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• W292733751 abstract "Many researchers have attempted to link children's drawings to intelligence. The Goodenough-Harris Draw-a-Man (DAM) and Draw-a-Woman (DAW) test has been accepted as an indicator of intelligence. This study, via examination of specific; cases, explored the effect that.instruction drawing cartoons had on the DAM and DAW performance of 16 sixth-grade students a full-inclusive class from a rural area of eastern Oregon. There was no overall effect of cartooning instruction, but when students' performances were analyzed by subgroup, those who had the lowest pretest scores on both the DAM and the DAW gained their posttest performance. Students with average and above-average abilities did not improve. One table presents standard pretest and posttest scores, and eight illustrate ex,mples of student drawings. (Contains 14 references.) (Author/SLD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document, * * ********************** ':,AAAAAAAAAAAAAA.*****1:********************** U 3 DEPARTMENT OF EDUCATION ORK e Ot E clut_alonal Research and Irnbrd.emer., FMK: )1( TICNAL RESOURCES INFORMATION CENTER (ERIC. ThtS document has been eprobut Pd AS teCetved Iron, the petson r, n,i)nnzal,n dbdinabnd A :. k Kellogg, 1970) . There are definite developmental stages of drawing ability that all children pass through that can be correlated with age (Lowenfeld & Brittain, 1988) . Several attempts have also been made to compare children's drawings with cognitive and intellectual development. One of the most widely used approaches link:ng drawing skill to cognitive development is through administration of the Goodenough-Harris Drawing Test (Harris & Goodenough, 1963). The section that follows briefly describes this test. The Goodenough-Harris Drawing Test The Goodenough-Harris Drawing Test, otherwise known as the DraW-A-Person (DAP) Test, was developed to measure a child's cognitive development In a non-verbal manner. This test has several advantages: 1) it can be used on very young children, or those with limited English profic_ency; 2) it_ is a non-threatening, Cartooning and DAM-DAW 4 motivating activity that most children enjoy; 3) the desire to draw a human is universal among children; and 4) drawing the human form is the most common motif of young children (Di Leo, 1970). Other advantages are that the DAP is easy to administer, and requires a minimal amount of time to collect and score (Strommen & Smith, 1987). Either a group or individually, the child is asked to draw a whole person, while points are assigned for all depicted body parts. There is also a portion of the DAP where the child is asked,to draw herself, but since there is no standard evaluation scale, it is not formally scored (Salvia & Ysseldyke, 1980) . A revised DAP was developed by Naglieri (1988), but based on reviews offers little advantage over the original DAP other than more current forming samples (Cosen, 1989). First developed by Goodenough (1926) as the Draw-A-Man (DAM) Test, the DAM was revised cy Harris (1963) to include a Draw-AWoman (DAW) which resulted the development of the DAP. This revision addressed the lowered performances by females on the original DAM. Both Goodenough and Harris were able to demonstrate a correlation between sophistication drawings and cognitive maturity by comparing the results of the DAM-DAW with intelligence quotients (IQs) obtained from the Stanford-Binet. Harris (1963) converted raw scores to standard scores with a mean of 100 and a standard deviation of 15, allowing for easier comparisons (Salvia, 1989) . Harris updated the norming samples, revised the scoring scale, and esi:ablished the DAW and DAP tests. HoweN,er, he was Cartooning and DAM-DAW 5 unable to extend the scale to include adolescents, finding little increase scores after 12 to 14 years of age. Reliability The DAP manual reports the following reliability data: total test internal consistency (median coefficient = .86), individual drawing internal consistency (median coefficient = .77) (Harris, 1963; Prewitt, Bardos, & Naglieri, 1989) . The DAP internal consistency coefficient exceeds the suggested minimum of .80 for screening instruments (Bracken, 1987). However, correlations between the DAP and measures of educational achievement have not produced robust outcomes. For children grades one through six, Dunn (1967) found the DAM to correlate -.05 with the Iowa Test of Basic Skills Arithmetic subtest, and .03 with its language skills subtest. Teacher ratings of fifth grade students' reading.abilities correlated .26 with the DAP (Pihl & Nimrod, 1976) . Prewett, et al. (1989) found that the DAP did not correlate sqnificantly with any areas of achievement measured by the Kaufman Test of Educational Achievement. Racial/Gender Identity Pertinent to the current investigation are studies connecting racial and gender identity with performance on the DAP. Based on Machover's (1949) supposition that evaluating children's drawings of the human form it must be considered that in some sense, the Figure diawn is the (p. 35) . Schofield (1978) White found that DAP outcomes differed along racial lines. Cartooning and DAM-DAW 6 children were more likely to draw human of the same race than African-American children, and they were.less likely to draw African-American than African-American children were to draw whites. African-American children were more likely than whites to avoid giving clear indications of race their figures. Kuhlman (1979) found similar drawing patterns between white and African-American adolescents. Developmental Traits of Drawing Ability Children progress naturally through various stages of drawing ability until onset of puberty. After the ages of 12 14 years, many children stagnate their drawing abilities especially without any specific training, resulting numerous adults who continue to rely on stick figures to represent the human form. Harris (1963) speculated that this stagnation was evidenced, part, because most children have stopped spontaneous drawings by this time, thereby reducing or eliminating their opportunities for further learning the drawing medium. This plateau drawing skills is thought to be the result of the child's growing observation of the world around ner. Until this stage, the child draws an object, not as she sees it, but as she feels about it; a representation, not a reproduction (Di Leo, 1970). A very young child will often draw a person with just the head, arms, and legs, but no body because those appendages are the most obvious and important parts to the child. The -lead is the center of vital activities: seeing, hearing, speaking, and eating." @default.
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• W292733751 title "The Effect of Cartooning Instruction in a Full-Inclusive Setting on Rural Children's Performances on the Goodenough-Harris Drawing Test: Selected Case Studies." @default.
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