PsychoIogy in the Schools Volume 25, July I988

THE VISUAL AURAL DIGIT SPAN TEST AND BENDER GESTALT TEST AS PREDICTORS OF WIDE RANGE ACHIEVEMENT TEST-REVISED SCORES'

TERESA C. SMITH AND BILLY L. SMITH

University of Central Arkansas

Visual Aural Digit Span Test (VADS) scores and Bender Gestalt Test (BG) scores as predictors of Wide Range Achievement Test-Revised (WRAT-R) scores were ex- amined in this study. The sample consisted of 115 children referred for low academic achievement. They were divided into three age groups: (Low) 6-0 to 7-11; (Middle) 8-0 to 9-1 1; and (High) 10-0 to 11-1 1. The scores on the 11 VADS measures and BG errors were used to predict the WRAT-R achievement. The VADS Test scores were found to predict Reading and Arithmetic in the Low Group. The BG Test did not correlate with achievement in the Low Group. In the Middle Group, the VADS Test correlated with Reading and Spelling, but not with Arithmetic. The BG correlated with all three achievement measures. In the High Group, neither the VADS Test nor BG correlated with any of the achievement measures. The results suggest that the BG and VADS Test can be used as an effective screening device for young children with potential learning problems.

An area of concern for educators and psychologists is the identification of children who have learning problems in elementary schools. Koppitz (1970) developed the Visual Aural Digit Span Test (VADS) to serve as a screening test for children with learning problems. Additional research and norms on the test were published by Koppitz in 1977. The VADS is a paper and pencil test that takes approximately 10 min. to administer. It consists of aural and visual presentations of 2-7 digits, and the response is either oral or written. The VADS Test consists of four subtests: Aural-Oral (A-0), Visual-Oral (V-0), Aural Written (A-W), and Visual-Written (V-W). It also has six combination scores: A-0 + A-W =Aural Input (A-I); V - 0 + V-W = Visual Input (V-I); A-0 + V - 0 = Oral Expression (0-E); A-W + V-W = Written Expression (W-E); A-0 + V-W = Intra- sensory Integration (INTRA); and V-0 + A-W = Intersensory Integration (INTER). The total VADS score (VADT) consists of A-0 + V - 0 + A-W + V-W. This results in a total of 11 test scores (four subtests, six combinations, and the total VADS score). The test measures maturity and functioning in intersensory integration, sequencing, and recall of sound symbol associations. The number of digits reproduced on the four subtests determines the score (Koppitz, 1970).

Koppitz (1975a) stated that the Bender Gestalt test (Koppitz, 1964) was a good in- dicator of overall school functioning and learning disabilities, but that the VADS Test was a better predictor of reading difficulties. Her findings were based on a sample of learning disabled students and normal students. Koppitz measured reading by the Wide Range Achievement Test (WRAT) reading recognition test. She found that three subtests on the VADS Test (A-0, V-0, and V-W), as well as the total VADS Test, would differen- tiate between special class students who could read and those who could not read. Visual- Oral related most closely to reading achievement.

In a study of the Bender Gestalt (BG) and VADS Test, Carter, Spero, and Walsh (1978) found that the BG could discriminate vocabulary, math concepts, and math prob-

Reprint requests should be sent to Teresa C. Smith, Psychology Dept., Box E, University of Central

'This research supported by a grant from the University of Central Arkansas. Arkansas, Conway, AR 72032.

264

VADS and BG 265

lem solving, but not reading comprehension. The finding regarding vocabulary does not agree with Koppitz (1975a), who found that the BG could not discriminate between readers and nonreaders on the WRAT. The Carter et al. study used a sample of normal children 6 through 9 yrs. of age, whereas Koppitz used learning disabled and normals aged 8 yrs. 1 mo. to 9 yrs. 11 mos. The Iowa Test of Basic Skills was used by Carter et al. instead of the WRAT, and they assumed the Vocabulary portion to be similar to the WRAT Reading Recognition, although no evidence for the similarity of the two tests was presented. The VADS Test was found to be able to discriminate between groups in vocabulary and math concepts. The most effective scores were V-0, V-W, and VADS Total.

