Introducing the DAP-SPED in Personality Evaluations
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Transcript of Introducing the DAP-SPED in Personality Evaluations
Achilles N. Bardos, Ph.D. 1
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: [email protected]
Achilles N. 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?
Achilles N. Bardos, Ph.D. 3
100 years of history
Luquet (1903) intellectual development changes in drawings reflect emotional stability
Achilles N. 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 wisdom to understand them (Goodenough, p. 60).”
Conclusion: Human figure drawings are multidimensional in nature
Achilles N. 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
Achilles N. 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.
Achilles N. 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 from non-meaningful items
Achilles N. Bardos, Ph.D. 9
Critical reviews
Machover’s hypothesis lacks empirical support Koppitz’s system failed the test of diagnostic validity Literature review conclusions
lack of objectivity in scoring number of items more important in discriminating
normal from clinical groups global aspects should be used for interpretation Use DAP as a screening measure
Achilles N. Bardos, Ph.D. 10
Frequency of DAP use?
The DAP continues to be ranked in the 10 most frequently used instruments in personality evaluations.
Achilles N. 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 person’s behavior, personality or emotions?
Experts aren’t any more accurate in interpretation than the untrained.
Use with other tests won’t give any additional information. Don’t 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.
Achilles N. 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).
Achilles N. 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)
Achilles N. 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).
Achilles N. Bardos, Ph.D. 15
Draw A Person: Screening Procedure for Emotional Disturbance - DAP:SPED
Draw A Person: Screening Procedure for Emotional Disturbance - DAP:SPED
Jack A. Naglieri
Timothy J. McNeish
Achilles N. Bardos
1991
Achilles N. 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
Achilles N. 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)
Achilles N. Bardos, Ph.D. 18
Item Types
Measurement items Tall or short Figure Small or big figure Top or Bottom placement Left or Right placement Slanting figure
Content items sign is present or not
Achilles N. Bardos, Ph.D. 19
Smiling mouth .723Slash mouth .090Arms Outstretched .230Feet Shading .247Frowning Mouth .017Talons .130Monster .007Neck Omitted .230Aggressive symbols .010
Base Rates of Original Items
Achilles N. 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:
Height =105 mm Width = 54 mm
68 mm
97 mm
93 mm
74 mm
Achilles N. Bardos, Ph.D. 21
What is Abnormal Size
For Ages 9-12Mean
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
Achilles N. 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
Achilles N. Bardos, Ph.D. 23
Psychometric Properties
Reliability Internal consistency Inter-rater reliability Intra-rater reliability Test-retest stability
Achilles N. Bardos, Ph.D. 24
Reliability
Internal Reliability Typical projective test reliability is the .20s
(Anastasi, 1988) DAP:SPED Total Test Reliabilities are
Ages 6-8 = .76 Ages 9-12 = .77 Ages 13-17 = .71
Achilles N. Bardos, Ph.D. 25
Validity evidence for the DAP:SPED
Achilles N. Bardos, Ph.D. 26
DAP:SPED Validity
McNeish & Naglieri (1993) Journal 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%
Achilles N. 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%
Achilles N. Bardos, Ph.D. 28
Additional Studies with the
DAP:SPED Psychiatric Residential SamplePublic School Setting with ED students/New
YorkPublic School Setting with ED
students/ColoradoLearning Disabled Students/OhioHearing Impaired Students 5 recent dissertations
Achilles N. 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)
Achilles N. 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
Achilles N. Bardos, Ph.D. 31
DAP:SPED and Self Concept(study 1)
Mean SDPearson
Corr.DAP: SPED 57.0 6.4MSCS
Social 103.9 17.5 .04Personal Competence 97.8 15.7 .06Personal Affection 97.6 15.9 -.26*Achievement 97.3 15.3 .14Family 92.2 15.0 -.43**Physical 100.4 18.6 -.19Total 95.8 16.8 -.17
Note: * p< .05 ** p< .01
Achilles N. 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
Achilles N. 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
Achilles N. 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
Achilles N. 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
Achilles N. 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
Achilles N. Bardos, Ph.D. 37
Group’s 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).
