interpersonal learner

Interpersonal Learner

Part 2 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences

An interpersonal learner is naturally adept at working with other people. They have a keen understanding of people and the differences that exist from person to person. You might even say their ability to relate to others is uncanny; it’s almost instilled in them without having to be taught. An interpersonal learner excels at seeing things from other people’s points of view. It’s easy for them to understand how people think, feel, and relate to one another.

While interpersonal learners are empathetic by nature, their understanding of people may lead them to resort to manipulation at times to get what they want. For the most part they are peace keepers and enjoy cooperating with others; they can also make very organized leaders. An interpersonal learner is strong in both verbal and non-verbal communication.

Teaching an Interpersonal Learner

How does an interpersonal learner, learn? They learn best in a group setting because it allows them to thrive on the peer to peer contact. Cooperative working and support groups are essential for an interpersonal learner. Interpersonal learners will thrive in situations such as:

  • Interviewing another person
  • Working with others
  • Mediating conflict
  • Helping others learn what they know

When learning in school they like to have as much one on one time with the instructor as possible, and keep a close circle of friends as a support group. They would prefer to work through ideas and issues with a group rather than on their own; often staying after class to talk with their peers.

Socially, an interpersonal learner naturally wants to hang out with others doing group activities rather than be on their own pursuing their own interests. Card games, board games, and sports are popular activities for interpersonal learners.

Here’s a good example of how interpersonal learners learn. Let’s say your child is this type of learner and they are having difficulty grasping a particular concept in school. You could have your child interview someone you know who knows a lot about that subject. The person to person communication will help the child understand the concept better.

Another unique learning technique that suits interpersonal learners quite well is role playing. For example, teach your child about a career they’re interested in by role playing it with them. Or if they’re struggling to learn and/or remember something from history class, try role playing the event with them over and over until it clicks in their mind. If your child is having difficulty understanding anything in school, think of how you can tear it into a role play to help them learn better.

Interpersonal learners usually grow up to work in fields where they work with others on a day to day basis. This could include professions such as a counselor, salesperson, or a politician to name just a few.  

If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 2 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here for part 1.

Identifor Announces Release of Platform, Mobile Apps and New Games

Identifor released the following Press Release at 8:44 a.m. this morning.


(Mendham, NJ): Identifor today launched its groundbreaking web- and mobile-based platform to help individuals with autism spectrum disorder (ASD) identify their unique strengths and abilities.  The platform is accessible free of charge through Identifor’s website ( iOS and Android apps can also be download at no cost from the App Store and Google Play.

Identifor was created in 2014 by husband and wife team Cuong Do and Lori Rickles, who searched in vain for an analytical tool that would help them understand their autistic son’s abilities and strengths so that educational and vocational plans can be pursued. Their mission to prepare him for a future that realizes his maximum potential led to the creation of Identifor.  “We’re motivated by the stories of how parents stumble upon their child’s abilities and are then able to pursue schooling or jobs that build on those strengths. We want to help make this stumbling effect reality for all individuals and families with special needs,” said Do.  Finding nothing available in the marketplace, they developed Identifor in an effort to help all individuals identify their strengths – regardless of where they live or economic means.

Do and Rickles teamed up with leaders in education, psychology, technology and artificial intelligence to develop their revolutionary approach. Identifor makes it possible to identify the unique abilities of an individual with ASD and provide guidance on crafting individual education plans (IEPs) and transition plans to remove the stress and uncertainty of the transition from high school to adulthood.

Their work is based on landmark research by prominent professors Howard Gardner of Harvard, George McCloskey of the Philadelphia College of Osteopathic Medicine (PCOM), and John Holland of Johns Hopkins University.  They worked closely with Autism Speaks, a national advocacy organization, and with Celebrate the Children (CTC), a school in Denville, NJ that focuses on children with various emotional and intellectual differences.  They also partnered with Florida International University (FIU) and Dartmouth College to initiate research on the effectiveness of the tools and a variety of other organizations to support teens and adults using their tools in schools, workplaces and housing settings.

Unlike other systems of testing and measurement, which can be tedious, difficult or impossible to perform for someone with Autism Spectrum Disorder (ASD), Identifor’s digital platform features a series of games that are specifically designed to capture and maintain the attention of those with ASD. Identifor’s games ensures a high level of engagement amongst users and, in turn, yield the most relevant results. From there, a unique dashboard for each user shows the individual’s abilities, strengths and career interest and the jobs others with similar interest have enjoyed.

