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This document summarizes the history and development of the Draw-A-Person test (DAP) as a tool for personality and emotional assessment. It discusses early theorists who developed interpretations of human figure drawings. It then describes the development of the DAP:SPED, a standardized scoring system created to make DAP interpretation more objective and valid. Studies found the DAP:SPED differentiated clinical and non-clinical groups and predicted emotional disturbance with moderate accuracy. The document advocates for the DAP:SPED as an efficient screening tool when used as part of a multi-method assessment approach.
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peronality disorder
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Introducing the DAP-SPED in Personality Evaluations
This document summarizes the history and development of the Draw-A-Person test (DAP) as a tool for personality and emotional assessment. It discusses early theorists who developed interpretations of human figure drawings. It then describes the development of the DAP:SPED, a standardized scoring system created to make DAP interpretation more objective and valid. Studies found the DAP:SPED differentiated clinical and non-clinical groups and predicted emotional disturbance with moderate accuracy. The document advocates for the DAP:SPED as an efficient screening tool when used as part of a multi-method assessment approach.
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Attribution Non-Commercial (BY-NC)
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This document summarizes the history and development of the Draw-A-Person test (DAP) as a tool for personality and emotional assessment. It discusses early theorists who developed interpretations of human figure drawings. It then describes the development of the DAP:SPED, a standardized scoring system created to make DAP interpretation more objective and valid. Studies found the DAP:SPED differentiated clinical and non-clinical groups and predicted emotional disturbance with moderate accuracy. The document advocates for the DAP:SPED as an efficient screening tool when used as part of a multi-method assessment approach.
Copyright:
Attribution Non-Commercial (BY-NC)
Formati disponibili
Scarica in formato PDF, TXT o leggi online su Scribd
Human Figure Drawings in Personality Evaluations: Old Controversy, New Data Achilles N. Bardos University of Northern Colorado School Psychology Programs (970) 351-1629 e-mail: abardos@edtech.unco.edu AchillesN. Bardos, Ph.D. 2 Human Figure Drawing What can we say about the girl who drew this picture of herself (9 yrs. old)? Is she intellectually normal? Does she have emotional problems? AchillesN. Bardos, Ph.D. 3 100 years of history Luquet (1903) _intellectual development _changes in drawings reflect emotional stability 2 AchillesN. Bardos, Ph.D. 4 DAP History (continues) Goodenough (1926) _Drawings reflect intellectual level and provide information about the emotional aspects of a child (Goodenough, 1926) _Drawing probably carry profound meaning, had we but the wisdomto understand them (Goodenough, p. 60). _Conclusion: Human figure drawings are multidimensional in nature AchillesN. Bardos, Ph.D. 5 DAP History (continues) Lewis (1928) _viewed drawings as more valuable than dreams in understanding interpersonal relationships. Buck (1948) _The most well known effort to interpretation _H-T-P AchillesN. Bardos, Ph.D. 6 DAP History (continues) MACHOVER (1948) _Personality projection in the drawing of the HF _A one to one relationship was hypothesized to exist between particular signs and areas of conflict the drawer might be experiencing. 