The purpose of the study was to investigate the relationship between aspects of children’s human figure drawings to their executive functioning and academic achievement. Participants consisted of 80 third and fourth graders, ages 8 to 10 years, along with their parents. Correlational analysis showed no relationship between the developmental scoring of the Goodenough-Harris or Koppitz with measures of executive functioning, as measured by the Behavior Rating Inventory of Executive Functioning (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) and the Cognitive Assessment System (CAS; Naglieri & Das, 1997). However, Koppitz’s emotional indicators were significantly correlated with all aspects of BRIEF and CAS. The Goodenough-Harris developmental scoring system was significantly correlated with math achievement, whereas Koppitz’s emotional indicators were significantly correlated with mathematics and reading scores
