Seguin Form Board (SFB)
The Seguin Form Board (SFB) is a widely used psychological test designed to assess nonverbal intelligence,
fine motor skills, and problem-solving ability. It is particularly useful in evaluating children and individuals
with intellectual disabilities, as it measures cognitive functions without relying on verbal abilities.The Seguin
Form Board Test is based on the single factor theory of intelligence, measures speed and accuracy. It is useful in
evaluating a child's eye-hand co-ordination, shape-concept, visual perception and cognitive ability. The test
primarily used to assess visuo-motor skills. It includes Gesell figures where in the child is ask to copy ten
geometrical figures to evaluate visuo-motor ability. Test materials consist of ten differently shaped wooden
blocks and a large form board with recessed corresponding shapes. The test requires individuals to fit geometric
shapes into corresponding slots on a board, making it a practical tool for assessing perceptual and motor
coordination, as well as the speed and accuracy of problem-solving. It is used to assess the IQ of Children
between 3-11 years of age and adults with Intellectual disability. It is used for measuring psychomotor and
visuo-perceptual abilities for children between 4 and 20 years.
Background
Édouard Séguin (1812-1880) and Jean-Étienne-Dominique Esquirol (1772-1840) were pioneers in
understanding mental retardation, then referred to as "idiocy." Esquirol classified mental retardation into three
levels based on speech abilities: those using short phrases, those using monosyllables, and those who could only
produce cries. Séguin, a student of Esquirol, introduced the "physiological method" for training children with
intellectual disabilities and later, alongside Goddard and Sylvester (1907), developed the Seguin Form Board
(SFB) test as a non-verbal measure of intelligence. Initially designed for sensory-motor training, the SFB later
became a widely used test for assessing general intelligence, particularly in children, by measuring form
perception, visual discrimination, eye-hand coordination, and cognitive-perceptual abilities. The test gained
popularity due to its simplicity, quick administration, portability, and ability to sustain attention.
Historically, the concept of the form board originated with Édouard Séguin, but the initial idea traces back to
Jean-Marc Gaspard Itard, who developed a simple board with three pieces—a red circle, a blue triangle, and a
black square—to train Victor, the "Wild Boy of Aveyron." Séguin constructed a teaching aid under the
"physiological method" for children with mental retardation (Itard, 1932; Séguin, 1956; 1866). The idea of
using form boards began by the turn of the 19th century, and in 1916, Séguin, Goddard, and Sylvester
developed the SFB as a non-verbal test of intelligence. The first effective use of SFB to assess general
intelligence, covering mental functions like form perception, visual matching and discrimination, eye-hand or
psycho-motor coordination, and cognitive perceptual abilities in children, was documented (Spearman, 1927).
The test was later standardized by Dr. J. Bharat Raj at Mysore University, ensuring its reliability and
applicability in cognitive assessments.
There are several norms available for the SFB, as different procedures exist for administration, scoring, and
interpretation. Some of the earliest norms were given by Pinter & Paterson (1916), Wallin (1916a; 1916b),
Whipple (1914), Sylvester (1913), and Goddard (1912; 1915). The SFB is one of the most widely used
performance tests of general intelligence for young children. Originally designed for intellectually disabled
children as a propaedeutic task in a sensory-motor training paradigm under the "physiological method"
developed by Séguin, formal norms for SFB were developed later (Cattell, 1953) as a "g" (general) measure of
intelligence (Spearman, 1927). While the test is most diagnostic as a measure of mental age and intelligence
below 7-8 years, it serves as a test of manual dexterity for older individuals.
In 1856, Séguin introduced a simple, performance-based intelligence test using form boards to assess eye-hand
coordination, shape perception, visual processing, and cognitive ability through nonverbal means. The test
consists of a board with ten differently shaped wooden blocks, requiring individuals to place each block into its
corresponding slot. Designed as a culture-fair test, it allows for the assessment of motor dexterity, visuomotor
coordination, spatial organization, and problem-solving speed without the influence of language or cultural
background. The Seguin Form Board was further refined by psychologists such as Dr. Henry H. Goddard, who
standardized its design and expanded its application in clinical and educational settings.