3 AchillesN. Bardos, Ph.D. 7 DAP History- Projective Hypothesis Frank (1948) - the essential feature of a projective technique is that it evokes from the subject what is in various ways expressive of his private world and personality process (p. 47) this private world is created by the individual as the result of his special experiences [based on] geographical, cultural, and social environments (Rabin, 1981, p. 10) AchillesN. Bardos, Ph.D. 8 DAP History (continues) Koppitz (1968) _most recent approach that uses total number of items _first actuarial method attempting to differentiate meaningful fromnon-meaningful items AchillesN. Bardos, Ph.D. 9 Critical reviews Machovers hypothesis lacks empirical support Koppitzs systemfailed the test of diagnostic validity Literature review conclusions _lack of objectivity in scoring _number of items more important in discriminating normal fromclinical groups _global aspects should be used for interpretation _Use DAP as a screening measure 4 AchillesN. Bardos, Ph.D. 10 Frequency of DAP use? The DAP continues to be ranked in the 10 most frequently used instruments in personality evaluations. AchillesN. Bardos, Ph.D. 11 Arguments Against the Use of HFD Popularity should not equate with clinical utility Questions about validity-- can drawing by a person tell about that persons behavior, personality or emotions? Experts arent any more accurate in interpretation than the untrained. Use with other tests wont give any additional information. Dont use less valid test with valid. Artistic ability affects the score on these tests. Cites research against and flawed studies-why do studies with the psychiatric population, it is obvious they are disturbed. They are popular due to ease of administration and lower cost. AchillesN. Bardos, Ph.D. 12 Arguments for the Use of Human Figure Drawing Tests They utilize a variety of methods, techniques and scoring. It is hard to group all DAP tests together. Recent tests like DAP:SPED made scoring more objective and standardized. Psychologists know that using a multi-method approach yields better results. Literature also supports the use and utility of human figure drawing tests. Efficiency of resources used(personnel, instruments). 5 AchillesN. Bardos, Ph.D. 13 DAP:SPED Development We studied over 75 years of research on DAP and found the following needs: _Scoring rules were vague and lacked objectivity and had low reliability (Roback, 1968; Swensen, 1957, 1968) _Items associated with emotional disturbance appear in drawings of nondisturbed children _The number of items found is more important than the presence of any single item(Koppitz, 1968) AchillesN. Bardos, Ph.D. 14 DAP:SPED Development _One-to-one interpretation of one sign to a specific interpretation lacked empirical support _Global interpretation is effective to identify children with emotional problems (Kahill, 1984; Roback, 1968; Swensen, 1957, 1968) _DAPs can be used for screening purposes for gross levels of maladjustment _DAPs can be used for evaluation of emotional and intellectual dimensions (Koppitz, 1968). AchillesN. Bardos, Ph.D. 15 Draw A Person: Screening Procedure for Emotional Disturbance - DAP:SPED Draw A Person: Screening Procedure for Emotional Disturbance - DAP:SPED J ack A. Naglieri Timothy J . McNeish Achilles N. Bardos 1991 6 AchillesN. Bardos, Ph.D. 16 DAP:SPED Development Goals A DAP scoring system should: _have objective items _include experimentally validated items _Be normed on a representative sample _Have good reliability _Show differentiation of known groups AchillesN. Bardos, Ph.D. 17 DAP:SPED Test Construction Collected many potential items Subjected the initial items to careful review and revision to ensure objectivity Tested the items rates of occurrence in the normal standardization sample Only selected items that were unusual (that is equal to or more than 1SD from the mean) AchillesN. Bardos, Ph.D. 18 Item Types Measurement items _Tall or short Figure _Small or big figure _Top or Bottomplacement _Left or Right placement _Slanting figure Content items _sign is present or not 7 AchillesN. Bardos, Ph.D. 19 Smiling mouth .723 Slash mouth .090 Arms Outstretched .230 Feet Shading .247 Frowning Mouth .017 Talons .130 Monster .007 Neck Omitted .230 Aggressive symbols .010 Base Rates of Original Items AchillesN. Bardos, Ph.D. 20 Drawing Size How do you know when a child draws a small figure? How do you know when the figure is close to