Coding for Human Figure Drawing (Draw-A-Man) Test

Child’s Description (male or female) i5118 Head i5119 Eyes i5120 Pupils i5121 Eyebrows i5122 Nose i5123 Human Hg.drwg.1 Nostrils i5124 Mouth i5125 Two Lips i5126 Ear i5127 Hair i5128 Neck i5129 Body i5130 Arms i5131 Arms in 2 Dimensions i5132 Arms at Angle i5133 Arms Attached i5134 Elbow i5135 Hands i5136 Fingers i5137 Corresponding No. Fingers i5138 Legs i5139 Legs in 2 Dimen i5140 Knee i5141 Feet i5142 Feet.in 2 Dimensions= i5143 Profile i5144 Clothes 1 or 0 i5145 Clothes 2 or 3 i5146 Clothes 4 i5147 Good Proportion i5148 Size of Figure i5149

4 YOUNG’S MATHEMATICS TEST

A separate test sheet M prowded (green) The InstructIons for the test are written below

GENERAL INSTRUCTIONS*

The first half of the test (on the front page) should be tr]ed frost Then a short break should betaken followed Immediately by the second half (on the back page) Each half Consists of twosections, one plctorlal (oral) and one computauonal Abandon any section after fourconsecutwe incorrect answers

If possible the chdd should be encouraged to write each answer m pencd on the dotted Ilneprowded If this M not possible, please record the chdd’s answers yourself m the same placeand mdlcate that the answer was not written by the chdd by u-utlalllng the response

METHOD OF ADMINISTRATION

(a) First Plclorlal SectIon (Lef( hand sfde of front page)

Place the front page of the test sheet m front of the chdd and say

“On your paper you wdl see that there are some pictures. Each picture N m a sort of box I amgoing to ask you a question aboul each picture and you are going to write your answer on thedotted [me m the box “

APPLES “Potnt with your penc:l to the apples on your paper Now point to the biggest

apple. Below (he apple there M a letter. Write the letter on the dotted lure. ” (At each o f thesesteps check that the child understands and repeat the mstructlons as often as necessary)

BOATS “No w point to the toy boats. Count the boats. Wrtte on the dotted lme the numberof boats “ (Check the dotted l]nes are be]ng used)

CUPS “Look at the cups [f two of the cups are broken, how many would be left 7 Writedown how many would be left “

SERIES “Look at the numbers One number has been covered up Write down what youthink that number is “

SWEETS “Count the sweets How many chddren could have two sweets each? Write downhow many chddren could have two sweets each. ‘‘

LOAVES “Count the loaves, How many wou[d you have [f you bough( one more loaf 9 Writedown how many you would have “

SHAPES “Look at the f:rs( shape. Fmd the shape which M exactly the same as the fwst oneWrite the letter of the shape that m exactly the same as the first one. ”

TARTS “Count the tarts How many tarts would be left lf half Of [/renr were eaten 7 Wrlredown how many would be left “

“These arstructlons have been reproduced and adapted from the croup Marhe,nallcx Test by D Young, by ktnd

permuslon of the publishers Hodder & Soughton L(d , Sevenoaks, Kent

‘1,

RABBITS “No w counf the rabbits How many would there be if there were twice as many?Write down how many there would be “

TRIANGLES “Look at the shapes. If I had a square of paper and I cut off a Piece like part Awhich shape would be left? Write the letter of the part Ihat would be left. ‘‘

NUMBERS “Look at the numbers W7uch number has the most tens? Wrvte down thenumber that has the most tens ‘‘

JARS “Look at the jars of water. Wiuch Jar is three-quarters full? Write the letter of the Jarthat u three-quarters full ‘‘

SERIES “Look al the numbers One number has been covered up Write down what youth{nk the number :s “

BASINS “Look at the basins U?uch one [s the middle-stzed basin? Write down the letter ofthe middle-sized bastn ‘‘

INTERSECTING CIRCLES “Look at the cwcles Wh[ch letter IS m only two circles 7 Writedown the letter that n m only two circles ‘‘

