COLLEGE OF PSYCHOLOGISTS OF PERU

FUNCTIONS TEST
BASICS

AUTORES: Berdicewski y Milicic.

ADAPT: CÉSAR RUIZ ALVA

November - 2007
 BASIC FUNCTIONS TEST
P.F.B

TECHNICAL SHEET

1. Nombre de la Prueba:Prueba de Funciones Básicas (P.F.B)

2. Autores:Olga Berdicewski y Neva Milicic

3. Application form: Individual or collective (an average of 8 to 10 children)

4. Tiempo promedio de aplicación:50 minutos

5. Test users: Children in their last year of preschool who will go to 1st Grade and are aged between 5
6 years and 7 years 6 months.
Children with special educational needs aged 5.6 to 7.6
Children with learning problems in the early grades
Children attending pedagogical recovery programs.

6. Purposes: Evaluate some basic psychological functions related to learning

School. Predicting reading and writing performance.
Diagnosing children at high risk of failure in the first grade.

7. Scales that are measured in the test:

a) Visuomotor coordination (items 1 to 16) Measures the graphomotor task
b) Auditory discrimination (items 17 to 44) evaluates auditory awareness, phonetic analysis,
evocation of sounds.
c) Language (items 45 to 58) Measures vocabulary through the use of various parts of speech.
Results are given both by Scale and overall PFB (sum of all).

8. Professionals who use the test: Psychologists, Psychopedagogists, as well as specialists in

education of children with learning difficulties.

9. Standards used: Percentile (With Median 50 Normal Performance).

10. Sampling: Children from the 3 socioeconomic strata High, Medium, Low of both sexes
ages indicated above, coming from state and private schools.
 BASIC FUNCTIONS TEST
(P. F. B)

AUTORES: Olga Berdicewsli de Wainberg

Neva Milicic de Lopez Lenda

INSTRUCTIONS FOR ADMINISTERING THE TEST

In this booklet, there are several tasks that each one will have to do. I will be telling you.
Every time what they must do. Do not write or scribble.
At this moment, pass the pencils and the notebook, saying: 'Do not open the notebook. While
so much for painting the drawing on the cover.
The examiners are currently recording the child's identification data. Once all
the children have the booklet, say: 'Open to the first page, where the fish appears (show
(up with the fish)". Take the start time at this moment and write it down on the log sheet.
corresponding.

Subtest 1. VISOMOTOR COORDINATION

If the children do not understand, use the whiteboard to show the execution of the ITEM.

ITEM N° 1. 'This drawing above is a square (show). Now next to it (show the space), make
one equal”. Suspend the application when about 90% is completed. This is controlled
saying, 'Raise your hand if you have finished'

ITEM N° 2. "This drawing that follows (show) is a triangle. Make one the same" (show the space in
white).

ITEM N° 3. "Here is the drawing of an unfinished cat. Complete it with the missing ear."

ITEM N° 4. "Now complete the body of the cat."

ITEM N° 5. "On the same sheet there are two crosses. Connect them with a straight line, without turning around the
"notebook" (Show on the board how it is done).

ITEM N° 6. "On the other page, where there is a TV at the top (show), we have two crosses. Join them.
these two crosses with a straight line from top to bottom.

ITEM N° 7. "Now join two crosses (show), making sure that the line always comes out straight." "No
move the notebook" (they must keep it upright).

ITEM No. 8. "Here you have a line drawn that also has some little balls (show). Further down, a
line equal, but without little balls. Copy the points so that they are the same as the line above.

ITEM N° 9. "Now on this line to the right (show), which has no dots, you are going to add the dots.
to make it the same as this other one" (show the one on the left).

ITEM N° 10. "On the other page, where there is a house at the top (show), draw the path that should
follow the ball to reach the goal. They must not go off the path or touch the edges.

ITEM N° 11. "Draw the path this girl must take (show) to meet with her friend. Do not
they do not stray from the path nor touch the edges.
ITEM N° 12. "Paint the whole ball without going outside." If they only mark it (check), insist that they fill it.
enter.

ITEM N° 13. "Paint the whole pear without spilling out." They insisted on filling it whole.

ITEM N° 14. "On the other page that has the car above, (show), connect the lines with your pencil to
"Let it be one single line." (Show on the board an example with few lines, with a continuous line).

ITEM N° 15. "Join these crosses just as they did with the stripes so that they result in tighter hills."
(give an example of a single angle).