the page? What is normal ! _ Ages 9-12: 4 Height =105 mm 4 Width =54 mm 68 mm 97 mm 93 mm 74 mm AchillesN. Bardos, Ph.D. 21 What is Abnormal Size For Ages 9-12 Mean SD Height 105 36 Width 54 25 Top 74 36 Bottom 97 39 Left 68 18 Right 93 20 Mean +or - 1 SD >1SD Tall >140 Short <70 Top Plcmt Top <39 Bottom >135 8 AchillesN. Bardos, Ph.D. 22 DAP:SPED Standardization 2,260 children (6780 drawings were evaluated on 93 items) Ages 6 - 17 years Representative of the US on the basis of _ Age _ Gender _ Race _ Geographic Region _ Ethnicity _ Socioeconomic Status AchillesN. Bardos, Ph.D. 23 Psychometric Properties Reliability _Internal consistency _Inter-rater reliability _Intra-rater reliability _Test-retest stability AchillesN. Bardos, Ph.D. 24 Reliability Internal Reliability _Typical projective test reliability is the .20s (Anastasi, 1988) _DAP:SPED Total Test Reliabilities are 4Ages 6-8 = .76 4Ages 9-12 = .77 4Ages 13-17 = .71 9 AchillesN. Bardos, Ph.D. 25 Validity evidence for the DAP:SPED AchillesN. Bardos, Ph.D. 26 DAP:SPED Validity McNeish & Naglieri (1993) J ournal of Special Education, 27, 115-121 _ 81 Special Ed (SED) _ 81 Regular Ed _ Matched Groups _ All males (75% white) _ 7-13 years of age SED earned significantly higher mean T-score (55.3; SD =10.6) than control group (49.5; SD=8.6) >55 <55 SED 49% 51% Normal 32% 68% AchillesN. Bardos, Ph.D. 27 DAP:SPED Validity Naglieri, & Pfeiffer, S. I. (1992). Psychological Assessment, 4, 156-159. 54 Subjects in psychiatric day treatment at the Devereux Foundation & 54 matched controls DSM-III-R Disruptive Behavior Disorders Age range 7-17 years, 78% males; 95% white DAP:SPED means significantly different _ 56.6 (SD 10.3) vs 49.4 (SD =8.7) _ 78% of controls and 48% of DBD correctly identified _ SPED improves accuracy of prediction by 25% 10 AchillesN. Bardos, Ph.D. 28 Additional Studies with the DAP:SPED Psychiatric Residential Sample Public School Setting with ED students/New York Public School Setting with ED students/Colorado Learning Disabled Students/Ohio Hearing Impaired Students 5 recent dissertations AchillesN. Bardos, Ph.D. 29 Study 1. Psychiatric Residential Sample Clinical Group Control Group Males 33 177 Females 16 41 Age 15.3 years 14.5 years Race Black 7 4 White 36 211 Hispanic 3 ` -- Other 3 3 Other Clinical Group Information Court Referral Yes 44 No 5 Court Decision: In Need of Supervision (37), Juvenile Delinquents (7) Committee on Special Education (3) AchillesN. Bardos, Ph.D. 30 Study 1. Psychiatric Residential Sample Age DAP:SPED Percentages Sample N Mean SD Mean SD Males White Clinical 49 15.3 1.1 57.0 6.4 67 33 Normal 218 12.9 2.2 49.1 8.1 81 19 T-test =7.41, p<.001 11 AchillesN. Bardos, Ph.D. 31 DAP:SPED and Self Concept (study 1) Mean SD Pearson Corr. DAP: SPED 57.0 6.4 MSCS Social 103.9 17.5 .04 Personal Competence 97.8 15.7 .06 Personal Affection 97.6 15.9 -.26* Achievement 97.3 15.3 .14 Family 92.2 15.0 -.43** Physical 100.4 18.6 -.19 Total 95.8 16.8 -.17 Note: * p<.05 ** p<.01 AchillesN. Bardos, Ph.D. 32 Study 1. Psychiatric Residential Sample Nonreferred (N=22) Referred (N=26) Mean SD Mean SD DAP:SPED 51.8 2.1 61.3 5.1 MSCS Social 106.3 19.9 101.9 15.3 P. Comp. 97.8 20.3 97.7 11.1 P. Affec. 103.9 18.5 92.5 11.4 Achieve. 95.7 16.1 98.6 14.7 Family 96.0 16.6 88.9 12.9 Physical 106.7 15.5 95.3 19.6 Total 100.4 17.5 92.0 15.4 AchillesN. Bardos, Ph.D. 33 Efficiency of Classification with ED Adolescents (study 1) Emotional Classification Normal ED DAP: SPED Decision Do not Refer 160 22 Refer for Further Evaluation 56 27 Sensitivity: .55 55% of children scoring 55 or above will be correctly identified Specificity: .74 Accurate screening predictions were made for 74% of the children Efficiency of .33 There is a 33% chance that a child outcome refer referred will have emotional difficulties Efficiency of .85 85% chance that a child referred will be do not refer judged as being normal 12 AchillesN. Bardos, Ph.D. 34 Study 2. ED Students In Public School Setting ED Group Control Group Males 50 226 Females 8 38 Age Mean Mean 6-8 7.2 years 6.9 years 9-12 11.5 years 10.8 years 13-17 14.9 years 14.7 years Race Black 7 4 White 36 211 Hispanic 3 -- Other 3 3 AchillesN. Bardos, Ph.D. 35 Study 2. Additional Relevant Information Mean SD WISC-R VIQ = 96.3 11.1 PIQ = 95.3 16.8 FSIQ = 94.9 12.4 Program in Special Education Option II 38 AchillesN. Bardos, Ph.D. 36 Study 2. Age DAP:SPED Percentages Sample N Mean SD Mean SD Males White ED 58 12.1 1.2 54.8 9.2 86 91 Normal 262 11.3 1.0 49.7 9.0 86 97 t-test = 3.85, p< . 