(b) Fmt Computation SectIon (R/ght-hand srde ojfront page)

This section, and the corresponding one on the reverse side, should be Introduced byexamples This ensures that no confusion arises from the teacher’s use of language

Show the child some examples of this type of sum Say “Look at thes piece of paper Whatdoes th~ssay?” (Write 1 + 1 = ) What M the answer? Good. (Write the answer and slmllarlyuse the example 2 + 1 = )

If the child cannot answer these examples correctly, omit this computation section and move

to the Second Plctorlal SectIon If the ch]ld can answer the examples correctly Indicate thecomputation section on the front page and say, “No w you have to do some more sums justlike these. You have plenty of time Work carefully. ‘‘

(c) Second Plctorlal Section (Lef[ hand side of back page)

FISH “Point to the bowls of Jish W7uch bowl has the most fish in [t? Write the letter of thebowl that has the most fish. “

BIRDS “Look al [he bwds Suppose oneffew away. Write down how many would be left ‘‘

SQUARES AND CIRCLES “Look at the shapes. How many squares have crosses m them 7Write down how many squares have crosses ‘‘

ENGINES “Look at the engine There are some wheefs on the other stale which you cannotsee. Write down how many wheels [t has altogether ‘‘

CHOCOLATE “Look at the bars of chocolate. Suppose each bar was broken m half Writedown how many chddren could have half a bar each. ‘‘

TREES ‘‘Now look at {he frees Which M the fifth tree from the telegraph pole? Wrtte downwhtch [s the f’fth tree from the telegraph pole. ‘‘

KNIVES AND FORKS “Look at the kmves and forks. How many peop(e can have a kmfeand fork each ? Write down how many people can have a kmfe and fork each. ‘‘

BAGS OF BRICKS “Now look a[ the bags of bricks. There are ten brtcks m each bag andthere are also some loose ones, Write down how many bricks there are altogether. ‘‘

CLOCK 6’Nowfind the clock at the top of the page. What time does (t saY? Write the time theclock S(7YS ‘ ‘

SHAPES “Look at thejirst shape. W7nch shape M exactly the same us the first one? Wr[te the

letter of the shape which ts the same as the jlrst one “

CIRCLES “Look at the circles. One circle is btgger than cwcle E and smaller than cmcle BWrste down the letter of the circle that IS bigger than cwcle E and smaller than circle B ‘‘

MARBLES “Your paper teh!s you how many marbles Dick has. If Jtm has twice as manymarbles, how many do they have altogether? Write down how many they have altogether ‘‘

BRICKS “Look at the bricks. How many bricks are there m the pde 7 Write down how manybrtcks there are m the pale. “

BOXES “Thepaper telk you how many boxes of tomatoes the greengrocer had. Then he soldthree and a half boxes. Write down how many boxes he had left ‘‘

NUMBERS “Look at the numbers Which number u dtfferent from the others? Wr[te thenumber that M dtfferent from the others. ‘‘

(d) Second Computation Section (Rfght-hand of back page)

Show the child some examples of th]s type of sum Say “Look at this piece of paper Whatdoes this say?” (Write I – 1 = ) “what LSthe answer? Good “ (Write the answer andslmdarly use the example 2 – 1 = )

If the chdd cannot answer these examples correctly, omit this computauon sect]on If thechild can answer examples correctly, Indicate the computation sect]on on the green page andsay, “No w you have to do some more sums Just [Ike these You have plenty of time Workcarefully. ”

25

5 THACKRAY READING READINESS PROFILES*

Please turn to the Thackray Reading Readiness Profdes which are printed m their ownbooklet (blue and white)

Would you please admu-mter Profile 2 Auditory Dlscrlmmat]on (page 7 of the booklet) andProfde 3 Visual Dlscrlmlnatlon (page 11 of the booklet) m accordance with the mstruct]onsgiven below Please do not ask the chdd to complete Profiles 1 and 4 (Vocabulary Test andGeneral Abdlty Test)

PROFILE 2. AUDITORY DISCRIMINATION (Page 7 of booklet)

