Interpreting The MIDAS Profile as Part of a Psychological Evaluation

Branton Shearer

The MIDAS Profile can contribute useful information for a psychological report in several important ways. You can use the Profile to gather information for creating teaching and learning plans, cognitive remediation plans, behavioral interventions, and answering questions about curriculum / vocational planning.

The MIDAS Profile can give you the following kinds of information.

1. You can gain the student's perspective on his /her intellectual abilities and involvements.

2. You can obtain the parent's view of the child's profile of abilities and activities.

3. You can ask teachers to provide information related to each intelligence in the form of work samples or a brief questionnaire.

4. The Profile is a good source for understanding a student's specific areas of strength that are often overlooked or minimized. These specific activities can be used as part of a "strengths vs. weaknesses" remedial or compensatory learning plan.

5. Curriculum and vocational planning can be enhanced by matching the students' MI strengths with course electives and vocational options.

Interpretation Process

1. Referral Question(s)

Learning / Memory__

Behavioral__

Emotional__

Interpersonal / Peer__

Attitudinal__

Family Issues__

Mental Status__

Curriculum / Vocational Planning__

2. Background Information

3. Data Collection:

Testing:

Teacher / Classroom:

Child Interview:

Parent:

4. Profile of Intellectual Strengths / Limitations

5. Recommendations:

For Teachers:

For Students:

For Parents:

Activities / strategies to build weaknesses and solve problems:

Activities / strategies to develop and maximize strengths:

6. Summary: Next steps and follow-up.

Guiding Questions

1. Does MIDAS Profile agree with other sources of information….

Tests:

Grades:

Teacher reports:

Child reports:

Parent reports:

2. What are specific areas of strength?

3. What are specific areas of limitation?

4. What is the relationship between MI limitations and the referral question- the problem?

5. What strength activities / strategies can be pursued to remediate or compensate for problems/ limitations?

6. What would be good activities / classes to develop MI strengths?

Sample MIDAS Report

To:I. M. Psychologist, Ph.D.

Re:MI additions to the Psychological Report for Male Client.

Measures Administered

Multiple Intelligences Developmental Assessment Scale (MIDAS)

Multiple Intelligences Cognitive Profile

Multiple Intelligence (MI) Theory broadens the scope of human potential beyond the confines of traditional tests (e.g. IQ). MI is a cognitive model that seeks to describe how individuals use their intelligences to solve problems and fashion products. Results from the MIDAS indicated the Spatial and Logical Mathematical Intelligences as Client's best developed abilities. The attached descriptions and suggested study and teaching strategies provide further insight into how Client best learns.

His Spatial Cognitive Profile was determined in large part as a result of the MIDAS. In conjunction with the MIDAS, this MI cognitive profile was formulated in discussion with Client, his parents, and in reviewing his intake records and Parent Questionnaire for MI Assessment. In review of data sources, several references were made to indicate a strength in Spatial Intelligence in both home and school contexts. For example, on the Parent Questionnaire for MI Assessment, Client's mother states a proclivity toward the Spatial Intelligence at an early age. She writes, "Client was building with Lego Technic sets for ages 12 + by the age of 5 & 6…he would follow the pictures [on the Lego boxes] to build…he still likes Lego's." Other examples include keepsakes such as "pictures and artwork." She describes that Client engages in spatial activities with his free time, "he is drawn to TV, video games" and she mentions that with particular games "he OD's on it." The intake form supports Client's strength with Spatial Intelligence with comments such as " [he] draws a lot" supported further by discussion with Client's dad as he describes one of his son's unique qualities-"he likes the arts." During Client's interview, he provides examples of the Spatial Intelligence in the areas of design, "[I designed] a pond in the back of my house…waterfall…pipes…[he discussed how he visualized it in his mind]," construction"Tech Ed. is fun and the best subject I like in school because I can build things….I put pipelines together…" assembly"I like Legos" and fixing things, "with my remote control car, I took it apart, fixed it [wiring] and put it back together." On the MIDAS subscales Client scored highest in the Spatial Intelligence subscale of 'Working with Objects' (to make, build, fix, or assemble things). He enjoys computer games "incredible machine" and board games "hydro Battleship, strategy games/ stratego/ chess" which involve the Spatial Intelligence. Finally, Client shows a preference for school work which taps into his Spatial Intelligences. For example, he describes a Social Studies project (a stated area of difficulty for Client) as easy when a Spatial activity, photography, was incorporated, "I took a picture of an empty centennial theatre to show loneliness"

His Logical Mathematical Cognitive Profile was determined in large part as a result of the MIDAS. In conjunction with the MIDAS, this MI cognitive profile was formulated in discussion with Client, his parents, and in reviewing his intake records and Parent Questionnaire for MI Assessment. In review of data sources, several references were made to indicate a strength in Logical Mathematical Intelligence in both home and school contexts. For example, on the Parent Questionnaire for MI Assessment, Client's mother states, "[he is] obsessed with solving games, "Math still ranks near the top of the list" and she goes on to say that "He excels [in math] without a great deal of effort." Client scored highest on the subscales of 'School Math' (performs well in math at school) and 'Strategy Games' (good at games of skill and strategy). The intake form supports Client's strength with Logical Mathematical Intelligence with comments such as, "he does well in math and science. "During Client's interview, he provides examples of the Logical Mathematical Intelligence in the areas of school math "I like math and science a lot [He marked 'excellent' on question on performance in math class] "figuring a budget, "we had Secret Santa and I get $5 a week for allowance…" solving strategy or puzzle-type games "I'm excellent in a computer game, Incredible Machine-the object of the game is a puzzle and I get to the hard levels.." figuring out Why or How things work "[as a cast member in the Nutcracker he was figuring out order and sequence of cast members] there are 3 in the Warner and 5 in the Centennial and I figure it out in my head who comes next and I talked myself through it"planning "I had a Thanksgiving Day talk show "[planning a social event/ logic/ sequencing]." Finally, Client shows a preference for school work which taps into his Logical Mathematical Intelligence. For example, he describes that in science and math that he is a curious person and that he likes to figure things out (especially with science experiments) and can "get it the first time [before it is explained]."

