Validez incremental del Test Gestáltico de Bender Modificado, en niños que inician el primer grado

• Autores: César Merino Soto
• Localización: Avances en psicología latinoamericana, ISSN-e 2145-4515, ISSN 1794-4724, Vol. 32, Nº. 2, 2014, págs. 275-286
• Idioma: español
• DOI: 10.12804/apl32.2.2014.07
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• Dialnet Métricas: 3 Citas
• Resumen

  • El Test Gestáltico de Bender (TGB) ha tenido una larga historia en la evaluación psicológica y se han desarrollado varios sistemas de calificación. Uno de ellos es el Sistema de Calificación Cualitativa (SCC) de Brannigan y Brunner, desarrollado para la versión modificada de esta prueba que usa seis de los nueve diseños originales (TGB Modificado). Aún hay pocas evidencias psicométricas en habla hispana sobre la utilidad de esta prueba en una batería de despistaje académico. El propósito de este estudio es reportar evidencias de validez incremental de esta versión abreviada, respecto al rendimiento escolar, en un grupo de 101 niños de 5 años en etapa de ingreso al primer grado de educación primaria. Se aplicó una regresión múltiple jerárquica controlando los efectos de la inteligencia fluida y las habilidades pre-académicas, frente al criterio de las notas escolares. Se halló que la inclusión del TGB Modificado aporta significativa varianza única en las notas escolares, y que es un predictor más potente que la inteligencia. Nuestros resultados respaldan el uso del TGB Modificado en una batería breve de despistaje en la identificación de niños en riesgo de bajo rendimiento escolar.

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