001 13 AchillesN. Bardos, Ph.D. 37 Groups Emotional Classification Normal Emotionally Disturbed DAP:SPED Decision Do Not Refer 191 30 Refer for Further Evaluation 71 28 Results of DAP:SPED Classification (study 2). AchillesN. Bardos, Ph.D. 38 Efficiency of Classification(study 2) Hit Rates What this means: Sensitivity .48 48% of those scoring 55 or above will be correctly identified Specificity: .73 Accurate screening predictions were made for 73% of the children Efficiency of screening outcome refer .28 There is a 28% chance that a child referred by DAP:SPED will be judged as having emotional difficulties Efficiency of screening .86 There is a 86% chance that a child not outcome do not refer being referred by DAP:SPED will be judged as normal AchillesN. Bardos, Ph.D. 39 Study 3 EBD Students in Colorado Subjects: 42 students identified SIEBD (Significant Identifiable Emotional/Behavioral Disorder) Age: 8-17 years Sex: 38 males 4 females Race: Black 6 Hispanic 1 White 34 American Indian 1 14 AchillesN. Bardos, Ph.D. 40 Study 3. Instruments Administered DAP: SPED Emotional and Behavior Problem Scale (EBPS) by teacher Multidimensional Self Concept Scale (MSCS) AchillesN. Bardos, Ph.D. 41 DAP:SPED 54.2 10.0 40-80 EBPS--Empirical Interp. Aggre/Conduct Disorder 8.1 3.4 1-12 Emo. Withdrawal/Depress. 8.4 3.1 0-12 Learning Comp. Disorder 8.3 3.2 1-13 Avoidance/Unresponsive 8.0 2.6 1-12 Aggre/Self Destructive 9.0 2.9 0-13 Total (Sum of St. Scores) 41.0 12.0 10-60 Study 3 DAP:SPED and EBPS AchillesN. Bardos, Ph.D. 42 Study 3. DAP: SPED and MSCS Mean SD Range DAP:SPED 54.2 10.0 40-80 MSCS Social 95.0 18.8 47-145 Personal Competence 95.0 18.4 28-145 Personal Affect. 95.0 17.6 63-145 Achievement 92.3 18.3 63-145 Family 97.3 16.2 72-125 Physical 99.2 14.7 66-141 Total 93.6 16.3 64-145 15 AchillesN. Bardos, Ph.D. 43 Study 3. DAP: SPED EBPS Aggression/Conduct disorder -.19 Emotional withdrawal/Depression -.22 Learning Comp. Disorder -.42* Avoidance/Unresponsive -.05 Aggressive/Self Destructive -.02 Total score -.33* AchillesN. Bardos, Ph.D. 44 Study 3. DAP:SPED and MSCS MSCS Social .05 Personal Competence .09 Personal Affection -.11 Achievement -.01 Family -.13 Physical -.03 Total .01 AchillesN. Bardos, Ph.D. 45 Study 4 Children with Learning Disabilities Normal Learning Disabled Ages N Mean SD N Mean SD t-test 9-12 818 50.0 9.4 78 56.5 9.6 5.88** 13-17 912 49.8 9.7 51 54.8 8.8 3.60* Note: * p< .05, **p<.01 16 AchillesN. Bardos, Ph.D. 46 Study 4. DAP: SPED, DAP:QSS, and WISC R Correlations DAP:QSS DAP:SPED WISC-R M SD VIQ 92.8 9.6 .04 .10 PIQ 100.0 10.1 .25** -.05 FSIQ 95.5 7.8 .11 .04 DAP: QSS 94.1 14.3 .45** Note: **p<.01 AchillesN. Bardos, Ph.D. 47 Study 5. Hearing Impaired Students(Colorado) Total Sample N=307 Gender Race Hispanic 61 Males 142 Asian or P. Islander 8 Females 127 Black 18 Missing 38 Native American 7 Age (in years) White 186 5-12 136 Other 19 13& older 113 Missing 69 Missing 58 Classroom Placement (52 missing) Full-time/Regular 24 Part time /Special Ed 94 Full time /Special Ed 137 AchillesN. Bardos, Ph.D. 48 Study 5. DAP:SPED and the Devereux Behavior Rating Scales--(Ages 5-12 years) Variable Mean SD IP IBF D PSF Total DAP:SPED 56.17 11.46 -.04 -.05 -.11 -.04 -.05 Devereux Scales IP 10.56 3.03 .86 .64 .70 .92 IBF 10.72 3.06 .56 .74 .91 D 10.77 3.32 .63 .79 PSF 11.17 3.01 .87 Total 104.48 14.84 Note: P=Interpersonal Problems, BF=InappropriateBehaviors/Feelings, D=Depression, SF=Physical Symptoms/Fears All correlations between the Devereux Subtests were p<.001 17 AchillesN. Bardos, Ph.D. 49 Study 5. DAP:SPED and Devereux Behavior Rating Scales-- Ages 13 -18 Variable Mean SD IP IBF