Purpose: This study compared the predictive power of specific categories of the Formal Elements Art Therapy Scale (FEATS) and Bender-Gestalt test in identifying the problems of students with SLDs. Method: Forty elementary-school students with SLDs were selected from the SLD center of Babol, Iran, and 40 non-SLDs students were chosen from public schools, matched in terms of age, sex, and grade with the group with SLDs. The Wechsler Intelligence Scale for Children (WISC-IV), the Draw a Person Picking an Apple from a Tree (PPAT) test, four scales of FEATS for drawing scores, and the Bender-Gestalt test were administered. The data were analyzed by independent samples t-test, Pearson's correlation test, and MANOVA. Results: The groups significantly differed on the PPAT test, and the students with SLDs had a lower mean score than the non-SLD students on three components of integration, realism, and perseveration, but not on rotation. On the Bender-Gestalt test, the two groups significantly differed on all four components of distortion, disintegration, perseveration, and rotation. The construct validity was confirmed between SLDs and the components of "integration and disintegration" and "realism and distortion" in the two groups. Moreover, the Bender-Gestalt test had a greater effect than the four components of the FEATS, but the difference was small. Discussion: The use of PPAT with FEATS and Bender-Gestalt test can help diagnose children with SLDs.

目的：本研究比较了形式元素艺术治疗量表（FEATS）和本德尔-格式塔测试的特定类别在确定SLD学生问题方面的预测能力。方法：从伊朗巴博尔SLD中心选出40名具有SLD的小学学生，从公立学校中选出40名非SLD学生，根据年龄，性别和年级与具有SLD的人群相匹配。进行了韦氏儿童智力量表（WISC-IV），“从树上摘苹果的绘图员”（PPAT）测试，四个FEATS量表的绘图得分以及本德尔-格式塔测试。数据通过独立样本t检验，Pearson相关检验和MANOVA进行分析。结果：各组在PPAT考试上存在显着差异，在整合，现实和坚持三个方面，有SLD的学生的平均得分低于非SLD的学生，但在轮换方面则没有。在Bender-Gestalt测试中，两组在变形，崩解，坚持和旋转的所有四个成分上均存在显着差异。确认了SLD与两组“整合与瓦解”和“现实与扭曲”之间的构造效度。此外，Bender-Gestalt测试的效果比FEATS的四个组成部分要大，但差异很小。讨论：将PPAT与FEATS和Bender格式塔测试结合使用可以帮助诊断SLD儿童。