Developmental Scoring System for the Rey-Osterrieth Complex
Bernstein, J.H., & Waber, D.P. (1996). Developmental scoring system for the Rey-Osterrieth Complex Figure: Professional manual. Lutz, FL: Psychological Assessment Resources, Inc.
The ROCF assesses perceptual organization and visual memory. The Developmental Scoring System "allows the examiner to objectively evaluate ROCF performance within a developmental context and to determine the age-appropriateness of the child's Copy and Recall productions.
The DSS-ROCF measures not only the child's ability to accurately reproduce the figure, but also the child's qualitative, organizational, and stylistic approaches to the figure."
On the Psychological Assessment Resources (PAR) website (www.parinc.com), it states: "DSS-ROCF measures four parameters of ROCF performance:
Organization, Style, Accuracy, and Errors. Age-referenced norms for these four parameters provide guidelines for determining the developmental appropriateness of a child's production. The Organization score quantifies the child's appreciation for the organizational goodness of complex, visually represented materials. The Style rating objectively categorizes the child's approach to information processing as Part-oriented, Intermediate, or Configurational.
The Accuracy score quantifies the actual ROCF elements that are accurately reproduced (independent of Organization and
The Error score quantifies the extent to which elements are distorted (rotation, perseveration, misplacement, and conflation).”
To administer, place the stimulus card in front of the child and ask him/her to copy it. Afterward, remove the stimulus; give the child a new piece of paper, and ask the child to draw the design.
Wait 15 to 20 minutes and again ask the child to recall and draw the figure (without prior warning that you will ask him or her to do so).
come back to this
Percentiles are provided for each year of age between 5 and 14.The normative sample consists of 454 children from a middle- to lower-middleclass
school district in the Northeastern United States. The sample ranged in age from 5 through 14 years. Half of the sample was female, and 90% was
1. Test-retest reliability has not been calculated b/c clinical considerations make this invalid (i.e., novelty of the task is required).
2. Interrater reliability: .95 for Copy condition and .94 for Recall. For style ratings, IRR was .88 for Copy and .87 for Recall productions.
3. Internal consistency is not applicable.
The manual states that original normative studies of the ROCF first classified ROCF protocols by organization and style according to clinical inspection.
|Validity Type||Not known||Not found||Nonclincal Samples||Clinical Samples||Diverse Samples|
|Sensitive to Change||Yes|
|Sensitive to Theoretically Distinct Groups||Yes|
1. DSS-ROCF has demonstrated ability to discriminate between normative controls and children with developmental learning disabilities, ADHD, sensory
deficits (deafness), leukemia treatment-related CNS effects, high-risk infants (e.g., low birthweight), neurodevelopmental disorders (spina bifida and
hydrocephalus), and acquired head injury.
2. The correlation between clinical and operationalized/non-clinical DSS-ROCF ratings was r=.82, p<.001.
3. The correlation between clinical and operationalized/non-clinical DSS-ROCF ratings for Style was .78 across the whole sample.
|Not Known||Not Found||Nonclinical Samples||Clinical Samples||Diverse Samples|
Due to the nature of the test, many of the psychometric categories do not apply, and thus there is a lot of missing information. This measure has been used for many years, and this particular scoring system appears to have a solid foundation of psychometric data. This reviewer believes that this measure is psychometrically sound.
The measure was developed 50 years ago, and the sample used to develop the measure is different from the sample used to develop the scoring system. The scoring system was developed with 454 children (50% males and 50% females) in Kindergarten (age 5) through grade 8 (age 14). Children came from a middle- to lower-middle-class school district in the Northeastern U.S.; 90% were right-handed. The ethnic breakdown was not
|Population Type:||Measure Used with Members of this Group||Members of this Group Studied in Peer-Reviewed Journals||Reliable||Good Psychometrics||Norms Available||Measure Developed for this Group|
|1. Developmental Disability||Yes|
|3. Children with ADHD||Yes|
|4. Deaf Children||Yes|
Pros & Cons/References
This detailed scoring system provides important qualitative information in a developmental
context about children's approach to the task.
1. Scoring process is lengthy.
2. This measure has not been normed with ethnically diverse populations.
A PsychInfo search (6/05) for “Developmental Scoring System for the Rey-Osterrieth
Complex Figure” or “DSS ROCF” anywhere revealed that the measure has been referenced
in 24 peer-reviewed journal articles. Below is a sampling:
1. Beebe, D.W., Ris, M.D., Brown, T.M., & Dietrich, K.N. (2004). Executive functioning and
memory for the Rey-Osterreith Complex Figure Task among community dwelling
adolescents. Applied Neuropsychology, 11, 91-98.
2. Sami, N., Carte, E.T., Hinshaw, S.P. (2003). Performance of girls with ADHD and
comparison girls on the Rey-Osterrieth Complex Figure: Evidence for executive processing
deficits. Child Neuropsychology, 9(4), 237-254.
3. Waber, D.P., Bernstein, J.H. (1995). Performance of learning-disabled and non-learningdisabled
children on the Rey-Osterrieth Complex Figure: Validation of the developmental
scoring system. Developmental Neuropsychology, 11(2), 237-252.
4. Waber, D.P., & Holmes, J.M. (1986). Assessing children's memory productions of the
Rey-Osterrieth Complex Figure. Journal of Clinical and Experimental Neuropsychology, 8,
5. Waber, D.P., & Holmes, J.M. (1985). Assessing children's copy productions of the Rey-
Osterrieth Complex Figure. Journal of Clinical and Experimental Neuropsychology, 7, 264-