Achilles N. Bardos, Ph.D. 38
Efficiency of Classification (study 2)
Hit RatesWhat this means:
Sensitivity .48 48% of those scoring 55 or above will becorrectly identified
Specificity: .73 Accurate screening predictions weremade for 73% of the children
Efficiency of screeningoutcome “refer” .28 There is a 28% chance that a child
referred by DAP:SPED will be judgedas 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
Achilles N. Bardos, Ph.D. 39
Study 3EBD 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
Achilles N. Bardos, Ph.D. 40
Study 3. Instruments Administered
DAP: SPED Emotional and Behavior Problem Scale
(EBPS) by teacher Multidimensional Self Concept Scale
(MSCS)
Achilles N. Bardos, Ph.D. 41
DAP:SPED 54.2 10.0 40-80
EBPS--Empirical Interp.Aggre/Conduct Disorder 8.1 3.4 1-12Emo. Withdrawal/Depress. 8.4 3.1 0-12Learning Comp. Disorder 8.3 3.2 1-13Avoidance/Unresponsive 8.0 2.6 1-12Aggre/Self Destructive 9.0 2.9 0-13Total (Sum of St. Scores) 41.0 12.0 10-60
Study 3DAP:SPED and EBPS
Achilles N. Bardos, Ph.D. 42
Study 3. DAP: SPED and MSCS
Mean SD Range
DAP:SPED 54.2 10.0 40-80
MSCSSocial 95.0 18.8 47-145Personal Competence 95.0 18.4 28-145Personal Affect. 95.0 17.6 63-145Achievement 92.3 18.3 63-145Family 97.3 16.2 72-125Physical 99.2 14.7 66-141Total 93.6 16.3 64-145
Achilles N. 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*
Achilles N. 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
Achilles N. Bardos, Ph.D. 45
Study 4Children with Learning Disabilities
Normal Learning DisabledAges 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
Achilles N. 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
Achilles N. 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
Females127 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
Achilles N. 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 ScalesIP 10.56 3.03 .86 .64 .70 .92IBF 10.72 3.06 .56 .74 .91D 10.77 3.32 .63 .79PSF 11.17 3.01 .87Total 104.48 14.84
Note: P=Interpersonal Problems, BF= Inappropriate Behaviors/Feelings, D=Depression, SF=Physical Symptoms/Fears
All correlations between the Devereux Subtests were p<.001
Achilles N. 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 ScalesIP 11.04 3.06 .84 .59 .66 .90IBF 11.22 3.12 .60 .58 .88D 11.35 3.30 .74 .83PSF 11.58 3.20 .85Total 107.22 14.66
Note: P=Interpersonal Problems, BF= Inappropriate Behaviors/Feelings, D=Depression, SF=Physical Symptoms/Fears
All correlations between the Devereux Subtests were p<.001
Achilles N. 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
Achilles N. Bardos, Ph.D. 51
Results of DAP: SPEDwith 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)
Achilles N. Bardos, Ph.D. 52
DAP:SPED Recent Dissertations Parental stress and children’s drawings DAP:SPED with hearing Impaired children Cultural Differences
Navajo children Research in Greece
Sexually abused Emotionally Disturbed
Achilles N. 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.
Achilles N. 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.
Achilles N. 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.
Achilles N. 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 item performance. 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
Achilles N. Bardos, Ph.D. 57
Drawings of sexually abused children and the DAP:SPED
Impact of rater knowledge on sexually abused and nonabused girl’s scores on the DAP:SPED. (Chiristi Bruening et.al. 1997, Journal of Personality Assessment).
The DAP:SPED “...is sufficiently objective to withstand the counfounding influence of varying case descriptions”.
Achilles N. 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.
Achilles N. Bardos, Ph.D. 59
Learning the DAP:SPED scoring system
Training of raters a one day workshop
competency scoring with 90% accuracy periodical monitoring of rater performance final competency using drawings in chapter 5.
New users Use chapter 5
Achilles N. 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)
Achilles N. Bardos, Ph.D. 61
THE DAP:SPED SCORING SYSTEM
55 items
Achilles N. 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).
Achilles N. Bardos, Ph.D. 63
Figure Size
Achilles N. Bardos, Ph.D. 64
2. Short Figure2. 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).
Achilles N. Bardos, Ph.D. 65
3. Big Figure3. 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).
Achilles N. Bardos, Ph.D. 66
4. Little Figure4. 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).
Achilles N. Bardos, Ph.D. 67
5. Top Placement5. 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.
Achilles N. Bardos, Ph.D. 68
Placement on the Page
Box 5
Box 6
Line 6
Line 5
Achilles N. Bardos, Ph.D. 69
6. Bottom Placement6. 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.
Achilles N. Bardos, Ph.D. 70
7. Left Placement7. 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.
Achilles N. Bardos, Ph.D. 71
8. Right Placement8. 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.
Achilles N. Bardos, Ph.D. 72
9. Slanting Figure9. Slanting Figure
is scored if the vertical axis of the figure (i.e., the line from midpoint of head width to midpoint of stance width) deviates by 15 degrees or more from a perpendicular to the bottom edge of the page (use the Item 9 template).
Use Scoring Template
Achilles N. 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
Achilles N. Bardos, Ph.D. 74
Items 12, 13Items 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 Form is at the bottom or top instead of on the side.
Achilles N. Bardos, Ph.D. 75
Items 14, 15Items 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 from the viewer so that only the back of the head is visible.
Achilles N. Bardos, Ph.D. 76
16. Failed Integration16. 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 bottom of a dress). The torso extends from the 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 bottom of the torso (below the halfway mark in the vertical measurement of the torso or bottom of a dress).