The algorithms the platform uses for student assessments were developed by an award-winning team of psychologists with decades of experience assessing and developing talent for large corporations.  To analyze the data it collects, Identifor employs objective and quantifiable performance metrics based on Multiple Intelligences (based on research by Harvard’s Howard Gardner), Executive Functions (based on research by PCOM’s George McClosky) and Holland Occupational Themes (or RIASEC, based on research by John Holland).  This information provides parents, educators and clinicians a common language for discussing individual education plans (IEPs) and transition plans.

In announcing the Identifor platform, co-founder Cuong says, “Whether you are a parent trying to understand your child’s skills and interests better, an educator measuring student performance against IEP goals, or a clinician trying to measure a patient’s progress, the Identifor platform is a valuable and effective tool to help everyone understand an autistic individual’s abilities so that you can build upon it to pursue fulfilling futures.”

Cuong also added, “every parent we met along the way asked us not to limit this platform to just autistic individuals as they believe our work could benefit every child.  This helped set an aspiration that someday our tool would be used by every high school student.”

To learn more about Identifor or to set up an account visit


Dakota Digital for Identifo
Press contact: Rebecca Appleton
Tel UK: 01623 428996
Tel US: 917 720 3025

ABOUT IDENTIFOR: Identifor is a company and non-profit that works to help identify the abilities and interests of individuals so that fulfilling educational and vocational plans can be pursued.  Identifor uses innovative gaming technologies, big data analytics and artificial intelligence to help parents, educators and professionals understanding children in their care.

ABOUT THE FOUNDERS: Cuong Do is Executive Vice President and head of the Global Strategy Group for Samsung.  He was the former Chief Strategy Officer for Merck (known as MSD outside the U.S.), Tyco Electronics, and Lenovo.  He was also a senior partner with the consulting firm McKinsey & Company, where he helped lead the healthcare, high tech, and corporate finance practices over his 17 year career with the firm.  He currently or formerly serves on a number of non-profit boards, including Autism Speaks, Profectum Foundation, Celebrate the Children, The National Youth Science Foundation, the Tuck School of Business at Dartmouth’s MBA Board.  Cuong currently or formerly serves on various company boards, including WuXi AppTec, True Image Interactive, Nano Antibiotics, and Renal Sense.  Cuong was also the founder of Callidus Biopharma and Lysodel Therapeutics.

Lori Rickles is a former attorney specializing in helping French clients conduct business in the U.S.  She was also Professor of International Law at Ewha Women’s University in Seoul and was chair of an international arbitral tribunal under the auspices of the International Chamber of Commerce in Paris, France.

Download Press Release here:  Identifor Press Release – 2016-05-11.

auditory learner

Multiple Intelligence Learning Styles: Auditory Learner

Part 1 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences

An auditory learner has the greatest potential to learn new information when they hear it spoken out loud, versus just reading about something or watching it being demonstrated. Among the school-aged population, it is estimated that 30% have an auditory learning style. In this post we will go over the strengths of the auditory learner, as well as some strategies which complement the auditory learning style.

Auditory Learner: Strengths & Strategies

In general, auditory learners will remember 75% of the information they hear during a lesson at school. Since they learn best through spoken information, auditory learners enjoy participating in classroom discussion. Due to understanding information best when it’s heard out loud, auditory learners typically do not have to be told information more than once in order to recall it. Auditory learners also excel at delivering verbal information in this form on presentations and speeches.

If your child is an auditory learner, here are some strategies you can practice with him or her:

  • Group Study: Encourage your child to study with friends so they can all discuss the information out loud.
  • Repetition: If your child is struggling to grasp certain bits of information, try having them read it out loud over and over again until it sticks.
  • Record: If your child has a device capable of recording sound, such as an iPod, have them record audio notes if important pieces of information so they can hear it out loud again when they need to.
  • Read: Reading is an important part of learning for any child, but for auditory learners it’s especially important for them to read out loud when possible.

In addition to these teaching strategies, it’s possible you may also have the school teachers work together with your child on strategies that best compliment his or her learning style. For example, if your child struggles with producing written reports, perhaps it can be arranged that your child produces an oral presentation on the subject to demonstrate their learning.

Struggles of the Auditory Learner

The most counterintuitive way to teach an auditory learner how to do anything is to present them with a set of written instructions and then telling them to follow it. It’s also challenging for auditory learners to be shown how to do something without being told what’s being done and why.