D PSF Total DAP:SPED 50.37 8 -.33* -.31* -.19 -.16 -.30* Devereux Scales IP 11.04 3.06 .84 .59 .66 .90 IBF 11.22 3.12 .60 .58 .88 D 11.35 3.30 .74 .83 PSF 11.58 3.20 .85 Total 107.22 14.66 Note: P=Interpersonal Problems, BF=InappropriateBehaviors/Feelings, D=Depression, SF=Physical Symptoms/Fears All correlations between the Devereux Subtests were p<.001 AchillesN. Bardos, Ph.D. 50 Study 5. Present Special Education placement Learning Disabled 6 Speech and Language Impaired 9 Mentally Retarded 8 Seriously Emotionally Disturbed 6 Hard of Hearing/Deaf 247 Orthopedically Handicapped 4 Deaf/Blind 40 Other Health Impaired 2 Other 3 Special Services Psychological Counseling/Therapy 35 Psychiatric Hospitalization/Resid. Treatment 2 AchillesN. Bardos, Ph.D. 51 Results of DAP: SPED with Hearing Impaired Students 254 Valid Cases/Student Records show 5 as ED Criterion Number Services Identified Provided 55 or less 135 11 (no need for further evaluation) 55 to 65 74 3 (further evaluation is suggested) >65 45 2 (Evaluation is strongly indicated) 18 AchillesN. Bardos, Ph.D. 52 DAP:SPED Recent Dissertations Parental stress and childrens drawings DAP:SPED with hearing Impaired children Cultural Differences _Navajo children _Research in Greece Sexually abused Emotionally Disturbed AchillesN. Bardos, Ph.D. 53 DAP:SPED & Stress Sample of 100 regular education (ages 6-9) students given DAP:SPED whose mothers completed the Parenting Stress Index. There was a significant difference between childrens scores of those with mothers under high stress versus low stress. Males scored higher than females. AchillesN. Bardos, Ph.D. 54 DAP:SPED with Deaf Children Sample of 39 deaf children (9-12) given DAP:SPED and Meadow-Kendall Social- Emotional Inventory for Deaf children and corroboration of emotional disturbance by psychologist. No significant differences were found between the two groups. 19 AchillesN. Bardos, Ph.D. 55 DAP:SPED with Native American Students Sample of 40 Reservation Navajo school- aged students who attend public schools. They were administered the DAP:SPED under timed and untimed conditions. Cultural differences in time did not effect the results. No significant differences were found between the groups. AchillesN. Bardos, Ph.D. 56 DAP:SPED with Greek Children (Politikos, 1998) The exact same procedures used in the development of the DAP:SPED were employed using the drawings of a sample of Greek Children. There were differences in itemperformance. Items that did not meet selection criteria in the U.S. norms were deemed necessary for a Greek version. The DAP:SPED might not be as transportable to other cultures as originally thought AchillesN. Bardos, Ph.D. 57 Drawings of sexually abused children and the DAP:SPED Impact of rater knowledge on sexually abused and nonabused girls scores on the DAP:SPED. (Chiristi Bruening et.al. 1997, J ournal of Personality Assessment). The DAP:SPED ...is sufficiently objective to withstand the counfounding influence of varying case descriptions. 20 AchillesN. Bardos, Ph.D. 58 MACI, Devereux & DAP:SPED and children with ED Dwors, J . (1996). Differences in normal and seriously emotional disturbed students on the Devereux Behavior Rating Scale-School Form, DAP:SPED and the Millon Adolescent Clinical Inventory. AchillesN. Bardos, Ph.D. 59 Learning the DAP:SPED scoring system Training of raters _a one day workshop 4competency scoring with 90% accuracy 4periodical monitoring of rater performance 4final competency using drawings in chapter 5. New users _Use chapter 5 AchillesN. Bardos, Ph.D. 60 Administration Directions appear in the Record Form Drawing time for the man, woman, self) is 5 minutes each (max total time =15 minutes) 21 AchillesN. Bardos, Ph.D. 61 THE DAP:SPED SCORING SYSTEM 55 items AchillesN. Bardos, Ph.D. 62 1. Tall Figure scored if the distance between the uppermost and the lowermost points of the figure is greater than the height of Line 1 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. The template must be aligned squarely with the page (not rotated). AchillesN. Bardos, Ph.D. 63 Figure