Over time, it became a widely used tool for preliminary assessments of mental age and intelligence, particularly
in young children and individuals with intellectual impairments. The test is typically administered in three
consecutive trials, with the fastest time recorded and compared to standard charts to estimate mental age and
intelligence quotient (IQ). Its simplicity, ease of administration, and effectiveness in evaluating nonverbal
cognitive skills have ensured its continued relevance in neuropsychological and developmental assessments.
The Seguin Form Board (SFB) remains a widely used tool for assessing general intelligence in both typically
developing children and those with developmental disabilities. Despite being developed over a century ago for
training sensory and cognitive abilities in children with intellectual disabilities, it continues to be popular due to
its simplicity and effectiveness. The SFB evaluates form perception, which allows the recognition of
three-dimensional objects despite variations in size, color, or movement, a concept known as perceptual
constancy.
Form perception develops as children grow, beginning with sensory fixation and localization in infancy,
followed by the ability to recognize depth, shape, and contours. Gestalt principles such as similarity, continuity,
and figure-ground perception play a key role in how individuals interpret shapes and objects. Developmentally,
children first acquire primary shapes (circle, square, triangle) in early childhood, progress to secondary shapes
(rectangle, oval, rhombus) in primary school, and master tertiary shapes (hexagon, pentagon, star) in later years.
This developmental progression underlies the standardization of intelligence tests like the Gesell Drawing Test,
Draw-a-Person Test, and Rorschach Inkblot Test, which assess cognitive and perceptual abilities across different
age groups. The SFB, therefore, remains a foundational tool in intelligence testing and rehabilitation,
particularly for children with intellectual disabilities.
AIM: To asses the intellectual capacity of the child using the Seguin Form Board
MATERIALS REQUIRED:
1. SFB manual
2. Seguin Form Board – A wooden or plastic board with cut-out shapes (circle, square, triangle, etc.).
3. Set of Blocks/Pieces – Wooden or plastic pieces corresponding to the board's cut-out shapes.
4. Stopwatch – To measure the time taken by the participant to complete the task.
5. Recording Sheet – To note down the time taken, errors made, and observations.
6. 50 Response Sheets A
7. 50 Response Sheets B
8. Pen/Pencil – For recording responses.
9. Norms table
PROCEDURE:
ADMINISTRATION
The board has ten wooden blocks of different shapes. While administering this test, these blocks are taken out
by the examiner and stacked in front of the subject who has to put them back as quickly as he can. The task is
repeated three times and the score is the time taken on the fastest trial. The following instructions are given to
the subject : "Here are ten wooden blocks which have to be put by you in the appropriate space. Be as fast as
you can. You will be allowed only three trials." These tasks shov the subject's manipulation, his ability to
respond to pressure for 8peed and his performance when faced with difficulty.
The administration of the Seguin Form Board test begins with ensuring that all necessary materials, including
the board and blocks, are available and in proper condition. A quiet, distraction-free environment is set up with
a table and chair for the participant. To create a comfortable atmosphere, the child is engaged in a normal
conversation to help them relax. Before starting, the test is fully explained, and any doubts are addressed. As
part of the instruction process, the examiner demonstrates the placement of one or two blocks and removes them
if the child does not understand. The participant is informed about their rights and provided with an informed
consent form. The test is designed to focus on speed, so the child is given every opportunity to achieve their
best possible time. The administrator then signals the start of each trial with "Ready, Go," and the participant
begins only upon instruction. A stopwatch is started as soon as the first block is picked up, and observations are
made regarding errors such as incorrect placements, hesitations, or reversals. The stopwatch is stopped once all
pieces are correctly placed. The test may be repeated if necessary for consistency. Data is recorded by noting the
time taken for each of the three trials, with either the shortest time or the average time documented.
