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Draw a man test (1)

The Draw-A-Man Test (DAMT) is a non-verbal intelligence assessment for children aged 3 to 14, focusing on cognitive development and identifying learning disabilities, with a specific manual for Indian children. It includes guidelines for administration, a detailed scoring system based on the Goodenough-Harris method, and interpretation of drawing features, considering cultural factors. Special considerations are provided for children with autism, dyslexia, and ADHD to ensure fair evaluation.

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21 views

Draw a man test (1)

The Draw-A-Man Test (DAMT) is a non-verbal intelligence assessment for children aged 3 to 14, focusing on cognitive development and identifying learning disabilities, with a specific manual for Indian children. It includes guidelines for administration, a detailed scoring system based on the Goodenough-Harris method, and interpretation of drawing features, considering cultural factors. Special considerations are provided for children with autism, dyslexia, and ADHD to ensure fair evaluation.

Uploaded by

ajeetmatthew8617
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Draw-A-Man Test (DAMT) Manual for Indian Children

1. Introduction

The Draw-A-Man Test (DAMT) is a widely used non-verbal intelligence test


designed to assess a child's cognitive development and intelligence. This manual
provides a structured approach to administering, scoring, and interpreting the test
for Indian children, considering cultural and contextual factors.

2. Purpose of the Test

The DAMT is primarily used to:

●​ Assess cognitive and intellectual development.


●​ Identify potential learning disabilities and developmental delays.
●​ Supplement other psychological or educational assessments.

3. Target Population

●​ Age Group: 3 to 14 years


●​ Suitable for all socio-economic backgrounds in India.
●​ Particularly useful for children with limited verbal abilities.

4. Administration Guidelines

4.1. Materials Required

●​ A plain white A4 sheet


●​ Pencil or black pen
●​ Eraser (only for administration, not for scoring)

4.2. Instructions to the Child

1.​ Hand the child a pencil and a blank sheet of paper.


2.​ 3 drawings to be made- A man, a woman and one of self.
3.​ Say: "Please draw a person. Try your best to draw a complete person."
4.​ Avoid giving any hints or corrections.
5.​ If the child asks questions, say: "Draw it as best as you can."
6.​ Allow ample time (usually 10–15 minutes).
7.​ If the child refuses to draw, encourage but do not force.
8.​ Do not allow the child to use an eraser while drawing.
5. Scoring System

5.1. Scoring Method: Goodenough-Harris System (Modified for India)

The drawing is scored based on the number of detailed features included. Each
feature receives a specific score, adding up to a total intelligence score.

Body Feature Scoring Criteria Points

Head Present 1

With facial features (eyes, nose, mouth) 2

Well-proportioned head (length > breadth) 3

Eyes Two eyes 1

Shaped eyelids with pupils, eyebrows, eyelashes 5

Nose Present 1

Two-dimensional nose with nostrils 4

Mouth Present 1

Lip-line with both lips shaped 5

Ears Both ears included 1

Symmetrical, proportional ears 5


Hair or Head Dress Present 1

Detailed hairstyle or head dress 5

Face Overall facial structure correctly balanced 6

Neck Present 1

Well-connected to trunk with proportion 5

Trunk Present 1

Shoulders and waist indicated 5

Arms Present 1

Attached at correct points 2

Elbow and wrist joints indicated 3

Hands and Fingers Hands present 1

Five fingers per hand 2

Thumb-opposition shown 1

Legs Both legs included 1


Attached correctly with knee joints 4

Feet and Toes Feet drawn 1

Toes shown or detailed footwear 5

Clothing Basic clothing present 1

Full figure appropriately dressed 5

Indication of Sex Suggested through clothing, ornaments, etc. 1

Clearly gender-defined attire 4

Full Figure Complete human figure with major sections 1

Well-dressed, proportionate full figure 3

General Background elements (e.g., ground, tree, sun) 1


Environment

Action depicted with proper surroundings 4

5.2. Mental Age (MA) Equivalence Table

The total score can be converted into Mental Age (MA) using the following table:
Score Mental Age
(Years-Months)

1 3-3

5 4-3

10 5-8

15 6-6

20 8-0

25 9-3

30 10-6

35 11-9

40 13-0

45 14-6

50 15-6

The Mental Age (MA) reflects the intellectual maturity of the child based on their
drawing abilities.

6. Interpretation
Head

●​ The head represents intellectual power, social balance, and impulse


control.
●​ A disproportionate head may indicate:
○​ Difficulties in one of these areas.
○​ Brain damage, severe headaches, or head sensitivity.
●​ Large head:
○​ Paranoid, narcissistic, intellectually righteous, or vain.
○​ Sign of a large ego.
●​ Timing in drawing the head:
○​ If drawn last, it suggests disturbances in interpersonal relationships.
●​ Neck:
○​ Represents the connection between the head and body.
○​ Underemphasis:
■​ May indicate schizophrenia or feelings of physical
inadequacy.

