1. Human Figure Drawings in Personality Evaluations: Old Controversy, New Data
Achilles N. Bardos
University of Northern Colorado
School Psychology Programs
(970)
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.

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)
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. Jack A. Naglieri Timothy J. McNeish Achilles N. Bardos 1991
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 Content 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. Base Rates of Original Items
Achilles N. Bardos, Ph.D.

20. Drawing Size How do you know when a child draws a small figure?
74 mm
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
93 mm
68 mm
97 mm
Achilles N. Bardos, Ph.D.

21. What is Abnormal Size For Ages 9-12 Height 105 36 Width 54 25
Mean SD
Height
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 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 = .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,
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,
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 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
Achilles N. Bardos, Ph.D.

29. Study 1. Psychiatric Residential Sample
Clinical Group Control Group
Males
Females
Age years years
Race
Black
White
Hispanic 3 ` --
Other
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
Normal
T-test = 7.41, p<.001
Achilles N. Bardos, Ph.D.

31. DAP:SPED and Self Concept (study 1)
Mean SD Pearson
Corr.
DAP: SPED
MSCS
Social
Personal Competence
Personal Affection *
Achievement
Family **
Physical
Total
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
MSCS
Social
P. Comp
P. Affec
Achieve
Family
Physical
Total
Achilles N. Bardos, Ph.D.

33. Efficiency of Classification with ED Adolescents (study 1)
Emotional Classification Normal ED
DAP: SPED Decision
Do not Refer
Refer for Further Evaluation
Sensitivity: % 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 % 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
Females
Age Mean Mean
years 6.9 years
years years
years years
Race
Black
White
Hispanic
Other
Achilles N. Bardos, Ph.D.

35. Study 2. Additional Relevant Information
Mean SD
WISC-R VIQ =
PIQ =
FSIQ =
Program in Special Education
Option II 38
Achilles N. Bardos, Ph.D.

36. Study 2. Age DAP:SPED Percentages t-test = 3.85, p< . 001
Sample N Mean SD Mean SD Males White ED
Normal
t-test = 3.85, p< . 001
Achilles N. Bardos, Ph.D.

37. Results of DAP:SPED Classification (study 2).
Group’s Emotional Classification
Normal Emotionally Disturbed
DAP:SPED Decision
Do Not Refer
Refer for Further
Evaluation
Achilles N. Bardos, Ph.D.

38. Efficiency of Classification (study 2)
Hit Rates
What this means:
Sensitivity % 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
Achilles N. Bardos, Ph.D.

39. Study 3 EBD Students in Colorado
Subjects: 42 students identified SIEBD (Significant Identifiable Emotional/Behavioral Disorder)
Age: 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. Study 3 DAP:SPED and EBPS DAP:SPED 54.2 10.0 40-80
EBPS--Empirical Interp.
Aggre/Conduct Disorder
Emo. Withdrawal/Depress
Learning Comp. Disorder
Avoidance/Unresponsive
Aggre/Self Destructive
Total (Sum of St. Scores)
Achilles N. Bardos, Ph.D.

42. Study 3. DAP: SPED and MSCS
Mean SD Range
DAP:SPED
MSCS
Social
Personal Competence
Personal Affect
Achievement
Family
Physical
Total
Achilles N. Bardos, Ph.D.

43. Study 3. Aggression/Conduct disorder -.19
DAP:
SPED
EBPS
Aggression/Conduct disorder
Emotional withdrawal/Depression -.22
Learning Comp. Disorder *
Avoidance/Unresponsive
Aggressive/Self Destructive -.02
Total score *
Achilles N. Bardos, Ph.D.

44. Study 3. DAP:SPED and MSCS
Social
Personal Competence .09
Personal Affection -.11
Achievement
Family
Physical
Total
Achilles N. Bardos, Ph.D.

45. Study 4 Children with Learning Disabilities
Normal Learning Disabled
Ages N Mean SD N Mean SD t-test ** *
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
PIQ ** -.05
FSIQ
DAP:
QSS **
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
Females 127 Black 18
Missing 38 Native American 7
Age (in years) White 186
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
Devereux Scales IP
IBF D
PSF
Total
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 * -.31* *
Devereux Scales IP
IBF D
PSF
Total
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: SPED with Hearing Impaired Students
254 Valid Cases/Student Records show 5 as ED
Criterion Number Services
Identified Provided
55 or less
(no need for further evaluation)
55 to
(further evaluation is suggested)
>
(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 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 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 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 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).
Achilles N. Bardos, Ph.D.

68. Placement on the Page Box 5 Line 6 Line 5 Box 6
Achilles N. Bardos, Ph.D.

69. 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.
Achilles N. Bardos, Ph.D.

70. 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.
Achilles N. Bardos, Ph.D.

71. 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.
Achilles N. Bardos, Ph.D.

72. 9. 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. Items 10, 11 10. Legs Together 11. Baseline Drawn
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.
Achilles N. Bardos, Ph.D.

74. Items 12, 13 12. Lettering/Numbering 13. Rotated Page
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, 15 14. Left/Right-Facing Figure 15. Figure Facing Away
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 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. Transparencies
is scored if any body part shows through clothing or another body part.
Achilles N. Bardos, Ph.D.

79. Items 18, 19 18. Restart 19. Head Omitted
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, 21 20. Hair Omitted 21. Eyes 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, 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
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, 29 28. Feet Omitted 29. Crotch Erasure
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 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 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 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 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. 34. Vacant Eyes
is scored if both the figure’s eyes (one if in profile) are empty (i.e. open circles).
Achilles N. Bardos, Ph.D.

89. Items 35, 36, 37 35. Closed Eyes 36. Crossed 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, 39 38. Frowning Mouth 39. Slash 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. Teeth is scored if teeth are present in the figure’s mouth.
Achilles N. Bardos, Ph.D.

92. Items 41, 42 41. Object in Mouth 42. Reaching Arms
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 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 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 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 47. Fists 48. Talons
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. 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).
“Well, let’s see…So far I’ve got rhythm, I’ve got Music…actually who could ask for anything more?”
Achilles N. Bardos, Ph.D.

98. Items 50, 51 51. Background Filled In 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 53. Multiple Figures
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 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.
Achilles N. Bardos, Ph.D.

101. 55. Uniformed Figure
is scored for a figure drawn as a soldier, cowboy/cowgirl, policeman, etc.
sports figures or cheerleaders are not scored.
Achilles N. Bardos, Ph.D.

102. 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: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)
Achilles N. Bardos, Ph.D.

107. DAP:SPED Publisher Pro-Ed 8700 Shoal Creek Boulevard Austin, Texas 78757-6897 (512) 451-3246
Achilles N. Bardos, Ph.D.