Auditory learners are naturally inquisitive; not shy to ask questions when something is not immediately understood. That means when assigning a task to someone with an auditory learning style you may have to explain ‘why’ something has to be done as well as telling them ‘what’ to do.

It may be a challenge to find somewhere with an appropriate noise level for auditory learners. Auditory learners are easily distracted when the setting they’re in is either too loud or too quiet. You may find your child is frequently commenting on the noise level when studying or completing homework.


If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 1 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences.

what is high functioning autism

What is High Functioning Autism

When learning about and seeking information related to autism, you’ll inevitably run into the question of what is high functioning autism, and how is it different from classic autism? First of all, if you’re familiar with Asperger’s Syndrome, you already know something about high functioning autism — they now share the same diagnosis according to the DSM IV.

What is high functioning autism compared to classic autism has a lot to do with the development of language and social skills. A person with high functioning autism may demonstrate above average intelligence, and be perfectly adept at many things that a person with classic autism may not be able to grasp. Despite that being the case, the individual will struggle greatly when it comes to language and social interactions.

What is High Functioning Autism, and How is it Similar to Classic Autism?

Since high functioning autism and classic autism both involve difficulties with language and communication, it’s similarly difficult for children with these conditions to express how they feel and identify with others. Difficulty connecting with others is also accompanied by challenges with reading facial expressions and body language.

Like classic autism, people with high functioning autism may have trouble making or maintaining eye contact with other individuals, or expressing themselves non-verbally. People with high functioning autism usually tend to speak without much emotion or inflection to their voice, or may have an irregular speech pattern altogether.

Another trait shared between classic autism and high functioning autism is the inclination towards following strict schedules and routines. This is often coupled with an intense and/or obsessive interest with one specific subject. On one hand, they can talk one’s ear off about a subject that may not be interesting to the other person — but on the other hand they can become quite successful as bona fide experts in their field.

Finally, another of the most similar traits is an increased sensitivity toward external stimuli such as sound, taste, touch, smell, and so on. As an example, people with high functioning autism may have a particular aversion toward a food not because of how it tastes, but because of its texture. They may also show a greater than average interest in music because of their increased sensitivity to sound, or an intense dislike for certain sounds or loud noise in general.

What is High Functioning Autism, and How is it Different From Classic Autism?

One of the most defining differentiators between high functioning autism and classic autism, is that individuals with HFA tend to have above average intelligence with normal to superior IQ levels.

Despite their high level of intelligence, individuals with HFA may stand out as being awkward amongst their peers due to pronounced difficulties in understanding the concepts of social norms. As a result, well-intentioned individuals with HFA may often be misunderstood by others.

Due to the fact that children with HFA tend to function well in school academically, they may end up being misdiagnosed or not being diagnosed whatsoever. In addition, the difficulties in social interaction faced by those with HFA do not begin to manifest until later on life. As a result, children with HFA may not get the support they need at a young age compared to children with classic autism, since the symptoms are usually not observed until much later.

For more information about what is high functioning autism, we recommend you browse through some of the additional resources on our website.


autism and video games

Autism and Video Games

What does the research tell us about autism and video games? There’s all kinds of anecdotal evidence out there linking children on the autism spectrum with a fondness for video games — but what are the facts?

Moreover, is it healthy to let a child with autism indulge in their interest in video games? Or should they be steered towards more constructive behavior?

Those are some of the many questions that this article will help you discover answers to. There have been many studies done on autism and video games, and we’re going to reference some of the best ones for you here in this post.

Findings From Studies on Autism and Video Games

A study from Penn State found parents actually embrace their child’s use of video games. Why? According to the study: “… video game use among children with ASD could potentially aid them in building relationships with children who do not have ASD”.

A study from Sally Ozonous and colleagues concluded that swapping out traditional paper and pencil tests with computer testing yielded greater results in children on the autism spectrum. This could suggest that children on the autism spectrum perform better when interacting with technology.

Another study suggests that children on the autism spectrum are measurably more driven when it comes to following through with computer assisted instruction. Computer programs can be used to assist with things like language, communication, and development both socially and emotionally.

One more possible reason why children with autism may be drawn to video games is the fact that visual tools can assist with everyday activities like task completion, socializing, and the ability to play with others. Specifically, studies were done supporting the fact that electronic visuals were especially helpful in these cases.