ITEM N° 16. 'Draw the lines just like they did before, as if they were waves' (give an example in the...
single curved blackboard.

Note the term of this part in the registration sheet.

Subtest 2. AUDITORY DISCRIMINATION

In items 17 to 26, you should speak in a low voice, noticeably lower than in the
instructions, the words indicated below, one by one. You must ensure that 90%
mark a drawing of the alternatives presented in the booklet before moving on to the word
Next. You must ensure that all the children have perfectly understood what they need to do.
Take the start time.

The next page where the bottle is at the top (show it), has three drawings (show the line
complete without marking a special drawing). You have to mark with a cross the drawing of the
word that I say in a low voice. Did you understand? Listen carefully... In the line above
(show it), mark the following word:

ITEM N° 17. 'House'.

ITEM N° 18. 'Now in the line that follows (show the line), mark the hen.'

ITEM No. 19. "On the line that follows (show it), mark the ball."

ITEM N° 20. "In the following line (show it), mark the bag."

ITEM No. 21. 'In the following line (show it), mark the apple.'

On the next page where the little jar is (show), we will continue working just like before.

ITEM No. 22. "In the first line (show it), mark the bed."

ITEM N° 23. "In the following line (show it), mark the sheep."

ITEM No. 24. "In the following line (show it), mark the key."

ITEM N° 25. "In the following line (show it), mark the rod."

ITEM N° 26. "In the following line (show it), mark the rat."

On the next page where there is a sailboat (show), we are going to continue working.

I will drop, without you seeing, different things, one by one. Each time you will have to discover...
which of the three drawings corresponds to the noise they felt.
Shall we start? Pay attention: I am going to drop the first object, the one you must mark on the
first line" (show it).

ITEM No. 27. (Drop the matches box), (90% should have been completed before proceeding).

ITEM N° 28. "Now in the next line (show it), mark what is going to fall, listen carefully" (leave
(to drop a pen).

ITEM N° 29. "In the next line (show it), mark what I am going to drop, pay attention"
drop a button.

ITEM No. 30. 'Listen carefully, on the following line (show it) mark: what is going to fall' (let fall)
a key).

ITEM N° 31. "In the following line (show it) mark what I am going to drop" (drop a
coin).

On the next page, there is a teapot (show it). We will continue working.

ITEM N° 32. "Pay attention: On this line (show it), mark what I am going to drop, listen
Well (to drop a comb).

ITEM N° 33. "In the next line (show it) mark what I am going to drop" (drop a small bottle)
of glass remedy).

ITEM No. 34. "Pay attention, in the following line (show it) mark what is going to fall" (let fall
a teaspoon).

Starting from ITEM 35 to 38, the children's task will be to discover the drawings of the series.
that begin with the same sound as the word that you indicate. In this test, the
speak clearly and loudly. Tell the children: "Now you will do a different task, at the end"
from this page.

ITEM N° 35. "Here is a plane, let's say it together: Plane." "Below there are four: drawings (show them)"
mark the drawings that start the same way as airplane. There can be more than one.

Let's turn the page, above it looks like a cup (to show).

ITEM N° 36. "In the first line (show it), mark the drawings that start with the same sound.
"What hair" (wait for 90% to finish).

ITEM N° 37. "In the following line (show it) you have to mark the drawings that end the same as
finish the words that I am going to say. This time you have to pay attention to the end of the word. “Look at the
duck. Let's all say duck (show it). Mark below, on this line (show it again), all the
drawings that end the same as a duck.

ITEM N° 38. "Look, where is the lion (show it). Let's say Lion. Mark below (show the line)"
all the drawings that end up like a lion” (wait for 90% to finish).

On the front page, where there is a spotlight (show), we will continue working," "In the first line
(show it) there are three drawings. I will name them and you will mark the one that is the longest. Do you understand?

ITEM N° 39. "Sun –dog– dove". Mark the one that is longer, the one that takes the longest to say.
"Already?" (waiting for 90% to finish).
ITEM N° 40. 'In the following line (show it) mark again the longest word.'
Listen: Cat–Spoon-Train.

ITEM N° 41. "In the following line (show it) mark the longest word: Elephant - Moon - hand."

ITEM No. 42. "Here they will mark the drawings that one takes less time to say." "Let's see: In this line
There is a clock, a peach, and a train. Mark one only, drawing one takes less time to say.
(wait for 90% to finish).