Size 22 AchillesN. Bardos, Ph.D. 64 2. Short Figure 2. Short Figure scored if the distance between the uppermost point of the figure and the lowermost point of the figure is less than Line 2 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. In all cases, the template must be aligned squarely with the page (not rotated). AchillesN. Bardos, Ph.D. 65 3. Big Figure 3. Big Figure is scored if the figure exceeds both the vertical and horizontal dimensions of Box 3 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. The template must be aligned squarely with the page (not rotated). AchillesN. Bardos, Ph.D. 66 4. Little Figure 4. Little Figure is scored if the figure fits completely within Box 4 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. The template must be aligned squarely with the page (not rotated). 23 AchillesN. Bardos, Ph.D. 67 5. Top Placement 5. Top Placement is scored when any part of the figure is in Box 5 and the figure is entirely above Line 5 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. is scored when any part of the figure is in Box 8 and the figure is entirely to the right of Line 8 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. AchillesN. Bardos, Ph.D. 68 Placement on the Page Box 5 Box 6 Line 6 Line 5 AchillesN. Bardos, Ph.D. 69 6. Bottom Placement 6. Bottom Placement is scored when any part of the figure is in Box 6 and the figure is entirely below Line 6 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. 24 AchillesN. Bardos, Ph.D. 70 7. Left Placement 7. Left Placement is scored when any part of the figure is in Box 7 and the figure is entirely to the left of Line 7 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. AchillesN. Bardos, Ph.D. 71 8. Right Placement 8. Right Placement is scored when any part of the figure is in Box 8 and the figure is entirely to the right of Line 8 (use the template for the appropriate age). Articles of clothing such as hats or shoes are included in the measurement, although other objects (e.g. handbag, briefcase, backpack, baseball bat) are not included. AchillesN. Bardos, Ph.D. 72 9. Slanting Figure 9. Slanting Figure is scored if the vertical axis of the figure (i.e., the line frommidpoint of head width to midpoint of stance width) deviates by 15 degrees or more froma perpendicular to the bottomedge of the page (use the Item9 template). Use Scoring Template 25 AchillesN. Bardos, Ph.D. 73 10. Legs Together _is scored if the legs are drawn together with no visible space between legs or if only one leg is visible in profile. 11. Baseline Drawn _is scored if a ground line, grass, etc., is drawn. Items 10, 11 AchillesN. Bardos, Ph.D. 74 Items 12, 13 Items 12, 13 12. Lettering/Numbering _is scored if letters, words, phrases, or numbers appear anywhere on the page other than on the figure (on the figure includes worn accessories) 13. Rotated Page _is scored if the figure is drawn with the longest dimension of the page on the top (i.e., the folded edge of the Record Formis at the bottom or top instead of on the side. AchillesN. Bardos, Ph.D. 75 Items 14, 15 Items 14, 15 14. Left/Right-Facing Figure _is scored if the entire figure or head only is in the left-facing or right-facing profile. 15. Figure Facing Away _is scored if the entire figure or head only is facing away fromthe viewer so that only the back of the head is visible. 26 AchillesN. Bardos, Ph.D. 76 16. Failed Integration 16. Failed Integration is scored if any of the following are present but not attached: _ head is attached to neck or top of torso _ two arms (one if in profile) are attached to the top half of the torso (above the halfway mark in the vertical measurement of the torso or bottomof a dress). The torso extends fromthe top of the trunk, where it meets the head or neck, to the bottom, where it meets the legs or crotch. _ two legs (one if in profile) are attached at the bottomof the torso (below the halfway mark in the vertical measurement of the torso or bottomof a dress). AchillesN. Bardos, Ph.D. 77 16. Failed Integration Arms are attached below the midpoint between