Video games can help reduce your child’s pattern of repetitive behavior. The Games for Health Journal outlines strategies involving video games that can be used to introduce more flexibility and adaptability to your child’s behavior.

Autism and video games can also work together a different way. The video games on this site, for example, have been specially designed to help identify and learn more about the strengths and limitations of your autistic child. Our games are completely free for your child to play, so we recommend introducing them to your child if he or she enjoys video games.

It may appear that there has been a lot of research done on autism and video games, but there’s still a lot more research that could be done in this area. The research thus far shows a positive connection between autistic children and videogames, but there is potential to learn a lot more about this subject.

Autism and Video Games: Be Careful Not to Overindulge

Of course, be careful not to let your child overindulge in their interest in video games. A study published on Autism Speaks warns that children with autism are more prone to develop an addiction to video games.

With that being said, it’s a good idea to limit your child’s playing time, but not to discourage video game play altogether. It’s also important to note that the doctor quoted in the Autism Speaks study points out the positive aspects of autism and video games.

“Using screen-based technologies, communication and social skills could be taught and reinforced right away,” says Dr. Mazurek in the study, adding that more research is needed into the practical applications in real life.

executive function disorder symptoms

Executive Function Disorder Symptoms

Executive function disorder symptoms vary from individual to individual. It’s also important to note that if you suspect your child has executive function disorder you should schedule an assessment with your doctor to be absolutely sure.

This article is not meant to help diagnose your child with executive function disorder, it’s meant to guide you on a path towards further treatment if you suspect it is needed.

If your child is exhibiting any of the following executive function disorder symptoms it may be grounds towards seeking further information from your doctor.

Typical Executive Function Disorder Symptoms

Executive function disorder can usually be identified by a few telltale symptoms, which all equate to a pronounced difficulty in performing daily tasks.

Tasks that people simply go through as part of their day to day lives are a challenge for those with executive function disorder. This includes things like having organization to their lives and sticking to schedules.

Some of the symptoms that could lead to difficulty in carrying out day to day tasks are hyperactivity, inattentiveness, and impulsivity. Executive function disorder symptoms can be seen very early on in life because that’s when the brain starts to develop.

Executive Function Disorder Symptoms: Early Stages

Executive function disorder begins around the time that one enters into puberty. Puberty is when the frontal cortex of the brain starts to mature. This area of the brain is responsible for enabling people to carry out very high level tasks.

Think of the tasks that the leader of a company would be expected to perform, or an entrepreneur, or someone going through high levels of schooling. These all involve 6 components of executive function, which are as follows:

  • Analyze
  • Plan
  • Organize
  • Develop
  • Adjust
  • Complete

Someone without executive function disorder would be able to:

  • Analyze a task
  • Create a plan to complete the task
  • Organize the various steps involved in completing the task
  • Develop a scheduling for when each step should be completed
  • Adjust the plan on the fly if needed
  • And finally, complete the task on time.

It’s possible that your child is exhibiting executive function disorder symptoms if he or she has difficulties following a task through to completion as outlined above.

Another symptom of executive function disorder may be if your child can complete tasks, but routinely misses deadlines when doing so. This could involve handing in homework late, not having an assignment done on time, and so on.

Executive function disorder symptoms can be well observed in a child’s school life. EFD can lead to a child losing papers, homework, and other items that a child needs to stay organized in school.

Symptoms can also be observed in the child’s home life. A child with executive function disorder may have trouble keeping track of personal items or organizing their room.

If your child just can’t seem to grasp these everyday tasks after trying over and over again, then he or she may be demonstrating executive function disorder symptoms.

As mentioned at the beginning of this post, don’t diagnose your child simply by what you read online. Make an appointment with your doctor if you believe you’re seeing EFD symptoms in your child.

Alternatively, we invite you to try out our free games, many of which are designed to identify your child’s executive functions strengths and challenges.


Image Credit: Flickr User hepingting


#AutismChat: Creating A Community of People Touched by Autism


Identifor is hosting a live Twitter chat about autism this week and we’d love to have you join us! The popularity of our last twitter chat means we already have another one ready for Thursday at 7pm est/ 4pm pst.

We’re expecting a lively discussion amongst people from all walks of life — doctors, medical professionals, those with autism, those on the spectrum, friends and family of those with autism, and the list goes on.