ITEM N° 43. "Here, in the next (show the line), mark the drawing of the name again.
short. Listen: Nail–pen–wallet.

ITEM N° 44.“En la última fila, marquen también el dibujo más corto”. Veamos: Paraguas –flor–
dress. "Already?"

Note the end time. Of a 10-minute break.

Subtest 3. LANGUAGE

Take the start time and note it in your log sheet. Tell the children, once settled in
their respective seats, so they can continue working on their notebooks:

Turn the page. There's a lamp above (show it).

ITEM N° 45. "In the following row (show it), mark the rocket."

ITEM N° 46. "Now mark the old shoe."

ITEM N° 47. 'Mark the bird that is up in the tree.'

ITEM N° 48. 'Mark the postman who delivers the letter.'

On the front page where the ladle is (show it), in the following exercises, you will
to have to mark the drawing that completes the sentence that I will say. I am going to tell you a sentence, but without
finish and you must think about the drawing that finishes it and they will mark it. Let's see.

ITEM NO. 49. "Mark the picture that completes the following. The cat eats the (Use a tone of voice
Do not say anything out loud.

ITEM N° 50. "In the following line (show it), mark the drawing that ends the one I am mentioning:"
When it rains, it is used...

ITEM N° 51. "Continuing with the drawings of this other line (show it), mark what finishes the
To buy candy you need...

ITEM N° 52. "In the last row, the task is different. Mark all the drawings that show things that
they are used for the kitchen.

ITEM N° 53. "Let's turn the page here where the guitar is (show it). Mark on the first
row (show it) everything that is used for dressing.

ITEM N° 54. "In the following row (show it) mark everything you use to write."

ITEM N° 55. "In the following row (show it) mark what is useful for riding and has two wheels."
ITEM N° 56. "In the last row (show it), mark what you use to eat.

ITEM N° 57. "Turning to the next page where there is a rabbit (show it), mark the first row
(show her) the drawing that best ends what I'm going to say: You walk so slowly that you seem...

ITEM N° 58. "Finally, mark the drawing that finishes the following: You are such a studious child that
you have...

Note the end time on the registration sheet.

 GUIDELINES FOR GRADING THE BASIC FUNCTIONS TEST

All ITEMS are graded with 1 or 0 POINTS. In the subtests of Auditory Discrimination and
Language, most items have only one correct alternative. In others, to obtain the
CORRESPONDING POINT, all correct alternatives must be marked. If an additional option is marked
any incorrect alternative, the response is nullified considering it as 0 POINT. Thus also it
mark only some of the correct alternatives, the item will be canceled.

Below is the way to correct, providing examples for the subtest of

Visomotor coordination is the only one in which the child graphically executes their response instead.
to mark one or more alternatives.

1. VISUOMOTOR COORDINATION

The correction of the ITEMS in this part of the test is carried out in the following way. A (-) is recorded if
The ITEM is omitted. It is noted (1) if the ITEM is correct. It is noted (0) if the ITEM is incorrect.

(1) THE SQUARE, to be considered correct, must: Have 4 equal sides, have four
angles, should not have any curved side and, the size should not be less than half nor more
one and a half of the square printed on the test.
(2) THE TRIANGLE, to be considered correct, must: Have three angles, no sides
broken and the size should be no less than half and no more than one and a half of the size
of the test triangle.
(3) ITEM: EAR. To be considered correct, it must have a shape and size similar to
model and an equidistant location.
(4) ITEM: BODY. The drawn stroke must start from the neck and end at the tail (no
importa que se pase un poco). Debe tener curvaturas.
(5) The line between both CROSSES must be regular. It must start at the intersection of a
cross and end at the intersection of the other cross.
(6) The stroke must be regular; it should start at the intersection of the CROSS and end at the
intersection of the other CROSS.
7 The line between both CROSSES must be regular. It should start at the intersection of a
cross and finish at the intersection of the other cross.
(8) To be considered correct, this item must have the same number of points as the
model, with a tolerance margin of one point more or one point less. The points must
at least be tangent. The distance between the points must be neither less than half, nor
more than double that of the existing between the drawings in the model.
9 To be considered correct, this item must have the same number of points as the
model, with a margin of tolerance of one point. The points must at least be
tangents. The distance between the points must be neither less than half nor more than double that
the existing between the drawings in the model.
The line must not touch the edges. The line must not break (it must be continuous).
The line must not touch the edges, nor should it break; it must be continuous.
(12) 0 POINT: If it goes outside the borders and/or there is a lot of blank space when filling in.
1 POINT: It does not go outside the edges and fills the entire ball.
(13) 0 POINT: If it goes out of the borders and/or there is a lot of white space when filling.
1 POINT: Do not go outside the edges and fill the entire pear.
You must join all the stripes. Stay positive despite excluding one. If you skip joining more than one, you
consider 0 POINT.
 It is considered correct for this item as long as no more than three crosses are left unconnected.
Crosses must be united by the INTERSECTION of the points.
(16) The item is considered correct as long as no more than 3 unjoined lines are left and the stroke is
in WAVE.