Since Koppitz’ (1975a) study was published, the Wide Range Achievement Test was revised in 1984 by Jastak and Wilkinson. The present study investigated the relation- ship of the VADS Test and the BG to the Wide Range Achievement Test-Revised (WRAT-R). It was expected that the VADS Test and BG would predict scores on the WRAT-R, similar to the results of Koppitz (1975a) with the earlier WRAT.

METHOD

Subjects The subjects were 115 rural Arkansas school children referred for evaluation due

to low academic achievement in the classroom. The children were divided into three age groups: Low- 6-0 to 7-11; Middle-8-0 to 9-11; and High-10-0 to 11-11.

The Low Group consisted of 24 children (17 males and 7 females) whose IQs averaged 90.67 on the Weschler Intelligence Scale for Children-Revised (Weschler, 1974). WRAT-R standard scores ranged from a low of 74.79 on spelling to a high of 84.71 on arithmetic.

The Middle Group consisted of 39 children (26 males and 13 females) whose WISC-R IQs averaged 90.28. WRAT-R standard scores ranged from a low of 69.92 on reading to a high of 82.33 on arithmetic.

The High Group consisted of 52 children (37 males and 15 females) whose WISC-R IQs averaged 86.31. WRAT-R standard scores ranged from a low of 68.15 on reading to a high of 80.23 on arithmetic.

Procedures The children were tested by three licensed examiners - two psychologists and one

psychological examiner. Tests administered were the WISC-R, WRAT-R, VADS Test, and BG Test. Standardized procedures were followed in every case. The BG Test error scores and VADS Test scores on the four subtests, the six combination tests, and total VADS Test score were correlated with achievement measures on the WRAT-R for each group.

RESULTS AND DISCUSSION

Table 1 presents the means and standard deviations obtained on the WISC-R, WRAT-R, BG, and VADS. It can be observed that the IQs, WRAT-R scores, and BG errors decreased with age. The VADS scores increased as the age of the group went up.

266 Teresa C. Smith and Billy L. Smith

Table 1 Means and Standard Deviations for Scores of Each of the Groups on Measured Variables

Variable

~ ~~

Group

Low Middle High

M SD M SD M SD

WISC-R VIQ

WISC-R PIQ WISC-R FSIQ WRAT-R READING WRAT-R SPELLING WRAT-R ARITHMETIC BENDER GESTALT ERRORS

VADT

A 0 vo AW

vw AU

VI OE WE

INTRA INTER

91.29 91.83 90.67 76.08 74.79 84.71 8.77

16.75 4.46 4.29 3.96 4.25

8.21 8.54 8.75 8.00 8.58 8.04

12.20 87.69 11.34 95.33

9.22 90.28

8.86 69.92 10.50 73.13 15.03 82.33 3.90 4.87

3.58 19.08 0.88 4.54

1.23 5 .00

1.71 4.46 1.15 5.13 1.86 8.69 2.04 9.97 1.75 9.54 2.27 9.44 1.84 9.51

2.22 9.46

9.08 82.33 8.88 92.87 7.54 86.31 9.30 68.15 9.69 72.58

11.62 80.23 2.93 3.02 2.81 21.88 0.79 5.23 1.15 5.79 0.72 5.15 1.42 5.98 1.95 10.38 1.81 11.77 1.70 11.02 1.47 11.12 1.45 11.21 1.64 10.96

9.55 10.17 7.87

14.43 12.06 8.62 2.14 3.33 0.98 1 .oo 1.02 0.96 1.71 1.57 1.64 1.54 1.65 1.67

Table 2 Correlation Matrix of VADS Test, BG Test, and Achievement for Low Group

Variable Reading Spelling Arithmetic

VADT A-0

v-0 A-W v-w A-I v-I 0 - E W -E Intra Inter BG

.42*

.21

.42*

.12

.I7

.42*

.35

.40

.35 -25 .50** .07

.08

.21

.I8 - .21 - .10

.09

.05

.24 - .06

.09

.09

.12

.58**

.16

.44*

.49**

.69**

.39

.66**

.39

.61**

.62*

.51** - . I0

'Significant at .05 level. **Significant at .01 level.

VADS and BG 267

A Pearson product-moment correlation was computed between BG errors, the 11 VADS Test scores, and WRAT-R Reading, Arithmetic, and Spelling scores. The cor- relation matrix for the Low Group is presented in Table 2. The correlations ranged from .05 between V-I and Spelling scores to .69 between V-W and Arithmetic scores.