Additionally, the number of errors and problem-solving strategies are observed and recorded to assess
coordination, cognitive ability, and planning skills.
Additional Observations:
1. Monitor the participant's coordination, cognitive approach, planning ability, and hand usage.
2. Record qualitative observations such as interest, attention, alertness, and overall learning ability.
This structured administration ensures consistency and accuracy in assessing cognitive and motor abilities using
the Seguin Form Board Test.
PRECAUTIONS
1. Ensure proper positioning of the child, board, and blocks for comfortable use.
2. Check that the board and pieces are in good condition, with no damage or missing parts.
3. Confirm that the participant clearly understands the instructions before starting the test.
4. Do not provide hints or corrections during the task.
5. Maintain a neutral expression to prevent influencing the participant’s performance.
6. Conduct the test in a well-lit, quiet, and distraction-free environment.
7. The participant should place the shapes one after the other and not go back to previously placed shapes.
8. Ensure that all shapes are placed in their corresponding slots before ending the task.
SCORING
Scoring for the Seguin Form Board Test is primarily based on the total time taken (in seconds) to correctly place
all blocks into their respective slots. The time taken is recorded as a 'time score,' which follows an interval scale
of measurement, ensuring that the differences between any two values remain equal. This time score is then
converted into an age scale (ordinal measurement) to determine the participant's mental age and ratio IQ.
The test is a speed-based assessment, meaning the individual’s score is determined by how quickly they
complete the task. Three trials are conducted, and scoring can be done either by considering the fastest time
among the three trials or by summing the total time across all three trials. The participant’s mental age is
determined using the manual, and IQ is calculated using the formula: Mental Age (MA) / Chronological Age
(CA) × 100. Once the IQ score is obtained, the child's intellectual ability can be interpreted accordingly.
Mental age is assessed by calculating the shortest time taken of the three trials or by calculating the total time
taken by the person and mental age is seen by the table for scoring.
Errors, such as incorrect placements, hesitations, or multiple failed attempts before correctly placing a block,
are also recorded qualitatively.
INTERPRETATION
Test results involve analyzing the time taken across three trials using different scoring methods: the shortest
time recorded, the total time across trials, or the average time. The test results are interpreted by comparing the
shortest or average time taken to complete the task with the corresponding mental age.
A key phenomenon observed in SFB test performance is test scatter or dispersion, where a child's performance
fluctuates across trials. Ideally, performance should improve with each trial due to familiarity and practice
effects, leading to reduced time and fewer errors. However, if a child takes longer or commits more mistakes in
later trials, it suggests interference from extraneous factors such as fatigue, loss of motivation, distraction, or
test anxiety. These inconsistencies indicate the need for mechanisms to account for such influences when
scoring and interpreting results. Temporary lapses in attention, boredom, or disinterest may also contribute to
scatter, emphasizing the importance of considering both qualitative and quantitative aspects of performance in
the final interpretation.
Lower completion times and fewer errors indicate better visuospatial and cognitive abilities. The results can be
compared to normative data or used to assess improvements over repeated trials, helping in evaluating cognitive
functions, problem-solving skills, and motor coordination.
The raw scores (time and errors) are compared with normative data to determine whether the individual’s
performance falls within an expected range.
A significantly longer completion time or higher error count compared to age-matched norms may indicate
cognitive impairment, poor motor coordination, or intellectual disabilities. In clinical settings, qualitative
observations, such as problem-solving strategies and approach, are also considered for interpretation.
REFERENCES
Basavarajappa, Venkateshan, D., & Vidya, M. (2009). Normative data on Seguin Form Board test.
Indian Journal of Clinical Psychology, 35(2), 93-97.
Cattell, R. B. (1953). A Guide to Mental Testing. In S.K. Goel & M. Bhargava. Handbook for Seguin
Form Board. National Psychological Corporation.