The points of Visomotor Coordination are being recounted.

2. ADULT DISCRIMINATION

The correction of the ITEMS in this part of the test is carried out in the following way: If the
The answer is correct, 1 POINT (1) is recorded. If the answer is incorrect, 0 POINT (0) is recorded. If
if omitted, it is noted (-). If another option is marked that is not the correct one(s), the answer is annulled.

ANSWERS CORRECT
House Rat
Hen Matchbox
Ball Pencil
(20) Bag Button
Apple Key
Bed Coin of S/. 1.00
Sheep Comb
Key Glass vial
(25) Cane Spoon

(35) a) If the car is marked and the ring is worth 1 POINT.

If the incorrect alternative is answered in addition to auto or ring, the answer is nullified (0).
c) If only one correct option is answered, either car or ring, it is considered 0 POINT.

(36) a) If ball and foot are answered, it is worth 1 POINT.

b) If some incorrect alternatives are answered in addition to some or all of the correct ones, then we
cancel the response.
c) If they only answer ball or foot (one correct alternative), it is not counted (0 POINT).

(37) a) If you answer cat and motorcycle it is worth 1 POINT.

b) If any incorrect alternative is answered, in addition to any or all of the correct ones, it is canceled.
the answer (0).
c) Answering only one of the correct alternatives, cat or motorcycle, does not give points (0 POINTS).

(38) a) If you answer heart, lemon, and plane, it is worth 1 POINT.

b) If any incorrect alternative is answered in addition to any or all correct ones, it is voided.
the answer (0).
c) Answering one or two correct alternatives gives points.
Items 39 to 44 are corrected as follows: If answered correctly, 1 POINT is awarded.
(1). If answered incorrectly, 0 POINT (0) is recorded. If omitted, (-) is recorded. If answered more
From an alternative, even if one of them is correct, the answer is annulled.

Paloma (42) Train

Spoon Nail
Elephant Flower

The score of Auditory Discrimination is recounted.

3. LANGUAGE.

The ITEMS of this part of the test are graded as follows: If answered
correctly 1 POINT (1) is recorded. If answered incorrectly, 0 POINT (0) is recorded. If
answer more than one alternative, even if one is correct, the response is annulled. It is noted (-) if
the ITEM is not addressed.

Rocket
Old shoe
The bird that is up in the tree
The postman who delivers the letter
Mouse
Umbrella
Money

The ITEMS from 52 to 54 are corrected as follows: It is only counted as positive when it
answer all the correct alternatives. If any incorrect alternative is answered, in addition to the
If correct, the answers are nullified (0 POINT). If omitted, it is marked (-).

(52) If it answers frying pan and pot, it is worth 1 POINT (1).

(53) Si contesta: zapatos, chaleco y pantalón vale 1 PUNTO (1)
(54) If you answer pencil and notebook, it is worth one point (1).

From ITEM 55 1 POINT for each correct answer.

Bicycle
Fork
Tortuga
Notebook

The language points are counted.

The scores of the 3 SUBTESTS are ADDED.

For each subtest, the obtained score is converted into the corresponding percentile. The same is done
it is done with the score of the global test. (see Tables 1 to 4). With the scores obtained
It is also possible to estimate the Probability of Success in READING and WRITING separately for the
first Basic Year (see Tables 5 to 8).

