Slosson Drawing Coordination Test (SDCT)

Introduction:
The Slosson Drawing Coordination Test introduced by Richard L.Slosson (1967). The purpose of this test
is to identify individuals with brain dysfunction or perceptual disorders involving hand and eye
coordination.. This drawing test consists of 12 geometric figures which are copied three times each. The
number of figures attempted, varies depending upon the age of the examinee. The test can be used with
both children and adults from the age of one year or above. The Slosson Drawing Coordination Test
(SDCT) is described as a supplement to the Slosson Intelligence Test (Slosson, 1963). Both tests seem to
be growing in popularity with teachers, school psychologists, and mental health workers as quick
screening devices. The scoring of each item on the SDCT is either plus or minus. An accuracy score below
85 percent correct is interpreted as an indicator of possible brain damage. Reviews contained in the
Seventh Mental Measurements Yearbook (Buros, 1972) suggest that the SDCT be used with great care as
a diagnostic tool, and the consensus seemed to be that the test's author has not furnished sufficient
data to demonstrate that it is a valid instrument with regard to the identification of brain damage.

Description:

The Slosson Drawing Coordination Test (SDCT) is a supplement to the Slosson Intelligence Test (SIT). It
can be given individually or in groups.

Tools and materials:

• Comfortable chair and Desk

• Test sheet

1 Pencil

1 Sharpener

Administration

Population: Children and adults

Time: (10-15) minutes

No of items: 12

Total score: 36

Cut of score: 85%

Some factors are not under control of the administration:

• Motivation level of the test taker

Physical Discomfort

Test Anxiety

These are between subject variables which can affect the test results

Different Aspects of standarize Administration:

Controlling the Physical Environment

Light Levels

• Temperature

• Ambient Noise Level

Ventilation

Minimal Distractions

All must be suitable for the examination.

Other Administrative Responsibilities:

Becoming familiar with test

Administrator should read the test manual, and take the test themselves before administering it to
others.

Understanding the test from 'both sides of the fence' will make the testing session run more smoothly as
the administrator will understand test-takers perspective.

• Specific Directions and procedures should also be reviewed one last time immediately before the test
begins.

Ensuring satisfactory testing conditions:

Administrator must ensure sufficient seating. Left-handed accommodations, other physical

Chances for cheating can be minimized through seating arrangements, preparing different exam forms,
or multiple answer sheets

Proper ID may be required for certain tests.

Ensure all test takers are given the proper instructions.

Instructions should be verbally given to ensure test takers hear the proper directions at least once.
Establishing Rapport with test takers

Test takers should feel they trust the examiner enough to fairly administer the exam and to answer
correctly all reasonable questions concerning the exam.

• Establishing a good relationship with the test taker is especially important in clinical testing situations.

•Psychological Traits of a good test administrator

• Friendly, objective, authoritative, polite, and appropriate in manner and dress

•Remain Alert: Cheating should always be prevented

•The Test-taking environment has be preserved against unwarranted intrusions or disturbances.

•Loud, unruly behavior can not be tolerated within a mass testing situation.

•Preparing for special situations

•Flexibility

General Instructions:

· Read the INTRODUCTORY REMARKS on the front cover to the person has being tested. If

very young children are being tested, the directions should be into more simple language. Children five
years of age or younger may use crayon. Young children require much individual attention and should be
given a demonstration blackboard or separate sheet of paper, showing exactly how the drawings the
figures.

•An individual should have a desk or table on which to draw. A pencil with good led also needed. Pass
out of Drawing Sheet to which individual. Children who are able, print their names, last name first. They
should fill in proper date, age as of last grade and indicate "yes" or "no" as to use of glasses. With very
small children and ages can be printed for them by the teacher.

•The individual taking the test should be watched to see that they do not use eraser or compass. They
should be instructed several times during the period to be sure to three drawings of each figure, copying
as many figures as they are years of ages.
•Some individuals may ask more about what the test measure. In such cases repeat previous sentence
of the INTRODUCTORY REMARKS on the front cover. You can also told "This test helps us find persons
who are having certain difficulties connected with poor coordination and

when we do find them, we can better understand their difficulties and meet their particular needs".

•Then individual finish their drawings, they can be told to raise their hands and some child can be
appointed to pick up the papers. Before the papers are collected, the individual should be instructed to
check their drawings carefully to see what they have not draw, any small portions of the figures.

•It is a rule, this test takes about 10 or 15 minutes to complete. There may be some how individuals who
will take a longer time. In such cases, these individuals should have to draw the figures carefully but a
little more quickly.

• Some individuals may throw down their pencil and say that the drawings are too difficult. In such cases
tell them to do their best to copy the figures as they see them, administer as much encouragement as is
necessary to finish the required number of figures.

In group testing there is very little difficulty of one child copying the work of another child to be drawn
or copied are "right in front of them".

Scoring:

Each drawing is scored either "plus" when all lines are contained in the drawing, and or "minus" when
the elements are elements are distorted.

Principles of Scoring

1.Raw score

The raw score is the total number of "minus" drawings.

2.Accuracy Score

The Accuracy score is a percentage score for errors at a certain age.

Psychometric properties

Reliability:

The reliability coefficient was .96 for test-retest reliability on a sample ranging from 4 to 52 years, tested
at the beginning and the end of the same session. Inter-scorer reliability is high, as scoring rules have
been simplified The reliability coefficient was .96 for test-retest reliability on a sample ranging from 4 to
52 years, tested at the beginning and the end of the same session. Inter-scorer reliability is high, as
scoring rules have been simplified

Validity:
The goal of this test is to screen our individuals with serious forms of brain damage. Individuals with
emotional or mental disturbances, those lacking motivation, or those with vision impairments may also
show an abnormal degree of distortion on this test. There are also brain dysfunctions that do not involve
eye-hand coordination, so this SDCT should be used in coordination with the SIT to strengths and
weaknesses may be determined from the analysis of scatter. Qualitative validation research involved
testing individuals who were known to be brain damaged.

Norms:

Norms have been established for each age level and for each figure. Norms have been established for
groups reflecting the individual's gender, age, dexterity, artistic ability, vision defects and disorganizing
emotional or mental illness.