Achilles N. Bardos, Ph.D. 77
16. Failed Integration
Arms are attached below the midpoint between the vertical measurement of the torso - so score as 1
Achilles N. Bardos, Ph.D. 78
17. Transparencies17. Transparencies
is scored if any body part shows through clothing or another body part.
Achilles N. 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 figure’s head is absent. Any
attempted representation of a head cannot be scored as an omission.
Achilles N. Bardos, Ph.D. 80
Items 20, 21Items 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 figure’s eyes are absent. Any
attempted representation of eyes (including only one eye) cannot be scored as an omission.
Achilles N. Bardos, Ph.D. 81
Items 22, 23, 24Items 22, 23, 24
22. Nose Omitted is scored if the figure’s nose is absent. Any attempted
representation of a nose cannot be scored as an omission. 23. Mouth Omitted
is scored if the figure’s mouth is absent. Any attempted representation of a mouth cannot be scored as an omission.
24. Torso Omitted is scored if the figure’s torso is absent. Any attempted
representation of a torso cannot be scored as an omission.
Achilles N. 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.
Achilles N. Bardos, Ph.D. 83
Items 28, 29Items 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
figure’s crotch (below the waistline or belt and above the knee area of the leg).
Achilles N. Bardos, Ph.D. 84
30. Crotch Shading30. Crotch Shading
is scored if pencil strokes are present on the figure’s 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).
Achilles N. Bardos, Ph.D. 85
31. Hand Shading31. Hand Shading
is scored if pencil strokes are present on the figure’s hand(s) which fill in an area by coloring or darkening.
Achilles N. Bardos, Ph.D. 86
32. Feet Shading32. Feet Shading
is scored if pencil strokes are present on the figure’s feet (foot) which fill in an area by coloring or darkening. (Shoelaces are not scored as shading.)
Achilles N. Bardos, Ph.D. 87
33. Outside Shading33. Outside Shading
is scored if pencil strokes are present outside of the figure which fill in an area by coloring or darkening.
Achilles N. Bardos, Ph.D. 88
is scored if both the figure’s eyes (one if in profile) are empty (i.e. open circles).
34. Vacant Eyes
Achilles N. Bardos, Ph.D. 89
Items 35, 36, 37 Items 35, 36, 37
35. Closed Eyes is scored if both the figure’s eyes are closed.
36. Crossed Eyes is scored if both the figure’s eyes are crossed.
37. Gazing Left/Right is scored if both the figure’s eyes (one if in
profile) are gazing toward the rater’s left or right.
Achilles N. Bardos, Ph.D. 90
Items 38, 39Items 38, 39
38. Frowning Mouth is scored if the figure’s mouth is frowning.
39. Slash Mouth is scored if the figure’s mouth is a straight line
or slash.
Achilles N. Bardos, Ph.D. 91
40. Teeth40. Teeth
is scored if teeth are present in the figure’s mouth.
Achilles N. Bardos, Ph.D. 92
Items 41, 42Items 41, 42
41. Object in Mouth is scored if an object (cigar, pipe, etc.) is
present in the figure’s mouth. 42. Reaching Arms
is scored if both the figure’s arms (including hands) extend above the top of the figure’s head.
Achilles N. Bardos, Ph.D. 93
43. Pressed to Torso43. Pressed to Torso
is scored if both the figure’s arms are down at the side of figure with no visible space between the torso of the figure and the arms.
Achilles N. Bardos, Ph.D. 94
44. Inconsistent Position44. Inconsistent Position
is scored if each of the figure’s arms is in a different position (i.e., reaching, outstretched, hanging, or pressed to torso, as defined below). a reaching arm extends above the figure’s head an outstretched arm is approximately horizontal a hanging arm points downward an arm is pressed to torso if there is no space between
it and the torso
Achilles N. Bardos, Ph.D. 95
45. Hands Cut Off45. 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.)
Achilles N. 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.
Achilles N. Bardos, Ph.D. 97
“Well, let’s see…So far I’ve got rhythm, I’ve got Music…actually 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).
Achilles N. Bardos, Ph.D. 98
Items 50, 51Items 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).
Achilles N. 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.
Achilles N. Bardos, Ph.D. 100
54. Nude Figure54. 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.
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55. Uniformed Figure55. Uniformed Figure
is scored for a figure drawn as a soldier, cowboy/cowgirl, policeman, etc.
sports figures or cheerleaders are not scored.
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DAP:SPED:Interpretation
Achilles N. Bardos, Ph.D. 103
DAP:SPED Interpretation
Use the <55, 55-65, and >65 as a guide Describe the child’s score as like normal or children with
emotional problems
Achilles N. Bardos, Ph.D. 104
DAP:SPED Interpretation
Julie’s 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 ...
Achilles N. 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 problem in either type of
evaluation system is cause for concern and further examination of the case
Achilles N. Bardos, Ph.D. 106
DAP:SPED1. 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)
Achilles N. Bardos, Ph.D. 107
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