1. By; Paul Kazyak and Hunter Hines
Draw-A-Man Test
By;
Paul Kazyak and Hunter Hines 1

2. 1921- Lewis Terman and Stanford University 1924- Minneapolis Minnesota
Born-August 6, 1886
1921- Lewis Terman and Stanford University
1924- Minneapolis Minnesota
1925- Measurement of Intelligence by Drawings
“Draw A Man Test”
Never married
Forced to retire early
Died-April 4, 1959 2

3. Binet
Goddard
Terman
Goodenough 3

4. “To the young child, drawing is more akin to talking to himself than to talking to others. It is a way of dramatizing his ideas through making them visible.”
“In this sense it (drawing) is a language”
“A child doesn’t care whether the picture is beautiful or not, but he wants to tell what he has in mind.”
“Details do not trouble him” 4

5. Baldness though is still more common than hatlessness
“At the age of 5, approximately 35 % of children’s drawings of the human figure include the hat, but only 13 % show the hair”
At the age of 8 the %’s increase to 72 % for the hat and 45% for the hair.
Baldness though is still more common than hatlessness 5

6. 3 tables with 4 chairs at each 3rd- 5th grade
W.T. Hanes
Single classroom
3 tables with 4 chairs at each
3rd- 5th grade
Mixed group of Special Education and Regular
10 kids per group
3 stations per table/ 1 table had 4
Kids were brought to us 6

7. Key Terms Concept Development Intellectual Development
Intellectual Maturity
Mental Age
Raw Score
Standard Score
Visual Realism
Realism
Descriptive Symbolism
Two Dimensional Drawing
Three Dimensional Drawing

8. Theory In Depth Diagnosis of Behavior Disorders
Drawings by Sensory Deviates
Levels of Artistic Talent
Sex Differences
Relation to Other Test of Intelligence
Study of Personality in Drawings

9. Hypothesis
The content of a child’s drawing shows a solid indication of their intellectual development. Using Goodenough’s scale will indicate the level of intellectual development. When comparing several groups of drawings, we believe that the children diagnosed with learning disabilities will score equally on Goodenough’s Scale to those seen as normal in regards to learning abilities. While children of average learning abilities will seem to have a much more proportional drawing, they will fall short of the detail in which the handicapped children will include in their drawings.

10. Grading The Drawings

11. 3rd Grade Drawings

12. 4th Grade Drawings

13. 5th Grade Drawings

14. Test Data One

15. 3rd Grade Averages

16. 4th Grade Averages

17. 5th Grade Averages Boys Averages Girls Averages Overall: 42.8
Special: 37.5
Regular: 46.3
Girls Averages
Overall: 36
Special: 32
Regular:

18. Overall Averages

19. Analysis of Data What DOES THIS ALL MEAN? Most common errors Overall:
8,12,13,15,21,27,29,34,38*,49,52,58,65,70,71
Most common errors for Regular:
8,12,13,15,21,29,38,52,58,65
Most common errors for special:
2,5,8,9*,10,13,17,21,22,23,25,31,32,34,45,48*, 49,57,58,59,70*

20. Results
Based on our hypothesis that the special education would score as well as the regular children, we were incorrect almost entirely. The special education children not only fell short with the overall scoring but specifically when it came to the specific details of the drawings
While our hypothesis was wrong the special education children were still considered in one of the highest levels of intellectual maturity as defined by Goodenough.

21. Evaluation Much larger group of test subjects
Less children in the room
Separate special and regular
Get to know the children Before administering the test
Finding out the specific diagnosis of special children
Much larger group of test subjects
Finding group of artistically inclined children