Table 1 STANDARDS PERCENTILES P.F.B

PERCENTILE SCORE
0-6 0
7-9 1
10 - 11 2
12 - 13 3
14 4
15 - 16 6
17 8
18 9
19 11
20 12
21 13
22 15
23 16
24 19
25 21
26 23
27 25
28 29
29 32
30 36
31 41
32 46
33 50
34 55
35 59
36 62
37 67
38 71
39 75
40 79
41 84
42 87
43 90
44 93
45 94
46 96
47 - 48 98
49 - 51 99
52 - 58 100
Table 2 VISUAL-MOTOR COORDINATION Table 3 AUDITORY DISCRIMINATION

PERCENTILE SCORE PERCENTILE SCORE

0 1 0 1
1 2 1 2
2 4 2 2
3 8 3 3
4 13 4 5
5 19 5 7
6 26 6 9
7 34 7 12
8 44 8 16
9 54 9 18
10 65 10 22
11 77 11 27
12 85 12 34
13 91 13 42
14 97 14 49
15 99 15 59
16 100 16 68
17 73
18 80
19 86
20 90
21 96
22 97
23 98
24 99
Table 4 LANGUAGE 25 100
26 100
PERCENTILE SCORE 27 100
0 1 28 100
1 1
2 3
3 3
4 5
5 7
6 11
7 19
8 27
9 40
10 55
11 73
12 90
13 99
14 100
Table 5 POSSIBILITIES OF PERFORMING WELL, FAIRLY, AND POORLY IN READING AND WRITING A
STARTING FROM THE TOTAL SCORE OF THE BASIC FUNCTIONS TEST IN THE 1ST BASIC YEAR

YIELD PERCENTAGE
READING WRITING
SCORE B R M B R M
17 or (-) 0 31 69 0 31 69
18 - 29 33 31 36 29 33 37
30 - 41 57 28 15 52 34 14
42 or (+) 91 9 0 85 12 3

Table 6 POSSIBILITIES OF PERFORMING WELL, AVERAGE, AND POORLY IN READING AND WRITING
STARTING FROM THE SCORE IN THE VISUOMOTOR COORDINATION SUBTEST IN THE 1st YEAR
BASIC.

PERCENTAGE OF YIELD
READING DEED
SCORE B R M B R M
0-4 12 38 50 9 47 44
5-8 37 35 28 38 38 24
9 - 12 67 22 11 63 25 12
13 - 16 78 13 9 74 26 0

Table 7 POSSIBILITIES OF PERFORMING WELL, AVERAGELY, AND POORLY IN READING AND WRITING A
STARTING FROM THE SCORE IN THE AUDITORY DISCRIMINATION SUBTEST IN 1ST GRADE.

PERCENTAGE OF YIELD
READING Deed
SCORE B R M B R M
0-7 14 29 57 14 43 43
8 - 14 42 29 29 38 32 30
15 - 21 57 28 15 55 31 14
22 - 28 89 11 0 83 17 0

Table 8 POSSIBILITIES OF PERFORMING WELL, REGULARLY AND POORLY IN READING AND WRITING A
STARTING FROM THE SCORE IN THE LANGUAGE SUBTEST IN THE 1ST BASIC YEAR.

PERCENTAGE OF PERFORMANCE
READING DEED
SCORE B R M B R M
0-4 0 41 59 0 41 59
5-9 38 32 30 38 32 30
10 - 14 57 32 11 57 32 11
 P.F.B. ASPECTS THAT ARE EVALUATED THROUGH ITEM ANALYSIS

AREA NUMBER OF ITEMS ASPECT THAT THE TEST MEASURES

1-2 Reproduction of simple figures
3-4 Curved line handling and reproduction of
small size figures.
5-7 Motion control
8-9 Reproduction of elements in attention to
spatial relationships of position and
distance between them.
10 - 11 Motion control. Ability to
maintain the direction of a continuous line.
COORDINATION 12 - 13 Motion control in circular space.
VISOMOTOR Fatigue resistance and neatness of
movement.
14–15 - 16 Fine motor coordination. Requires great control.
of movement in 3 spatial relationships:
straight, angular and curved.
17 - 26 Measures the ability to perceive stimuli
low tone auditory, associated with its correlate
visual. (distant acoustic keys).
27 - 34 Auditory awareness. Ability to discern
sounds, associated with the fall of objects.
DISCRIMINATION 35 - 38 Ability to recognize initial sounds and
ADUTIVA finals within the words.
39 - 44 Ability to distinguish the different
durations of sound over time.
45 Vocabulary through the use of the noun.
46 Use of possessive adjectives.
LANGUAGE 47 Use of adverb of place.
Comprehensive 48 Use of the verb.
49 - 53 Measurethe processes of thought
abstractions about characteristics of objects.
54 - 58 Measures the ability to abstract.