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:
Re:
I. M. Psychologist, Ph.D.
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.
2. Use Teaching Strategies for the Spatial and Logical Mathematical Intelligences. See
attached.
3. 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
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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.
2. 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.).
3. Picture Metaphors:
 Express an idea in a visual image.
 Link idea to a visual image.
4. 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).
5. 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).
2. Classification and Categorization:
 Put information into some kind of rational framework. Examples of logicalframeworks include: Venn diagrams, time lines, attribute webs, 5W organizers, mindmaps.
3. Socratic Questioning:
 Engage students in dialogues to "uncover the rightness or wrongness of their beliefs."
 Guide the 'testing' of hypotheses.
4. 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.