Model 32020A User’s Manual Model 32020A

Purdue Pegboard Test

User Instructions

P.O. Box 5729

Lafayette, IN 47903 USA
Tel: (765) 423-1505 • (800) 428-7545
Fax: (765) 423-4111
[email protected]
www.lafayetteinstrument.com

[email protected] . www.lafayetteinstrument.com
Copyright © 2015 Lafayette Instrument Company, Inc. All Rights Reserved: Rel. 10.21.15
 Lafayette Instrument Purdue Pegboard Test

Table of Contents
Description 2
Administration 2
Test Procedures 4
Scoring 7
Scoring Application 7
Demographic Effect 8
Normative Data 8
Reliability 10
Validity 10
Comment 23
References 24
Securing Faceplate 27

Description
The purpose of this test is to measure unimanual and bimanual finger and hand dexterity.
The Purdue Pegboard was developed in the 1940s as a test of manipulative dexterity for use
in personnel selection (Tiffin, 1968; Tiffin & Asher, 1948). In addition to this use, the Purdue
Pegboard Test has been employed in neuropsychological assessment to assist in localizing
cerebral lesions and deficits (Reddon et al., 1988). The board consists of two parallel rows
of 25 holes each. Pins (pegs) are located at the extreme right-hand and left-hand cups at the
top of the board. Collars and washers occupy the two middle cups. In the first three subtests,
the subject places as many pins as possible in the holes, first with the preferred hand, then
with the nonpreferred hand, and finally with both hands, within a 30-s time period. To test the
right hand, the subject must insert as many pins as possible in the holes, starting at the top
of the right-hand row. The left-hand test uses the left row. Both hands then are used together
to fill both rows top to bottom. In the fourth subtest, the subject uses both hands alternately
to construct “assemblies,” which consist of a pin, a washer, a collar, and another washer. The
subject must complete as many assemblies as possible within 1 minute.

Administration
Before administering the Purdue Pegboard Test, the test administrator is advised to
carefully read this section of the manual. As with any standardized test, it is important
to follow the directions very closely. If the Purdue Pegboard Test is to be used as a basis
for employee selection, the test must be administered to all applicants according to the
standardized test procedure. If the test is not given identically, irrelevant factors may affect
test scores. In order to reduce the variability among test administrators, specific details
regarding the arrangement of materials and the testing procedures are presented in detail on
the following pages.

2 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Practice the administration of the Purdue Pegboard before conducting a test on a subject.
The amount of practice needed in order to become comfortable with the testing process is
dependent upon the test administrator’s previous testing experience. The test administrator
should practice the Purdue Pegboard until he or she is able to perform each of the tests
at an average speed for demonstration purposes. Note: The test administrator will be
demonstrating to the test subject what is expected of him or her before each test.

Test Batteries and Timing

The test administrator will compile 5 separate scores from the complete test procedure, one
for each test battery:
1. Right Hand (30 seconds)
2. Left Hand (30 seconds)
3. Both Hands (30 seconds)
4. Right + Left + Both Hands (Note: This is not an actual test; it is a mathematical sum
calculation.)
5. Assembly (60 seconds)

The test batteries should be done in this consecutive order, unless the subject is left-handed,
where test batteries 1 and 2 are reversed: Left Hand first and then Right Hand. Three test
trials are highly recommended: the more trials administered, the more test score reliability.
Note: The test is well suited for either group or individual testing.

Equipment Required
The following equipment and supplies are required to ensure that the Lafayette Instrument
Purdue Pegboard Test is consistent, standardized test:
1. Purdue Pegboard Test (Model #32020A)
• Instruction Manual
• 1 Test Board
• Pins, Collars, Washers
• Score Sheets or Scoring Application (see page 7 for details)
2. At least one testing table approximately 30 inches tall. Note: The subject must be
seated throughout the administration of the test
3. Stopwatch or clock that reads in seconds

[email protected] . www.lafayetteinstrument.com 3
 Lafayette Instrument Purdue Pegboard Test

Test Procedures
General Instructions
The subject should be comfortably seated at the testing table directly in front of the Purdue
Pegboard, which is placed on the table with the row of cups (Under the nameplate) at the top
of the board. The far right and far left cups should have 25 pins in each to equal a total of 50
pins. For right-handed subjects, the cup to the left of center should have 40 washers. If the
subject is left-handed, the collar and washer locations should be on the reverse side of center.
The following directions are for single subject testing and should be appropriately modified
for group testing.

When the subject(s) is seated and ready to begin, say:

“This is a test to see how quickly and accurately you can work with your hands. Before
you begin each battery of the test, you will be told what to do and then you will have an
opportunity to practice. Be sure you understand exactly what to do.”