Face

●​ Omitting facial features: Avoidance of social problems.


●​ Eyes: Reflect self-image.
○​ Emphasis on eyes: Suspicion of the outside world.
○​ Detailed eyes: Concern for social functions.
○​ Males drawing eyelashes: May indicate homosexual tendencies.
○​ Closed eyes / no pupils: Emotional immaturity or desire to shut out
the world.
○​ Piercing eyes: Paranoid schizophrenia.
●​ Eyebrows: Reflect grooming habits.
●​ Nose:
○​ Considered a sexual symbol.
○​ Emphasis may indicate sexual difficulties or immaturity.
○​ Associated with food, profane language, and temper tantrums.
●​ Teeth: Sign of aggression.
●​ Mouth:
○​ Closed mouth: Suppressing something, possibly a homosexual
experience.
○​ Wide, grinning mouth: Seeks approval.
○​ Distorted mouth: Seen in individuals with sexual difficulties.
○​ Overemphasis: Immaturity.
●​ Hair:
○​ Messy hair: Feeling of immortality.
○​ Glamorous/wavy hair: Suggests strong sexual energy.
●​ Chin:
○​ Not included: Indicates compensation for weakness, indecision, or
fear of responsibility.
○​ Well-defined: Shows a strong drive to be socially forceful and
dominant.
●​ Lips:
○​ Cupid-bow lips in girls: Sign of sexual precocity.
○​ Full lips in males: Narcissism.

Contact Features (Arms, Hands, Feet, Toes)

●​ Arms and Hands: Represent ego development and social adaptation.


○​ Omitted arms:
■​ Complete withdrawal from the environment.
■​ If a male omits a female’s arms: Indicates maternal rejection
and female unacceptance.
○​ Omitted hands: Lack of confidence in social contexts.
○​ Vigorously shaded hands: Guilt related to aggressive impulses.
○​ Extended arms: Good relationship with the environment/spontaneity.
○​ Wasted arms: Low sense of physical reality.
○​ Hands behind back:
■​ Girls: Glamour aspirations.
■​ Boys: Possible withdrawal from society or guilt about
masturbation.
●​ Fingers:
○​ Represent personal identity and aggression.
○​ Exaggerated fingers: Indicators of guilt.
○​ Long fingers: Overly aggressive.
○​ Short fingers: Reserved nature.
●​ Toes:
○​ Usually omitted due to shoes.
○​ If drawn, it indicates aggression.
○​ Painted toenails (in females): Heightened female aggression.

Interpretation of Drawing Features

●​ Large head: Fantasy is the primary source of satisfaction.


●​ Small head: Feelings of weakness and intellectual inferiority.
●​ Long hair: Ambivalent sexual fantasies.
●​ Tiny eyes: Strong visual curiosity.
●​ Large ears: Hypersensitivity to criticism.
●​ Triangle nose: Immaturity.
●​ Pointed nose: Possible acting-out tendencies.
●​ Tiny mouth: Denial of oral-dependent needs.
●​ Hands behind back: Possible guilt about manual activity.
●​ Tiny feet: Insecurity.
●​ High-heeled shoes: Possible homosexual tendencies.
●​ Stick figure: Possible depression.
●​ Opposite sex drawn first: Conflict with sexual identification.

These interpretations provide insights but should always be combined with other
assessments for a comprehensive evaluation.

7. Cultural Considerations for Indian Children


●​ Clothing styles: Indian children may draw traditional wear like kurta, sari, or
salwar-kameez instead of Western clothing.
●​ Gender differences: Some children may not draw visible gender markers
(e.g., long hair for girls). Avoid penalizing cultural variations.
●​ Socio Economic impact: Children from rural backgrounds may omit details
like shoes, accessories, or styled hair, which should not lower their scores
unfairly.

8. Special Considerations for Special Needs Children

8.1. Autism Spectrum Disorder (ASD)

●​ May focus on repetitive patterns or specific details (e.g., excessive detailing in


one part of the body).
●​ Lack of facial expressions does not necessarily indicate low intelligence.

8.2. Dyslexia and Learning Disabilities

●​ May show simplified or distorted figures, yet retain important features.


●​ Provide additional encouragement if needed.

8.3. ADHD (Attention Deficit Hyperactivity Disorder)

●​ May produce incomplete drawings or skip details due to impulsivity.


●​ Encourage focus and completion but do not insist on perfection.
Ignore
https://www.cliffsnotes.com/study-notes/23138526
https://issuu.com/orlaithconlon/docs/goodenough_draw_a_person_pdf

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