The abd!ty to make auditory dlscrlmlnatlons M of wtal Importance m Iearnmg to readsuccessfully If a chdd ]s not aware that two sounds are the same or different, he cannotunderstand why words are spelled as they are Although at first he may acquire a small sightvocabulary, without this abdlty he WIIIquickly become confused when words look allke, andwdl be slow to respond to phonic tralnlng Involving the blending of sounds This Profilemeasures the chdd’s abdlty to discriminate between words which do or do not begin wl[h thesame consonant The most common lrutlal consonants are used and In addltlon the threedlagraphs – “sh”, “ch” and “th” as m (three) which stand for single sounds The objectsIllustrated are those fam]llar to ch]ldren and drawn from current word Ilsts There are 20Items of which three are practice Items

Fwst Practice Item

“Look a( the pjctures In the blue box ar the top of the page. (Po]nt to 1[on the booklet) ThereM a ~at, a !etter, a cup and a :poon ‘‘ (Point to each picture as you name It )

“The ~af M m a httle blue box by Itself I wdl draw a [me under /he gat ltke thts (Draw a clearhne under the cat m the booklet) YOU do ihar now Draw a long hrre under the <at (Check thechild’s hne ) The name ojone ojthe other p~ctures m the long blue box (point to [t) begrns hkecat. ”

“Listen to me saylrrg [he names of the other pictures (Pause) Jetter, gIP, ~poon which onebegins hke gal? (Pause ) Yes, gup begins like <at. (Pause ) Lmten (Pause) $UP, car 1 WI1ldrawa hne under the ~up to show that [t begins hke Cat. (Draw a clear Ime under the cup on thebooklet ) Now you do that. (Pause ) Draw a long hne under the $up to show that tt beg{rrs hkefat “ (Check the chdd’s hne )

Second Practice Item

“Well done Now look at the pictures m the next blue box here (Point to It In the booklet )There M afoot, a book, a pan and a fork. The loot is m a httle blue box by Itself [ w!I1draw ahrre uncle; the foot hke this. (Draw-a clear ll~e under the foot on the booklet) You do [hatnow. Draw a ~ong hne under thejoot. (Check the chdd’s hne ) The name OJ one of the otherp:ctures m the long blue box (poIfit to It) begins hke foot. LUten tome saying the names of theother pictures (Pause) &ook, pan, fork (Pause ) ~{ch one begins hke Joot? (Pause ) yes,

Jerk begins hkeJoot (Pause~ Lts~en Pause) jerk, foot. I wdl dra w a h~e under theJork toshow U begrns hkejoot. (Draw a clear Ilne un-der th~ fork on the booklet ) NOW you do tha[(Pause ) Draw a hfie under the~ork to show ~t begins hkeloot “ (Check the child’s hne )

● These mstrucllons have been reproduced and adapred from the Thackray Reading Readmelx Profdes by Derek

and Lucy Thackray by kt”d permission of the pubk.rhers Hodder & Stoughton Ltd , Sevenoaks, Kent

26

Thmd Practice Item

“Good Now look at the pictures m the next blue box m the middle Of the Page. (polflt to Itonyour booklet ) There LSa tap, a top, a stick and a bat. Draw a lure under the taP m the httleblue box. (Check the chdd’s hne.) Which of the pictures m the long blue box begins hke {up?(Pause ) Yes, top begurs hke~ap. (Pause ) Listen (pause) jop, <ap. NO w draw a Ime under thelop to show lt begins hke~ap.” (Check the chdd’s hne )

“No w you know what to do I want you to play this game al[ by yourse[f Don ‘tforget to hs[en

carefully all the ttme. If you think you have made a mtstake, cross out Your hne and drawanother [me under the right picture ‘‘

1

2

3

4

5

6

7

8

9

10

11

“Look at the pictures m the next white box. There M a ~ock, a !amb, a ?un and a ~trdDraw a lute under the Jock m the htt[e white box. (Pause ) Now draw a Ilne under theptcture m the long whfte box whrch begurs hke ~ock “ (G]ve no further help from thtspo!nt onwards )