Right Hand (30 seconds)

Begin by saying and demonstrating:
“Pick up one pin at a time with your right hand from the right-handed cup. Starting
with the top hole, place each pin in the right-handed row. (Leave the pin used for
demonstration in the hole.) Now you may insert a few pins for practice. If during the
testing time you drop a pin, do not stop to pick it up. Simply continue by picking another
pin out of the cup.”

Correct any errors made in placing the pins and answer any questions. When the subject has
inserted three or four pins and appears to understand the operation, say:
“Stop. Now take out the practice pins and put them back into the right-handed cup.”

After the subject completes this task, say:

“When I say ‘Begin,’ place as many pins as possible in the right-handed row, starting with
the top hole. Work as rapidly as you can until I say ‘Stop.’ Are you ready? Begin.”

Start timing when you say “Begin.” At the end of exactly 30 seconds, say:
“Stop.”

Count the number of pins inserted and record the Right Hand score. This is the total number
of pins the subject placed with the right hand. Leave the pins in the holes.

4 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Left Hand (30 seconds)

Begin by saying:
“Pick up one pin at a time with your left hand from the left-handed cup. Place each pin
in the left-handed row, starting with the top hole. You may insert a few pins for practice.”

When the subject has inserted three or four pins and appears to understand the operation,
say:
“Stop. Now take out the practice pins, and put them back into the left-handed cup.”

After the subject completes this task, say:

“When I say ‘Begin,’ place as many pins as possible in the left-handed row, starting with
the top hole. Work as rapidly as you can until I say ‘Stop.’ Are you ready? Begin.”

Start timing exactly when you say “Begin.” At the end of exactly 30 seconds, say:
“Stop.”

Count the number of pins inserted and record the Left-Hand score. This is the total number
of pins the subject placed with the left hand. Leave the pins in the holes. After the Right
Hand and Left-Hand test batteries have been completed, the subject returns all pins to their
proper cups.

Both Hands (30 seconds)

This test battery tests both hands working together. Begin by saying:
“For this part of the test, you will use both hands at the same time. Pick up a pin from
the right-handed cup with your right hand, and at the same time pick up a pin from the
left-handed cup with your left hand. Then place the pins down the rows. Begin with the
top hole of both rows. (Demonstrate. Then replace the pins used for demonstration.)
Now you may insert a few pins with both hands for practice.”

After the subject has three of four pairs of practice pins correctly inserted, say:
“Stop. Take out the practice pins, and put them back in their cups.”

Then say:
“When I say ‘Begin,’ place as many pins as possible with both hands, starting with the
top hole of both rows. Work as rapidly as you can, until I say ‘Stop.’ Are you ready?
Begin.”

Start timing when you say “Begin.” At the end of exactly 30 seconds, say:
“Stop.”

Count the number of pairs of pins inserted (not the total number of pins), and record the
score. The subject then returns the pins to the proper cups.

[email protected] . www.lafayetteinstrument.com 5
 Lafayette Instrument Purdue Pegboard Test

Right + Left + Both (Sum of Scores)

This score is not based on a separate test; it is obtained from combining the test scores o the
previous three test batteries. Add the scores recorder for Right Hand, Left Hand, and Both
Hands; this is the score that you record for R + L + Both.

This score does not have to be recorded during the actual testing period. The Assembly test
may begin immediately after the Both Hands score is recorded.

Assembly (1 minute)
This test battery consists of assembling pins, collars, and washers. Demonstrate the
following operations while saying:
“Pick up one pin from the right-handed cup with your right hand. While you are placing it
in the top hole in the right-handed row, pick up a washer with your left hand. As soon as
the pin has been placed, drop the washer over the pin. While the washer is being placed
over the pin with you left hand, pick up a collar with your right hand. While the collar is
being dropped over the pin, pick up another washer with your left hand and drop it over
the collar. This completes the first ‘assembly,’ consisting of a pin, a washer, a collar,
and a washer. While the final washer for the first assembly is being placed with your
left hand, start the second assembly immediately by picking up another pin with your
right hand. Place it in the next hole; drop a washer over it with your left hand, and so on,
completing another assembly. Now take a moment to try a few practice assemblies.”

Emphasize that both hands should be operating at all times: one picking up a pin, one a
washer, one a collar, and so on,

The subject should be allowed to make four or five complete assemblies before the test is
begun to make certain the subject fully understands the “alternating” procedure. The subject
must keep both hands moving at the same time. If he or she fails to do this, the administrator
should give further instructions. Note: If the subject is left-handed, the washer and collar
locations in the cups are switched. The subject begins by picking up the pin with his/her
left hand, the washer with his/her right hand, the collar with his/her left hand, another
washer with his/her right hand and so on through all assemblies.

After the subject has practiced the assemblies say:

“Stop. Now return the pins, collars, and washers to their proper cups.”

Then say:
“When I say ‘Begin,’ make as many assemblies as possible, beginning with the top hole.
Work quickly until I say ‘Stop.’”

