Graphic Characteristics on the Draw-A-Person Test for Identification of Physical Abuse

This study utilizes two common assessment procedures of school-aged children, the Draw-a-Person test (DAP) and the Wechsler Intelligence for Children-Revised (WISC-R) to identify characteristics of physically abused children. Sixty developmentally disabled children are included in the sample of children studied. Twenty of the children are in learning disability (LD) classes; twenty are in classes for emotionally disturbed (ED); and twenty are known physically abused (PA) children who are either in classes for learning disabled or for emotionally disturbed children. All children are of average intelligence. In the cognitive domain, difference scores of the DAP and WISC-R tests are compared across the three groups of special education children. In the emotional domain, two separate DAP graphic scoring systems assessing emotional functioning of children are analyzed for significant graphic elements in the drawings. Results of the statistical analyses of the WISC-R and the DAP intellectual differences indicate that the physically abused students in special education have significantly greater minus difference scores between the WISC-R and the DAP than other developmentally disabled children. Analyses of the emotional indicators of the DAP test result in 9 graphic items that are significantly associated with physical abuse. A decision tree model is presented for identifying physical abuse in school-aged children of average intelligence.