As part of our extended Identifor family, yes you, we’d love to see your face alongside our hashtag #AutismChat on Thursday at 7pm est / 4pm pst.

Knowing what we know about autism, we understand if you’re asking yourself right now, “What is a Twitter chat and why should I be a part of one?”

If you’ve never done something before, it helps to know what kind of benefits you can expect from it. Why should you attend? Frankly, it wouldn’t be much of a chat if you didn’t join us, now would it?

Humor aside, a Twitter chat about autism is an opportunity for you to connect with other like-minded people and discuss topics surrounding autism that are important to them. Our goal is to create a community of people touched by autism.

We typically begin each chat with a list of 8 topics. One by one, we take our time discussing the topics while appending the hashtag #AutismChat at the end of the tweets.

You can easily keep up with the conversation even if you’re not following everyone by using a website that’s designed for Twitter chats. We recommend

Simply go to that site, enter the hashtag, and click “Yes” when the prompt comes up asking you to authorize your Twitter account. Then you’ll be able to actively participate in the conversation, and maybe make some new friends and connections along the way.

This Week’s Autism Chat

If you weren’t able to make it to last week’s Autism Chat, you can catch up on what you missed here and get a feel for what to expect in this week’s.

Here are some sample topics that we may cover in this week’s (12/17) chat:  

  • Q1. What do you want people to know about you?
  • Q2. Do you like feeling different or would you rather blend in?
  • Q3. What is your favorite game?
  • Q4. Do you use body language more or words more?
  • Q5. Do you like to go to the park?
  • Q6. What’s your favorite place to get food from?
  • Q7. What music do you listen to?
  • Q8. Favorite thing for people to tell you?

Please keep in mind, especially if you’re new to Twitter chats, that when you’re responding to a specific question it works best if you preface your tweets with A1, A2, A3, etc.

We will have TWO co-hosts for this week, Kathy @GarageNinja1 and Laurie @LaurieMit  – plus their two kids!

Again, Autism Chat occurs each week on Thursday at 7pm est/ 4pm pst. We look forward to having you join us. If there’s a topic you want to discuss that you don’t see listed, please let us know and we’d be happy to look into using it in future Autism Chats.

how to join a twitter chat

How to Join a Twitter Chat

Trying to figure out how to join a Twitter chat but don’t know where to start? Let this blog post be a primer for you, so afterward you’ll feel less intimidated about joining a Twitter chat next time you’re invited.

First of all, don’t feel intimidated. The reason why Twitter chats are popular is because they’re fun with not much of a learning curve.

Learning how to join a Twitter chat is even easier when you factor in the free, web-based tools out there designed specifically for participating in Twitter chats. We’ll get into those tools more later on.

Before we get too far ahead of ourselves, let’s start with the basics.

Basics of How to Join a Twitter Chat

We’re going into this post assuming you have at least a moderate understanding of how to use Twitter. Know how to find and follow a hashtag? Perfect! That’s where it all starts.

Every Twitter chat is based on a hashtag. For example, you can look up #AutismChat to see how hashtags are used in these conversations.

The term “Twitter chat” sounds like a casual conversation, which for the most part it is, but it’s run more like a structured meeting.

By that, we mean there are dates and times for all Twitter chats — they don’t just occur at random. This requires all participants to set aside the same block of time in their day to meet up on Twitter for a town-hall-style discussion.

This kind of regimented scheduling helps ensure that there’s consistency and routine to the discussion, and it also helps attract people who are truly serious about participating.

Many Twitter chats have pre-set topics for each chat. You might want to ask the Twitter chat owner what the topic is if they don’t let you know ahead of time.

Make sure you’re following the creator/facilitator of the Twitter chat to stay informed of the next topics of discussion. Or if you want to be completely spontaneous, you can do that as well — it is up to you.

Now it’s time to put all of this into action. You know the hashtag of the Twitter chat, you’ve got the date and time marked in your calendar, and you have the discussion questions ready.

What’s next?

Navigate to when you’re ready for it to start. Enter the hashtag of the Twitter chat and hit “Go”. You will be prompted to log in with your Twitter account in order to participate. From there you will be presented with a stream of tweets from the chat updated in real time.

Right within you can reply, retweet or send your own tweets to add to the discussion. The beauty of is that anything you tweet out will be automatically appended with the hashtag you specified when you landed on the site.

Or, visit this this page for our #AutismChat live stream.

