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Multiple Intelligence Research

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MIDAS Research Guidelines and Application


The MIDAS is available for use by researchers and students at a discounted price. Researchers need to become familiar with appropriate use and interpretation procedures and agree to the terms of the Research Licensing Agreement. There are four (4) requirements for researchers:


Complete Research-Guides (either PDF version or see below) including a brief description of Objectives and Time Line.


Become familiar with appropriate Administration and Interpretation Procedures in the Professional Manual or in the MIDAS Handbook.


Complete and submit the User Certification Form after reading the Manual. Return the signed Licensing Agreement.


Send bi-annual progress reports on July 1 and January 1. Provide the author with a summary of results at the end of your project.


MIDAS™ Certification: Researchers may become certified to use the MIDAS by reading either the Professional Manual or the MIDAS Handbook and then submit the completed User Certification Form. The Professional Manual provides general guidelines for MIDAS™ use in a wide variety of settings (rehabilitation, clinical psychology, career counseling, etc.) and contains extensive technical data including reliability / validity statistics and scale development information. The MIDAS™ Handbook provides less technical data but more information regarding appropriate MIDAS™ use in the classroom.


Researchers may choose the book that is most appropriate for their situation and background.


Scoring Options

Option #1. Online MIDAS Scoring (OMS): Respondent answers the questions directly on the OMS web system. Profile can be emailed to respondent or researcher can print profiles from the OMS system.


Option #2. Respondent answers on paper answer form and then researcher enters responses directly into OMS system. In this way, the researcher can print profiles from the OMS system. Request that data be downloaded form the OMS system for your analyses.


Translations: Researchers interested in using or adapting The MIDAS for use in countries outside the USA should submit a research and development plan to the author. It is important that validity procedures be incorporated in these proposals. Include the following details: translators’ name with credentials, supervisor of student(s), timeline, validity and reliability procedures, purpose and goals.


The translator will provide final translations in an electronic file to the author. The author’s name shall appear on all MIDAS materials as the holder of copyright privileges. Translator’s name shall also be included.


MIDAS™ Research Application

Name: _________________________________________________________


Address: _______________________________________________________

Phone: _____________________ Return email address: _________________

Number to be administered ___________ Age of all participants: __________

Time line: Begin _______________ End __________________

Will you need data included in a database :                                                                                                yes ____ no ____  Excel______   or SPSS ______

Is there a required date for emailing scored profiles? _____________________

Special Requests: _________________________________________________

Title of Research Project:____________________________________________

Order Form

Select one:

  • ______   The MIDAS: A Professional Manual OR                                                            ______   The MIDAS Handbook:MI in the Classroom

Choose Administration type:

  •  ______ Online MIDAS System (OMS) Profiles returned via email; data can be downloaded into Excel or SPSS files
  • ______ Responses entered into Excel and sent for scoring (no profiles)
  • ______ Responses entered in OMS. Profiles may be printed from webpage.

Questionnaire (reproducible for research project).                                              English questionnaire or other ______________________

  • _____ MIDAS: adults / college students (translation)
  • _____ Teen-MIDAS (15 – 19 years)
  • _____ All About Me (10 – 14 years) some 3rd graders can do this version.
  • _____ My View (8 – 9 years) self-completed.
  • _____ My Young Child (4 – 9 years) completed by parents

Quantity          Cost

Basic Research Kit (1 book) profiles (up to 100)……………n=______ … $150.

Additional Profiles: $1. per profile ………………………………………………_______

Additional books or materials…………………………………………………_______

Total   __________

Special Requests___________________________________________________


Research Grants


A limited number of Research Grants are available for qualified students / researchers in need to support worthwhile efforts. Attach a letter of explanation and desired grant amount.


* If you use the OMS then you have to decide how you want your OMS account set up:

1. Do you want to provide Profiles to each person in your study? Yes____ No ___

2. Do you want OMS system to send profiles via email directly to the person? Yes___ No


**If you want profiles emailed by OMS then you’ll have to instruct each respondent to enter a specific email address (their own or yours).  If respondents do not enter an email address at the time of completion and you still want Profiles you may print each Profile yourself from the OMS website—this eliminates the need for respondents to enter an email address (and eliminates the possibility of errors and that the Profiles will get stopped by SPAM filters). But, it does take more time for you to individually print Profiles from the website rather than each respondent printing their own Profile.


If you want scores in a database, once all respondents have completed their OMS profiles then you notify me and I will download the data into SPSS or Excel.


Please provide a Brief Summary of your research project.

Research Hypothesis / Objectives & Participants


Explain your project. Timeline. Participants. Data analysis. Goals.

I understand it is a requirement of that I provide biannual progress reports on Jan. 1 and July 1 and then a brief summary of research results immediately upon completion by ______________ (estimated date).

The author has my permission to include my research summary or proposal with attribution in a MIDAS database or MI Newsletter or other publication. Yes _________ No ________

People interested in this research may contact me for information  Yes ______ No_______

I understand that MIDAS Research Kit materials may not be altered or used for commercial / educational purposes. MIDAS questionnaires should not be published or included in final reports / thesis / dissertations.

__________________________  ____________

signed                                               dated

All MIDAS materials are protected by international copyright laws.


MIDAS Certification Questions


(submit after reading the Manual or Handbook)

Submit this completed form after you have become familiar with MI and the MIDAS administration guidelines in the Manual.

1) What is the definition of intelligence as developed by Howard Gardner?

2) What are 3 or 4 of the criteria used by H. Gardner to identify each intelligence?

3) Name the 8 intelligences and give examples of their domain skills?

4) What is the difference between an “intelligence” and a “domain”?

5) What are your goals for using The MIDAS Profile to assist students / teachers?




6) Who will be mainly responsible for administering MIDAS and guiding students in its interpretation?


What kind of training will this person(s) receive?

8) Will teachers also be trained in understanding / using students’ profile? If so, how?

9) Will parents be involved in understanding MI and their child’s MIDAS profile? If so, how?

10) People often mistake The MIDAS for a “test.”  How will you describe the difference to them?

11) How will you ensure that students understand the difference between IQ and MI and can name the 8 intelligences?

12) How will students be guided in verifying their MIDAS Profiles and then using the information?

Who will do this?                                                How many sessions?

13) Students (and teachers / parents) often misconstrue the meaning of MIDAS scores and use simplistic labeling (e.g., “Oh, I got a score of 61% in Spatial so I’m a Spatial person and I’m not Linguistic because my score is only 58%.”) How will you try to prevent this and guide students to a deeper understanding of their MIDAS strengths and weaknesses?