Introducing the DAP-SPED in Personality Evaluations

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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]


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?


100 years of history

Luquet (1903) intellectual development

changes in drawings reflect emotional stability

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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



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



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.

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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)



Koppitz (1968) most recent approach that uses total number of

items

first actuarial method attempting to differentiate meaningful from non-meaningful items


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

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Frequency of DAP use?

The DAP continues to be ranked in the 10 most frequently used instruments in personality evaluations.


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.


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).

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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)


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).


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

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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


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)


Item Types

Measurement itemsTall or short Figure

Small or big figure

Top or Bottom placement

Left or Right placement

Slanting figure

Content items sign is present or not

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Smiling mouth .723Slash mouth .090Arms Outstretched .230Feet Shading .247Frowning Mouth .017Talons .130Monster .007Neck Omitted .230Aggressive symbols .010

Base Rates of Original Items


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


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

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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


Psychometric Properties

Reliability Internal consistency

Inter-rater reliability

Intra-rater reliability

Test-retest stability


Reliability

Internal ReliabilityTypical projective test reliability is the .20s

(Anastasi, 1988)

DAP:SPED Total Test Reliabilities areAges 6-8 = .76

Ages 9-12 = .77

Ages 13-17 = .71

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Validity evidence for the DAP:SPED


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%


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%

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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


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)



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

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DAP:SPED and Self Concept(study 1)

Mean SD Pearson

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



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


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

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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


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


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

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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).


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


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

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Study 3. Instruments Administered

DAP: SPED

Emotional and Behavior Problem Scale (EBPS) by teacher

Multidimensional Self Concept Scale (MSCS)


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


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

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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*


Study 3. DAP:SPED and MSCS

MSCS

Social .05

Personal Competence .09

Personal Affection -.11

Achievement -.01

Family -.13

Physical -.03

Total .01


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

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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


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


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

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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


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


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)

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DAP:SPED Recent Dissertations Parental stress and children’s drawings

DAP:SPED with hearing Impaired children

Cultural DifferencesNavajo children

Research in Greece

Sexually abused

Emotionally Disturbed


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.


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.

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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.


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


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”.

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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.


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 usersUse chapter 5


Administration

Directions appear in the Record Form

Drawing time for the man, woman, self) is 5 minutes each (max total time = 15 minutes)

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THE DAP:SPED SCORING SYSTEM

55 items


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).


Figure Size

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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).


In all cases, the template must be aligned squarely with the page (not rotated).


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).




4. Little Figure4. Little Figure

is scored if the figure fits completely within Box 4 (use the template for the appropriate age).



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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).


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).



Placement on the Page

Box 5

Box 6

Line 6

Line 5


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).


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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).



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).



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

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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


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.



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.

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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).


16. Failed Integration

Arms are attached below the midpoint between the vertical measurement of the torso - so score as 1


17. Transparencies17. Transparencies

is scored if any body part shows through clothing or another body part.

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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.



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.


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.

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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.



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).


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).

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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.


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.)


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.

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is scored if both the figure’s eyes (one if in profile) are empty (i.e. open circles).

34. Vacant Eyes


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.



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.

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40. Teeth40. Teeth

is scored if teeth are present in the figure’s mouth.



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.


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.

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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


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.)


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.

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“Well, let’s see…So far I’ve got rhythm, I’ve got Music…actually who could ask for anything more?”

49. AggressiveSymbols

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).



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).


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.

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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.


55. Uniformed Figure55. Uniformed Figure

is scored for a figure drawn as a soldier, cowboy/cowgirl, policeman, etc.

sports figures or cheerleaders are notscored.


DAP:SPED:Interpretation

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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



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 ...



Relate the DAP:SPED scores to other measures of emotional status

Consistency across projective and behavioral rating scale methods is not necessarily expectedAn indication of a problem in either type of

evaluation system is cause for concern and further examination of the case

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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)


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(512) 451-3246

Documents

Introducing the DAP-SPED in Personality Evaluations