A Comparison of the Koppitz and Hutt Techniques of Bender-Gestalt Administration Correlated with WISC-R Performance Scores

Abstract

Forty students between 6-12 years of age were randomly selected from approximately 340 referrals to the school psychology services department of a Florida public school system. All subjects were administered the WISC-R and the Bender-Gestalt. The Bender-Gestalt was administered using two techniques: Koppitz routine instructions and the Hutt testing-the-limits method. The mean number of Koppitz errors was approximately two greater than the number obtained using the Hutt technique. The t test for related measures showed this difference to be statistially significant at the .001 level. In addition, four of the six Hutt correlations with WISC-R scores were slightly greater than the Koppitz correlations but none of them were significantly higher when a test for difference in correlations was computed.

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