Start timing when you say “Begin.” After exactly 1 minute (60 seconds), say:
“Stop.”

6 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Count the number of parts assembled and record the Assembly score. Since there are
four parts in each assembly, if the subject made eight complete assemblies, the score is
8 multiplied by 4 (parts), or 32. Beyond completed assemblies, if there are additional parts
properly placed at the end of the minute, they are also added to the Assembly score. For
example, if there is another pin and first washer in addition to those 2 parts, the score is 32
+ 2, or 34. After the test administrator records this score, the subject should return the pins,
collars, and washers to the proper cups.

Test Procedure: Hamm and Curtis (1980)

The standard instructions for each task were played on a cassette tape to assure
standardization across a variety of test conditions and administrators. Up to 3 clients were
tested in a single session. Standard test times were utilized and standard raw scores were
recorded.

Test Procedure: Leslie, Davidson, and Batey (1985)

The hand preference was determined by the Harris Tests of Lateral Dominance (Harris, 1958).
Psychometric assessments were made of both dyslexic and control groups. This data is
illustrated in Appendix F, Table 1. The placement part of the Purdue Pegboard Test was
administered exactly as prescribed for the original test.

Scoring
Scores are derived for each part of the test. The scores for the pin (peg) placement subtests
consist of the number of pins inserted in the time period for each hand. The score for the
bimanual condition consists of the total number of pairs of pins inserted. The assembly score
refers to the number of parts assembled (see Source).

Scoring Application
Lafayette Instrument Company has developed a Purdue Pegboard
Scoring Application that is available for iOS and Android. This
application assists administrators in all areas of the testing process
by standardizing adminstration through easily set up test batteries
with optionally read instructions, creating organizational norms, and
keeping track of individualized data.

[email protected] . www.lafayetteinstrument.com 7
 Lafayette Instrument Purdue Pegboard Test

Demographic Effect
Age
Performance improves during childhood and slows withadvancing age (Agnew et al., 1988;
Brito & Santos-Morales, 2002; DesRosiers et al., 1995; Gardner & Broman, 1979; Mathiowetz
et al., 1986; McCurry et al., 2001; Wilson et al., 1982).

Gender
Females tend to perform better than males (e.g., Agnew et al.,1988; Brito & Santos-Morales,
2002; DesRosiers et al., 1995; Mathiowetz et al., 1986; Peters, 1990; Sattler & Engelhardt,
1982; Yeudall et al., 1986; but see Costa et al., 1963, who did not find sex-related differences).
Gender differences in fine manual dexterity may be confounded by gender differences in finger
size. Peters et al. (1990) reported that when measures of index finger and thumb thickness
were used as covariates, gender differences in performance disappeared. Further, negative
correlations between performance and finger size were observed in both men and women.
The implication is that, for most men, the fingers are of a size that is relatively unsuitable for
this task. With larger-sized pegs, men may no longer be at a disadvantage.

Education
Education appears to be unrelated to performance (Costa et al., 1963; McCurry et al., 2001;
Yeudall et al., 1986)

Handedness
In general, performance is better with the preferred than with the nonpreferred hand (e.g., Brito
& Santos-Morales, 2002; DesRosiers et al., 1995; Judge & Stirling, 2003; Triggs et al., 2000).
There is evidence that left-handers perform more proficiently on the assembly component
(Judge & Stirling, 2003).

Ethnicity/Socioeconomic Status
Ethnicity and social class had no impact on test performance of children residing in the
greater Rio de Ianeiro area (Brito & Santo-Morales, 2002). Primary language spoken (English,
Japanese) among Iapanese adults (aged 65 years and older) also had no effect on peg
placement scores (McCurry et al., 2001).

Normative Data
Norms are available for individuals aged 5 to 89 years.

Adults
Table 14-22 provides normative data for adults, stratified on the basis of age (15-40 years)
and gender (Yeudall et al.,1986). Participants were excluded based on evidence from
interview of forensic involvement, prenatal or birth complication, psychiatric disorders or
substance abuse problems. Hand preference was determined by the hand used to write with.
Administration was one trial per subtest.

8 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Table 14-23 shows normative data (DesRosiers et al., 1995) based on a random sample
of 360 individuals, stratified for age and gender, drawn from the electoral pool of a city in
Quebec. All subjects were aged 60 to 89 years, lucid and independent in activities of daily
living; all could see sufficiently well and had no impairment affecting upper limb functioning.
Most (92%) were classed as right-handed based on the Edinburgh Handedness Inventory.