the vertical measurement of the torso - so score as 1 AchillesN. Bardos, Ph.D. 78 17. Transparencies 17. Transparencies is scored if any body part shows through clothing or another body part. 27 AchillesN. Bardos, Ph.D. 79 Items 18, 19 Items 18, 19 18. Restart _is scored if one or more human figures are obviously abandoned (erased, scratched out, or merely left incomplete) and a more complete figure appears on the page. 19. Head Omitted _is scored if the figures head is absent. Any attempted representation of a head cannot be scored as an omission. AchillesN. Bardos, Ph.D. 80 Items 20, 21 Items 20, 21 20. Hair Omitted _is scored if the figure has no hair on its head. Any attempted representation of hair on head, including beard, etc., cannot be scored as an omission. 21. Eyes Omitted _is scored if the figures eyes are absent. Any attempted representation of eyes (including only one eye) cannot be scored as an omission. AchillesN. Bardos, Ph.D. 81 Items 22, 23, 24 Items 22, 23, 24 22. Nose Omitted _ is scored if the figures nose is absent. Any attempted representation of a nose cannot be scored as an omission. 23. Mouth Omitted _ is scored if the figures mouth is absent. Any attempted representation of a mouth cannot be scored as an omission. 24. Torso Omitted _ is scored if the figures torso is absent. Any attempted representation of a torso cannot be scored as an omission. 28 AchillesN. Bardos, Ph.D. 82 Items 25, 26, 27 Items 25, 26, 27 25. Arms Omitted _ is scored if the figure has no arms. Any attempted representation of arms (including only one arm) cannot be scored as an omission. 26. Fingers Omitted _ is scored if the figure has no fingers. Any attempted representation of fingers cannot be scored as an omission. 27. Legs Omitted _ is scored if the figure has no legs. Any attempted representation of legs (including only one leg) cannot be scored as an omission. AchillesN. Bardos, Ph.D. 83 Items 28, 29 Items 28, 29 28. Feet Omitted _is scored if the figure has no feet. Any attempted representation of feet (including only one foot) cannot be scored as an omission. 29. Crotch Erasure _is scored if erasure is apparent in the area of the figures crotch (below the waistline or belt and above the knee area of the leg). AchillesN. Bardos, Ph.D. 84 30. Crotch Shading 30. Crotch Shading is scored if pencil strokes are present on the figures crotch area (below the waistline or belt and above the knee area of the leg) which fill in an area by coloring or darkening (including stripes or checks on clothing). 29 AchillesN. Bardos, Ph.D. 85 31. Hand Shading 31. Hand Shading is scored if pencil strokes are present on the figures hand(s) which fill in an area by coloring or darkening. AchillesN. Bardos, Ph.D. 86 32. Feet Shading 32. Feet Shading is scored if pencil strokes are present on the figures feet (foot) which fill in an area by coloring or darkening. (Shoelaces are not scored as shading.) AchillesN. Bardos, Ph.D. 87 33. Outside Shading 33. Outside Shading is scored if pencil strokes are present outside of the figure which fill in an area by coloring or darkening. 30 AchillesN. Bardos, Ph.D. 88 is scored if both the figures eyes (one if in profile) are empty (i.e. open circles). 34. Vacant Eyes AchillesN. Bardos, Ph.D. 89 Items 35, 36, 37 Items 35, 36, 37 35. Closed Eyes _is scored if both the figures eyes are closed. 36. Crossed Eyes _is scored if both the figures eyes are crossed. 37. Gazing Left/Right _ is scored if both the figures eyes (one if in profile) are gazing toward the raters left or right. AchillesN. Bardos, Ph.D. 90 Items 38, 39 Items 38, 39 38. Frowning Mouth _ is scored if the figures mouth is frowning. 39. Slash Mouth _ is scored if the figures mouth is a straight line or slash. 31 AchillesN. Bardos, Ph.D. 91 40. Teeth 40. Teeth is scored if teeth are present in the figures mouth. AchillesN. Bardos, Ph.D. 92 Items 41, 42 Items 41, 42 41. Object in Mouth _is scored if an object (cigar, pipe, etc.) is present in the figures mouth. 