This study evaluated the scoring systems of Goodenough and Harris (1963) and Koppitz (1968) for using human figure drawings to assess the intellectual abilities of children. Drawing scores of 125 children, aged 5 to 15, were compared to their performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R), while the drawing scores of a separate group of 74 children, aged 5 to 12, were compared to their performance on the Stanford-Binet Intelligence Scale, Form L-M. While both drawing systems correlated significantly with the WISC-R as well as the Stanford-Binet, the longer and more detailed Goodenough-Harris had a significantly higher correlation with Performance IQ on the WISC-R than did the Koppitz. Neither drawing system had a pattern of significantly different validity coefficients for children of varying ages or IQ levels.

This study evaluated the scoring systems of Goodenough and Harris (1963) and Koppitz (1968) for using human figure drawings to assess the intellectual abilities of children. Drawing scores of 125 children, aged 5 to 15, were compared to their performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R), while the drawing scores of a separate group of 74 children, aged 5 to 12, were compared to their performance on the Stanford-Binet Intelligence Scale, Form L-M. While Both drawing systems correlated significantly with the WISC-R as well as the Stanford-Binet, the longer and more detailed Goodenough-Harris had a significantly higher correlation with Performance IQ on the WISC-R than did the Koppitz. Neither drawing system had a pattern of significantly different validity coefficients for children of varying ages or IQ levels.