Abstract
The relationship between visual-motor perception as measured by Koppitz errors on the Bender and classroom behavior as indicated by teacher ratings on the Devereux was investigated for a sample comprised of 76 first-grade children from a suburban school. Most of these children came from upper middle class homes and were within the bright normal range of intelligence. Analysis of the regression of Koppitz errors on Devereux ratings indicated that three types of classroom behavior tend to be associated with poor visual-motor perception: (a) children with problems in this area seem to encounter difficulty understanding what is going on around them in the classroom; (b) these children appear to rush through their work without much concern for quality, and (c) they do not seem to show overt disrespect or resistance toward their teacher, school, or school work.
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