizophrenia
Defective graph motor skills and poor Lack of education or relevant social task adjustment experience Defective performance Persons stimulating mental incompetence 14 REPORTING DOCUMENTATION COMMUNICATION INTERPRETATION
• The test results should be • Summary of patient’s • Results are interpreted in
documented in the subject’s conjunction with other performance is reported, clinical record. assessment measures and highlighting any significant • Date of administration and clinical observations. strengths or weaknesses. any relevant demographic information is included. • Total score is included and • Patient’s history, • Raw scores as well as total interpreted in the context of presenting concerns, and scores are recorded (for both, number of correct normative data for the any other relevant reproductions, and error subject’s age and gender. information are scores) considered. 15
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