“Look at the pictures m the blue box at the bottom of the page. There M a jemon, aJower, a~tar and ajadder. Draw a [me under the~emon m the httle blue box. (Pause )Now draw a hne under the picture m the long blue box which begfrrs hke~emon ‘‘

Turn over the page and fold It back

“Look at the pictures m the blue box at the top of the page There M a house, a ken, a~eapot and a~ot[le Draw a lure under the ~ouse In the little blue box (Pause ) Now drawa hrre under the picture m the long blue box whrch begins hke ~ouse ‘‘

“Look at the pictures m the next white box. There N a e&aw, a gown, a ~hlcken and aJly Draw a [me under the @aw [n the [Me white box (Pause ) Now draw a lure under the

picture m the long white box which begins [Ike &alr ‘‘

“Look at the pictures m the blue box m the middle of the page. There M a pig, a ~all, ahammer and a pear Draw a [me under theptg m the httle blue box (Pause ~Now draw aline under the>lc[ure m the long blue bo~ which begins like plg ‘‘

“Look at the ptctures m the next white box. There n a bell, a Lortolse, a ~OX and a CaPDraw a [me under the ~e[l m the httle white box. (Pause ) Now draw a lure under theptcture m the long white box which begurs like ~ell. ‘‘

“Look at the pictures m the blue box at the bottom of the page. There M a ymdow, ajable, a~td and a ya[l Draw a lme under the ~urdow m the h::[e blue box (Pause ) NOW

draw a lure under the picture m the long blue box which begurs like ~mdo w. ‘‘

Turn the bookle( over

“Look at the pictures m the blue box at the top of the page There H a doe, a &eep, a:rrowman and a~ac. Draw a lure under the~oe m the httle blue box (Pause ) Now drawa [me under the picture m the long blue box which begurs like @oe “

‘‘Look at the pictures m the next white box. There IS a :/rurrrb, a tree, a t@ee and a@scket. Draw a [me under the ~umb m the Iltt[e white bo~ (pause-) IVOW draw a hneunder the ptcture m the long white box which begins hke &umb ‘‘

“Look at the p[ctures m the blue box m the middle of the page. There M a gomb, a lrand,a plate and a ~andle. Draw a lure under the ~omb m the [Me blue box (Pause ) NOWd;aw a line under the picture In the long blue box wh[ch begins [Ike gomb. ‘‘

“Look at the pictures m the next wh:te box. There u a ~o[l, a jug, a dog and a ya~ch.Draw a lme under the do[l m the httle white box. (pause ) /VO-W dra~ a [me under theptcture m the long wh[z box wh[ch begins hke ~o[l ‘‘

.7

12 “Look at the pictures m the blue box at the bottom of the page. There u a~me, a~~h, agloss and a bed. Draw a [me under the fire m the httle blue box. (Pause ) Now dra w a [meimder the picture m the long blue bo~ which begins hke Jire. ”

Turn over the page and fold it back.

13 “Look at the pictures m the blue box at the top of the page. There M a~irl, a~yre, a gateand ayet. Draw a hne under the g:rl m the httle blue box. (Pause ) Now draw a line u~derthe picture m the long blue box-which begins like girl. ‘‘

14 “Look at the pictures m the next white box. There is a Eoon, a_kmp, a ~orse and agrouse. Draw a line under the goon in the little white box. (Pause ) Now draw a lureunder the ptcture m the long white box which begins hke ~oon. ”

15 “Look at the prctures m the blue box in the middle of the page. There rs a_rmg, a ~uler, a~orm and a_spade. Draw a hne under the~mg m the httle blue box (Pause ) Now draw alute under the ptcture m the long blue box which begurs llke_rmg “

16 “Look at the pictures m the next white box. There u a ~orch, a ~and, a peg and a ~errt.Draw a hrre under the ~orch m the htt[e white box. (Pause ) Now draw ~ hne under thepicture m the [ong white box which begins like ~orch. ‘‘