42. Reaching Arms _ is scored if both the figures arms (including hands) extend above the top of the figures head. AchillesN. Bardos, Ph.D. 93 43. Pressed to Torso 43. Pressed to Torso is scored if both the figures arms are down at the side of figure with no visible space between the torso of the figure and the arms. 32 AchillesN. Bardos, Ph.D. 94 44. Inconsistent Position 44. Inconsistent Position is scored if each of the figures arms is in a different position (i.e., reaching, outstretched, hanging, or pressed to torso, as defined below). _a reaching armextends above the figures head _an outstretched armis approximately horizontal _a hanging armpoints downward _an armis pressed to torso if there is no space between it and the torso AchillesN. Bardos, Ph.D. 95 45. Hands Cut Off 45. Hands Cut Off is scored if there are no hands or fingers at the ends of the arms. (Hands hidden behind back of figure or in pockets not scored.) AchillesN. Bardos, Ph.D. 96 Items 46, 47, 48 46. Hidden Hands _ is scored if the hands are hidden behind the back of the figure or in pockets. 47. Fists _is scored if the hands are made into fists. 48. Talons _ is scored if one or more fingers are clearly pointed (like a claw) or knife-like. 33 AchillesN. Bardos, Ph.D. 97 Well, lets seeSo far Ive got rhythm, Ive got Musicactually who could ask for anything more? 49. Aggressive Symbols is scored for the presence of one or more aggressive symbols, gestures, or written statements (e.g., guns, knives, clubs, written profanity, or other symbols of aggression). AchillesN. Bardos, Ph.D. 98 Items 50, 51 Items 50, 51 50. Object Attached _ is scored for the presence of one or more objects attached to, or being held by, the figure (e.g., handbag, briefcase, backpack, baseball bat, but excluding aggressive symbols and articles such as eyeglasses and jewelry). 51. Background Filled In _ is scored for the presence of anything drawn in addition to the human figure which is not attached to or being held by the figure (e.g., animal, automobile, building, tree, sun, moon, clouds, raindrops). AchillesN. Bardos, Ph.D. 99 Items 52, 53 52. Monster _ is scored if the figure is drawn as a nonhuman or monster. 53. Multiple Figures _ is scored for the presence of more than one complete person (or monster) on the page. 34 AchillesN. Bardos, Ph.D. 100 54. Nude Figure 54. Nude Figure is scored if a fully or partially unclothed figure is drawn. This item includes any representation of genitalia, for example, but bare feet, short pants, or short sleeve shirt are not scored. AchillesN. Bardos, Ph.D. 101 55. Uniformed Figure 55. Uniformed Figure is scored for a figure drawn as a soldier, cowboy/cowgirl, policeman, etc. sports figures or cheerleaders are not scored. AchillesN. Bardos, Ph.D. 102 DAP:SPED: Interpretation 35 AchillesN. Bardos, Ph.D. 103 DAP:SPED Interpretation Use the <55, 55-65, and >65 as a guide Describe the childs score as like normal or children with emotional problems AchillesN. Bardos, Ph.D. 104 DAP:SPED Interpretation J ulies emotional status was assessed using several different kinds of measures. She earned a T-score of 64 (90% confidence range is 58-70) on the Draw A Person: Screening Procedure for Emotional Disturbance. This score falls at the 92nd percentile, meaning that she had more signs of emotional problems in her drawings than about 92% of the standardization sample. Similarly, she earned very high scores on the Devereux Scales ... AchillesN. Bardos, Ph.D. 105 DAP:SPED Interpretation Relate the DAP:SPED scores to other measures of emotional status Consistency across projective and behavioral rating scale methods is not necessarily expected _An indication of a problemin either type of evaluation systemis cause for concern and further examination of the case 36 AchillesN. Bardos, Ph.D. 106 DAP:SPED 1. Tall Figure 3. Big Figure 11. Baseline Drawn 12. Lettering/Numbering 30. Crotch Shading 31. Hand Shading 32. Feet Shading 37. Gazing Eyes 39. Slash Mouth 50. Object Attached TOTAL = 10 (normal mean is 3 points per drawing) AchillesN. Bardos, Ph.D. 107 DAP:SPED Publisher Pro-Ed 8700 Shoal Creek Boulevard Austin, Texas 78757-6897 (512) 451-3246