Conclusions

Cognitive strengths lie in the areas of Spatial Intelligence (thinks in images and pictures) and Logical Mathematical Intelligence (thinks by reasoning).

Recommendations

1. Instruct Client on Multiple Ways to Study with Success using his MI Cognitive Profile. See attached.

  1. Use Teaching Strategies for the Spatial and Logical Mathematical Intelligences. See attached.
  2. Use alternate ways to assess Client's acquisition of knowledge. Methods which align with the Spatial and Logical Mathematical Intelligences, should be considered.

Descriptions of Intelligences

Students who possess the Spatial Intelligence think in images and pictures. Spatial Intelligence pertains to the use of shape, color, and form and the relationships among objects. They may learn best from visual presentations such as pictures, movies, videotapes, computer programs containing graphics, and demonstrations using models and props, etc. They may show a preference for, and a superiority in, learning about new things through pictures, drawing activities, three-dimensional building materials, etc. By extension, they may like to put their visualizations into drawing, painting, doodling, designing, creating, building, or sculpting their ideas. They may be good at reading maps and diagrams and they may enjoy solving mazes and putting together jigsaw puzzles. Spatial intelligence is often experienced and expressed through daydreaming, visualizing, imagining, and pretending.

Students who possess the Logical Mathematical Intelligence think by reasoning. Logical Mathematical intelligence includes scientific ability. Students with this intelligence may tend to use numbers, sequencing, and patterns to solve problems, and may enjoy using graphic organizers to present their information to others. People with this kind of intelligence like to do things with data; they see patterns and relationships. They may like to experiment with and explore numbers and patterns and like to solve mathematical problems and play strategy games, such as checkers and chess. They may show a preference for experimenting, questionning, figuring out logical puzzles, calculating, etc.

Multiple Ways to Study with Success

Difficulty in one area (i.e. Client has difficulty in spelling and expressive writing) can often be successfully overcome by rerouting a task through Client's more highly developed intelligences (Spatial and Logical Mathematical). The following list of strategies should be considered in lieu of or in conjunction with current approaches.

Spatial:

  • Show it 3 times to yourself
  • Demonstrate it all at once so you get the Big Picture
  • Watch, visualize, sketch
  • Think of a simile, metaphor or an exaggerated, odd picture
  • Make notes with different colored pens
  • Use page layout or shapes for note taking
  • Make “visual maps” to organize new information
  • Take photographs, video, or make a graph
  • Add attractive personal style or decorations
  • Daydream, make a movie in your mind
  • Create a cartoon, picture book or sculpture
  • Organize information in a colorful, spatial layout
  • Place new information on labeled shelves in imaginary kitchen cupboards, or on a workbench.

Logical-mathematical:

  • Question, count, categorize
  • Ask why and how
  • Explain it step-by step
  • Analyze it
  • Experiment with it
  • Find a pattern that is new or fits
  • Explore the possibilities
  • Test an answer logically
  • Collect, compare and critique
  • Strive to understand—how, why and what

Teaching Strategies

The following list of educational modifications should be considered in conjunction with current approaches.

Spatial Intelligence:

  1. "Visualization:
  • Instruct students to close their eyes and picture whatever is being taught (i.e. on a mental blackboard--use later for recall).
  • Teach guided imagery.
  1. Color Cues:
  • Put color into the classroom by using a variety of colors of chalk, markers, and transparencies when writing in front of the class.
  • Provide students with colored pencils and pens, and colored paper on which to write assignments.
  • Have students use different colored markers to 'color code' material they are studying (e.g. mark all the key points in red, supporting data in green, etc.).
  1. Picture Metaphors:
  • Express an idea in a visual image.
  • Link idea to a visual image.
  1. Idea Sketching:
  • Use simple drawings (visual thinking) in developing ideas.
  • Help students articulate their understanding of subject matter via Idea Sketching (i.e. draw the key point, main idea being taught).
  1. Graphic Symbols:
  • Draw pictures on the board in conjunction with traditional teaching strategies.

Logical Mathematical Intelligence

  1. "Calculations and Quantifications:
  • Tune into the numbers in the midst of nonmathematical subjects (you can better engage highly logical students).
  1. Classification and Categorization:
  • Put information into some kind of rational framework. Examples of logical-frameworks include: Venn diagrams, time lines, attribute webs, 5W organizers, mind-maps.
  1. Socratic Questioning:
  • Engage students in dialogues to "uncover the rightness or wrongness of their beliefs."
  • Guide the 'testing' of hypotheses.
  1. Heuristics:
  • Employ heuristics-- strategies, rules of thumb, guidelines, and suggestions for logical problem solving. "Heuristics provides students with logical maps, so to speak, to help them find their way around unfamiliar academic terrain. For example, while looking for the main idea in a reading passage, a student might separate out each part of the passage (into sentences) and subject each part to qualifying 'tests' of a key point."

*Sources for report and suggested readings: Gardner, Shearer, Armstrong, and others.