17 “Look at the pictures m the blue box at the bottom of the page. There N a ~ose, a :ross, aflest and a ~elt Draw a [me under the~ose m the htt[e blue box. (Pause ) Now draw a [meunder the picture m the long blue box whrch begors [Ike nose. ‘‘

PROFILE 3 VISUAL DISCRIMINATION

Fmt Practice Item

“Look at the words m thzs blue box at the top OJ the page. (Point to It m the booklet Thenpoint to the httle box on the left and continue ) Thejirst word IS m a bttle blue box by itself Iwdl draw a Ime under that word hke this. (Draw a clear lme m the booklet) NOw you do thar.Draw a long hne under the word m the [itt/e blue box. (Check the chdd’s hne ) Now lookcarefully at a[l the words m the long blue box. (Po]nt to the long blue box In the booklet ) Oneoj the words m the long blue box is the same as the word m the [Me blue box. Which one IS [t?(Pause ) Yes, th~s u the word, the lost word in the long blue box (Point out the word m thebooklet ) Now I will draw a lure under thss word to show lt M the same as the word m the littleblue box. (Draw a clear hne m the booklet) Now you do that. (Check chdd’s IIne ) We drew alure under one word m the long blue box to show It was the same os the word In the httle bluebox. “

Second Practice Item

“Look at the words us the next blue box. (Point to ]t m the booklet ) The f{rst word u m ahttle blue box by itself. Draw a [me under the word m the little blue box. (Check the child’shne) Now look carefully at all the words in the long blue box. JWuch word m the long bluebox N the same as the word m the httle blue box? (Pause ) Yes, th~s M the word. (Point ]t outm the booklet ) Draw a hne under [(. (Check the ch]ld’s hne ) We drew a hne under one wordm the long blue box to show It was the same os the word m the htt[e blue box ‘‘

Thtrd Prachce Item

“Look at the words m the next blue box. (Point to lt ]n the booklet ) The first word M m alittle blue box by ltse~. Draw a [me under the word m the little blue box. (Check the child’shne) Now look carefully at alI the words m the long b[ue box. W7uch word m the long bluebox 1s the same as the word {n ~he Ilttle blue box? (Pause ) Yes, this H the word. (po]nt It outIn the bookle[ ) Draw a hne under it. (Check the chdd’s hne ) We drew a hrre under one wordm the long b[ue box to show it was the same as the word m the [Utle blue box. ‘‘

28

“No w YOU know what to do, I want you to p[ay thu game all by yourself. Remember (O [ookcarefully at all the words m the long box to fmd the word which w the same as the one m thelittle box. If you think you have made a mistake, cross out your lure and draw another [meunder the rsght word. ‘‘

1

2

3

“Look at the words m the next white box. (Pause ) Draw a hne under the word m thektt[e white box. (Pause ) No w draw a lme under the word in the long white box that N thesame as the word m the httle white box. “ (Give no further help from this point onwards )

“Look at the words m the next blue box. (Pause ) Draw a [me under the word m the httleblue box. (Pause ) Now draw a hne under the word m the long blue box that IS the sameas the word m the bttle blue box. ”

“Look at the words In the white box at the bottom of the pafe. (Pause ) Draw a lure

under the word m the [lttle white box (Pause ) Now draw a- l[~e under the word m thelong whtte box that /s (he same as the word m the htt[e white box ‘‘

Turn over the page and fold It back

After Kern 3 say, “Now I want you to do all the other boxes by yourself. Do a[[ the boxes onthe pages up to page 15 ‘‘

This completes the Thackray Reading Readiness Profiles

29

~:i 723’

CHILD HEALTH & EDUCATION STUDYA na(mnal siudy !n England, Wales and Scotland of all children born 5(h — I Ith Apr!l 1970

+n-O SPECIALfiA11.11 TEACHER- QUESTIONNAIRE

Dlrec(or Nev]lle R Bu[lerMD, FRCP, FRCOG, DCH ,Departmen[ of Child Health Research UnitUnlverslty of BristolBristol BS2 8DZ Tel (0272) 24920/279761

