Description

The Goodenough–Harris Drawing Test (GHDT) is a widely recognized psychometric instrument designed to assess non-verbal intelligence and cognitive maturity through the drawing of the human figure. The test is primarily intended for children aged 5 to 17 years and is extensively used by psychologists, educators, school psychologists, and special education professionals to evaluate cognitive abilities without relying heavily on verbal communication.

Originally developed by Florence Goodenough in 1926 and later revised by Dale B. Harris in 1963, the GHDT has been adapted and standardized for several populations, including the Greek population. The test is based on the assumption that the quality, accuracy, and complexity of human figure drawings reflect an individual’s level of cognitive development, perceptual organization, observational ability, and intellectual maturity.

The GHDT consists of three separate drawings: a man, a woman, and a self-portrait. Each drawing is evaluated according to a standardized scoring system based on specific morphological characteristics, providing an objective measure of intellectual development and visual-perceptual functioning.

Data Analysis and Applications

The GHDT enables the assessment of multiple aspects of cognitive functioning and can be used to:

  • Assess non-verbal intelligence and intellectual maturity.
  • Evaluate cognitive and developmental functioning.
  • Examine observational skills, analogical reasoning, and attention to detail.
  • Screen for potential developmental or cognitive difficulties.
  • Complement comprehensive psychoeducational evaluations.
  • Support research in developmental psychology, educational psychology, special education, and cognitive assessment.

Purpose

The primary purpose of the Goodenough–Harris Drawing Test (GHDT) is to provide a reliable assessment of cognitive maturity and non-verbal intellectual functioning through a simple drawing activity. Because the test minimizes language demands, it is particularly valuable for assessing children with limited verbal abilities, language differences, or communication difficulties. It is frequently used as a complementary assessment tool in the evaluation of learning disabilities, developmental disorders, and cognitive functioning.

Scoring

The GHDT consists of three drawing tasks:

  • Drawing a man.
  • Drawing a woman.
  • Drawing a self-portrait.

Each drawing is evaluated using 73 predefined scoring elements, with each element scored as:

  • 1 = Present
  • 0 = Absent

The maximum possible score is 219 points (73 elements × 3 drawings).

The scoring criteria are organized into three major categories:

  • Anatomical proportions (32 elements)
  • Clothing details (25 elements)
  • Spatial perspective and representation (16 elements)

Statistical Analysis

Psychometric evaluation of the GHDT typically includes:

  • Conversion of raw scores into standard scores (Mean = 100, SD = 15).
  • Descriptive statistics (means, standard deviations, and score distributions).
  • Assessment of internal consistency using Cronbach’s alpha.
  • Exploratory and confirmatory factor analyses.
  • Correlation analyses with other standardized intelligence measures.
  • Group comparisons using parametric and non-parametric statistical procedures.

Based on available normative data:

  • 85–115 indicates average cognitive functioning.
  • 70–84 indicates below-average cognitive functioning.
  • Below 70 may suggest possible cognitive delay or intellectual impairment.

Validity

The Goodenough–Harris Drawing Test (GHDT) demonstrates strong construct and criterion validity. Factor analytic studies have confirmed its underlying structure, while significant correlations with established intelligence measures—including Raven’s Progressive Matrices (r = 0.62–0.68) and the WISC Performance IQ (r = 0.71)—support its effectiveness as a measure of non-verbal cognitive ability.

Reliability

The Goodenough–Harris Drawing Test (GHDT) demonstrates excellent psychometric properties. Overall internal consistency is exceptionally high (Cronbach’s α = 0.95), while individual subscales range from 0.79 to 0.94. Inter-rater reliability ranges between 0.91 and 0.93, and test–retest reliability over a six-month interval reaches r = 0.89, confirming the instrument’s stability and reliability over time.

References

Alexopoulos, D., & Syngolitou, M. (1999). Reliability and Validity of the Goodenough–Harris Drawing Test. Hellenic Journal of Psychology, 12(2), 45–62.

Goodenough, F. L. (1926). Measurement of Intelligence by Drawings. Harcourt Brace.

Harris, D. B. (1963). Children’s Drawings as Measures of Intellectual Maturity. Harcourt Brace & World.