Table 2.

Categories and parameters for the qualitative analysis of the drawings.

Categories	Parameters	Description
Execution of traces	Requested drawing. Unrecognizable scribble.	The child produces the requested drawing. The child recognices and names his drawing with out losing the objective. Repetitive and disorganized traces. The draw cannot be interpreted by others.
Intention or reason to represent the idea or content	Keeps the objective. Loses the objective.	The drawing matches the task's objective, and the children can explain it. The drawing does not match the task's objective.
Correspondence of the drawing	Presence of graphic elements in relation to the objective. Simple drawing.	The drawing includes essential details and elements, the children can explain them according to the task's objective. The drawing lacks essential details and elements, they are simplified, and the child's verbal expression does not match the task's objective.
Structure of the drawing	Keeps the structure of the drawing.	The drawing is organized on the sheet of paper, good proportion and distribution of the traces.
	Does not keep the structure of the drawing.	The drawing is not organized on the sheet of paper, the proportion is not right, and the traces are unevenly distributed.
Verbal report of the drawing	Use of clear and complete sentences.	The child explains his drawing with sentences related to the task's objective with subject and predicate.
	Use of verbs.	The child includes verbs to explain his drawings.
	Use of prepositions.	The child uses some prepositions for explaining his drawing (to, for, toward).
	Use of nouns.	The child explains his drawings using only nouns.
	Reduced verbal expression.	The child does verbal expressions using some nouns unrelated to the task's objective. The child does not use verbal expressions about the drawing.