Under [he auspices of the Unlvers!ty of Bristol and the National Birthday Trust

PLEASE COMPLETE IN BLOCK CAPITALS

Ch)ld’s Surname

Forenames

DAY MTH YR

“X dl II ‘a’eof’’r’h LzIIzIl

DAY MTEI YR

‘“day’s”’” CzIJ

school Name and Addrms

‘or orf)ce use only

mom mm mncmn

PLEASE READ THE INSTRUCTION BOOKLET BEFOREWORKING THROUGH THIS SPECIAL TEACHER QUESTIONNAIRE

INTRODUCTION‘Thl~ ~ue~L,Onna, re ~On~,~ls ,11 IWO SCCIIOIIS, wc SLIggCSi that [hes~ are compleled by the child’s

class [eacher

SECTION A THE CHILD’S BEHAVIOUR, HEALTH AND SKILLSSectIon A contains a serlcs of check 1(s{swh!ch prowde a $Iandard way 01 report]ng on aspec[sof ihe~htld’s behavlour, vision, hear]ng, expressive language, ~omprehenslon, dlscnmlrra[lon,dexierl[y and play ac[lvl[les Please fill In Ilus >ecIIrm us]ng your knowledge of the child Inschool There IS no need [o Ies! the child on any of [he Ilerns in this section

SECTION B. REMEDIAL AND SPECIAL El) UCAl_lONSection B asks de(alls about any remedial or special educa[lon which (hecluld maybe recelvlngIf necessary, you nlay wish (o consult your Head Teacher on certa]n quesllons (n this section

SECTION A. CLASS TEACHER’S REPORT ON THE CHILD’SBEHAVIOUR, HEALTH AND SKILLS

This section conslsfs of rating scales and check IISIS Th[s WIII enable us 10 ob[a]n In astandard !sed maj]rrer dc[all~ abou[ [he child’s behdvlour and SLIIIS

A I BEHAVIOUR SUMM$RY

Please complem [he scales shown on ~he next Iwo pages so as 10 descrtbe flrsl an ‘average’1I year old chlid at[endlng a malns[ream school and [hen [he slud> chllcl These scalesconsls[ of a number of Ilems which cover some 01 the a[[rlbutes and behaiflourol I I yearold ch]ldren

Inwru.lwns for u~lng these scales

If you fml (ha( the word al tine .nd 01 Ibe SL21Ccte.crtbe~ vour Irlc.I 01 an ‘A~zcrage .hlld \ery cIo>cI> Plactyour check mark Ilkc [hi>

1 !Its h.ird x _ _ _ C.Im IOI b. bcrlbcrtd_—— _

or

I IILh hard _ _ ___ _ _ ~ Cdn,lo[ be bo!h, r.cl

It’you feel Ihat [bc word at uncer!dol [hcwalcd. ><rltx\ yoNr Idea ,11an av. rag.’ ch!ld qulteclo.el>. bul 1101very closely You should PIJLC your cbcck marh a, tollow~

T!wsl)drd _______

or

Tiles hard _______

CaI>IIOI bc bolh<rcd

CZImIOI bt bothered

If you feel [hat III’ uo!d dI OIILend 01 111.esLalLde trlbc~ your Ide,, of dn ‘average .hlld .Ilghllj beller Ibdnthe word al [he oppo>IIc et d, [hen pkrLc your Lbe.1. mark J IOIIIWVS

T Ic\ hard _ _ ~ C.!n,ml bc bo[hcrtcl——— —

or

TIICS hard ___ _ & __ Cdn,mt be bolhercd

1( you feel Ihdl [he word> ai bmh cnd>ol lb. w,Ilcdcwrlbc your !d.~ 01 an avcrag., cblld Lqrdlywell, lhLnyou should place your chei k m.!rk as follows

T, m lhrrd x _ _ _ Canncx bc bmher.?d

Please place your check marks In the mlcldle of spaces. not on boundarws

Please be sure you check every ,cale, do not om)l any

Please do not put more than on. check marh on a single scale

2