Similar calculations were performed on the Middle Group and High Group, and those data are presented in Tables 3 and 4. Significant correlations were found in the Middle Group, but not in the High Group.

Table 3 Correlation Matrix of VADS Test, BG Test, and Achievement for Middle Group

Variable Reading Spelling Arithmetic

VADT A-0 v-0 A-W v-w A-I v-I 0-E W-E INTRA INTER BG

.32*

.10

. l l

.29

.29 - .04

.33*

.12

.47**

.38*

.21 - .45**

.33*

.12

.18

.31

.26

. l l

.36*

.18

.46**

.37*

.26 . .24

.17

.10

- .05

.09

.26

.14

.13

.01

.24

.25

.oo - .36*

*Significant at .05. **Significant at .01.

Table 4 Correlation Matrix of VADS Test, BG Test, and Achievement for High Group

Variable Reading Spelling Arithmetic

VADT A - 0 v-0 A-W v-w A-I v-I 0 - E W-E INTRA INTER BG

.07

.09

.16 - .14

.15

- .03 .19

.I5

.oo

.14

.01 - .04

.02

.05

.05

- .25 .I4

- .12 .12 .06

- .07 . I 1

-.11

.04

.10

.07

. l l - .10

.23 - .02

.21

. l l

.04

.17

.02

.05

268 Teresa C. Smith and Billy L . Smith

In the Low Group, the VADT, V-0, A-I, and INTER were found to relate significantly to Reading on the WRAT-R. In Koppitz’ 1975a study, the VADS Test was found to predict reading on the WRAT. The four subtests and the VADS total discriminated good readers from poor readers. She also found that A-0, V-0 , V-W, and VADS total were useful in discriminating good readers with other learning prob- lems from poor readers with other learning problems. In the present study, the correla- tions between the VADS Test and WRAT-R spelling all were nonsignificant. The WRAT-R arithmetic was significantly correlated with several of the VADS Test scores (VADT, V-0, A-W, V-W, V-I, W-E, INTRA, INTER), which is similar to the results of Carter et al. (1978). It would appear that the VADS Test is an effective screening device for young children in prediction of reading recognition and arithmetic skills, The BG Test was not significantly correlated with any of the three WRAT-R achievement measures in the Low Group. However, as Koppitz (1975b) stated, the BG Test correlated better with arithmetic than with reading. She also concluded that visual-motor skills are not as relevant to school achievement as she once thought. The results of the Low Group supported that conclusion.

In the Middle Group, the VADT, as well as V-I, W-E, and INTRA, correlated significantly with reading recognition. Also, VADT, V-I, W-E, and INTRA correlated significantly with spelling. However, in this group, none of the VADS Test scores cor- related significantly with Arithmetic. The BG Test correlated significantly with reading recognition and arithmetic. These findings would suggest that the BG Test used in con- junction with the VADS Test could be used to predict WRAT-R scores for this age group. In contrast to Koppitz (1975a), V - 0 alone was not most closely related to reading achieve- ment. However, when V - 0 was combined with V-W, the resulting V-I score was significantly related to reading. The VADT, W-E, and INTRA also were found to be significantly related to reading. As Koppitz stated, visual, oral, and written skills con- tribute to reading ability. The Middle Group most closely corresponded to the age group Koppitz was using.

The High Group findings showed no significant relationships between any of the test scores and achievement. It can be seen in Table 1 that scores on the BG Test still had an average of 3.2 errors; however, the errors decreased by almost 2 points from those of the Middle Group. The VADS scores were also higher and approaching max- imum values (e.g., on the subtests the maximum value is 7.0). These findings suggest that neither the BG Test nor the VADS Test may be useful for children 10 years and older. In the youngest children, the VADS Test seemed more useful than the BG Test, but in the Middle Group, both tests would appear to be assets in prediction of achievement.

Further research might investigate how the VADS Test relates to WRAT-R achieve- ment scores of children in nonreferred populations. The VADS Test also could be cor- related with classroom grades and group achievement tests to determine its effectiveness in predicting them. Since the VADS Test is easily administered and scored, educators should consider it as a good screening device for young children with potential learning problems.

VADS and BG 269

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