If you have any other questions about how to join a Twitter chat, we’re always happy to help.

Careers For People With Autism

Careers for people with autism should be chosen based on the strengths generally shared by people with autism and autism spectrum disorder (ASD).

As an example, a person may have poor short-term working memory while having above-average long-term memory. With that knowledge, you may want to rule out jobs or careers that rely on short-term memory when considering careers options.

However, that’s not to say that all of the recommended careers for people are suitable for everyone.

Some individuals with autism might gravitate more towards careers where they have to use their visual memory. Some may be more suited for careers where they have to work with numbers. Some may need to have a career where they work outdoors, and so on.

With that said, there are some general rules of thumb when it comes to choosing careers for people with autism. We’ll go over a few of them in this post.

How to Find Careers for People With Autism

When it comes to finding the right careers for people with autism, there are a few thing you need to keep in mind.

The general goal of the career should be well-defined. A veterinarian helps animals, a plumber fixes pipes, an architect designs buildings, and so on.

The need for structure is important in careers for people with autism, as is the need to maintain an intense focus on a particular interest.

That’s the key to finding successful careers for people with autism — career choices need to suit their special interests. It’s incredibly common for people with autism for focus on a very narrow field of interest. If they can find a career in that field it’s likely they will end up doing very well.

It’s difficult to recommend specific careers without knowing your child, because there is no one-size-fits-all. The autism spectrum includes individuals with a wide variety of skills and aptitudes.

Those with higher functioning levels of autism tend to have more career options available to them than people with severe ASD, but people on all levels of spectrum are very employable. It’s just a matter of finding the right career for them.

There are a couple of great ways to identify suitable careers for your individual child. One of the ways is with a RIASEC test. A RIASEC test is designed to help children discover which careers are most suitable for them according to their unique abilities, interests, skills, and traits.  

The results of a RIASEC test can be used to help kids and teens develop a plan for courses to take in high school and college that are most conducive to achieving one of the careers they were determined to be a match for.

Another way to identify your child’s skills and abilities are with our games. When a player starts one of our games, they are shown two different images of jobs and/or activities. They are then asked to select which one is more desirable. Based on the player’s choices, our analytics engine generates the RIASEC profile.

The best part about this method is our games are always free for gamers! Sign your child up today for free today and start gaining new insight into which career choices may be right for them.


RIASEC stands for realistic, investigative, artistic, social, enterprising and conventional. A RIASEC test is designed to help children discover which careers are most suitable for them according to their unique abilities, interests, skills, and traits.

The results of a RIASEC test can be used to help kids and teens develop a plan for courses to take in high school and college that are most conducive to achieving one of the careers they were determined to be a match for. 

How a RIASEC Test is Conducted

A RIASEC test is similar to other aptitude tests. It has no time limit, and there are no “right” or “wrong” answers as long as the questions are answered truthfully.

Identifor created a visual approach to administering the RIASEC test.  Instead of using pen-and-paper to rate whether a person like or dislike a task, an Identifor Gamer simply chooses between two tasks.  Based on 30 such comparisons, we are able to code the choices to a list of jobs and careers that are most suitable for that particular child.

A RIASEC test groups the results into six categories based on John Holland’s six types of personality:

  • Realistic: You may do best in mechanical and athletic jobs.
  • Investigative: You like to observe, learn, analyze and solve problems.
  • Artistic: You would like to work in unstructured situations where you can express your creativity.
  • Social: You prefer working with others.
  • Enterprising: Enjoy working with and persuading others.
  • Conventional: You are detail-oriented, organized and like to work with data.

Implications of a RIASEC Test

The RIASEC test helps a person understand how he or she likes to spend their time. At Identifor, we go further to identify the types of jobs that other people with similar RIASEC profiles have found rewarding.

Identifor created a novel approach to enable individuals with autism spectrum disorder (ASD) to determine their RIASEC profile without having to use pen-and-paper tests. Instead, they can play computer games!

When a player starts a game, they are shown two different images of jobs and/or activities. They are then asked to select which one is more desirable. Based on the player’s choices, our analytics engine generates the RIASEC profile.

Whether or not your child has completed a traditional RIASEC test before, we ask that you also introduce him or her to our games. Our games are designed to help you identify your child’s skills and abilities in a way that can’t be accomplished through simply writing a test.

Best of all, Identifor is always free for gamers. Sign your child up today for free today and start gaining new insight into your child’s personality.