Effects of exceptionality status and art instruction on Goodenough--Harris standard IQs

The effects of exceptionality, art instruction, and time elapsing between test administrations on Goodenough--Harris Drawing Test composite standard IQs was investigated. Twenty-four nonexceptional, 24 learning-disabled, and 24 EMR students participated. Half the students received 90 minutes of instruction (over 2 days) in drawing the human figure. The Goodenough--Harris Drawing Test was administered to all students the day after the final art lesson and 3 weeks after the first administration. Using a repeated measures analysis of variance, we found that exceptionality, art instruction, and time elapsing between test administrations affected composite standard IQs.