McCurry et al. (2001) presented data for the Purdue Peg placing trials based on a sample
of Japanese American adults, aged 70 years and older, who were enrolled in a prospective
study of aging and dementia in King County, Washington. None was classed as demented
based on clinical and screening neuropsychological examinations. Hand preference was
determined by asking subjects which hand they preferentially used. Accordingly, 94% of the
participants were classed as right-handed (S. McCurry, personal communication May 11,
2004). Participants completed two 30-s trials for each hand. The data are provided in Table
14-24 and represent an important source of information for this understudied segment of the
U.S. population.

Agnew et al. (1988) provide data (see Table 14-25) based on a sample of 212 healthy,
well-educated, 40- to 85-year-olds, who were screened for cognitive impairment. Subtest
scores consist of the average of three trials per subtest. Differences between dominant and
nondominant hands were also calculated. The manual difference was greater for women
than for men. There was a trend for this difference to become greater with increasing age, but
the effect did not prove statistically significant.

Children
Gardner and Broman (1979) provide data (see Tables 14-26 and 14-27) for children, ages 5
years to 15 years 11 months. One trial was given per subtest. The 1334 school children (663
boys, 671 girls) were all in regular classes in a New Jersey suburb. They were primarily in
the 95 to 110 IQ range and scored mainly in the middle range on national achievement tests.

No children in special classes or children with a history of grade repetition were included in the
study. Similar findings were reported for Brazilian children (Brito & Santo-Morales, 2002). These
authors noted that the performance differences between hands were equivalent in boys and girls.

Mathiowetz et al. (1986) provided normative data, based on a three-trial administration, for
176 subjects aged 14 to 19 years. The adolescents had no history of neuromuscular or
orthopedic dysfunction that would affect finger dexterity. Unfortunately, hand preference was
not reported. The scores, shown in Table 14-28, are somewhat higher than those reported
by Gardner and Broman (1979), perhaps reflecting the influence of practice afforded by
additional trials.

Others (Tupper cited in Baron, 2004; Wilson et al. 1982) have modified the pegboard by
shortening the board from 25 to 15 holes in each row so that it can be used with preschoolers.
They compiled data for the peg placement portions only.

[email protected] . www.lafayetteinstrument.com 9
 Lafayette Instrument Purdue Pegboard Test

Table 14-29 presents the data reported by Wilson et al. (1982). Participants completed one
trial on each subtest.

Reliability
Test—Retest Reliability and Practice Effects
The number of trials allowed per subtest affects reliability. For one-trial administrations over
intervals of 1 to 2 weeks, correlation coefficients, ranging from .37 to .82, have been obrained
for normal individuals (Buddenberg & Davis, 2000; DesRosiers et al., 1995; Reddon et al.,
1988; Tiffin, 1968). Three-trial administrations yield higher reliabilities (.76 to .89) after retest
intervals of 1 week (.81 to .89; Buddenberg & Davis, 2000) and 6 months (.76 for peg-placing
trials; Doyen & Carlier, 2002).

It is important to note that right-left difference scores or ratios tend not to be very reliable, with
correlations ranging from .22 to .61 (Reddon et al., 1988; Sappington, 1980). Reddon et al.
(1998) noted that, when normal right-handed adults were tested weekly over five occasions,
the right-hand was greater than the left-hand score on the average 50% of the time in men
(range, 0% to 100%) and in women, the right-hand score was greater than the left-hand score
on the average 62.9% of the time (range 10% to 100%). Because changes in performance
occur commonly in normal adults, considerable caution should be exercised in interpreting
any changes in between-hand asymmetry.

There are practice effects, with scores improving on subsequent trials (DesRosiers et al.,
1995; Feinstein et al., 1994; Reddon et al., 1988; Wilson et al., 1982). For example, Peinstein
et al. (1994) examined the effects of practice in healthy volunteers tested at 2- to 4-week
intervals over eight test sessions. Performance improved with time and was still discernible
at the eighth session. Age also appears to interact with practice. The improvement was more
marked for younger subjects, aged 25 to 33 years, who performed better than older subjects,
aged 41 to 57 years, and who continued to improve for a greater length of time.

Validity
Relationships With Other Measures
Factor-analytic studies (Fleishman & Ellison, 1962; Fleishman & Hempel, 1954) have shown
that the Purdue Pegboard Test loads on a finger dexterity factor defined as “the ability to
make rapid, skillful, controlled manipulative movements of small objects, where the fingers
are primarily involved.” However, the assembly test appears to measure something in addition
to finger dexterity and also loads on a manual dexterity factor defined as “the ability to make
skillful, controlled arm-hand manipulations of larger objects.” Strenge et al. (2002) also
highlighted the importance of attention as a key factor on the assembly and nondominant
hand tasks.

The literature suggests that there is more than one type of dexterity. Pactoranalytic findings
suggest that pegboard dexterity and finger tapping measure independent dimensions of manual
proficiency (Fleishman & Hempel, 1954; Stanford & Barratt, 1996). However, when between

10 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

-hand asymmetry is considered, Purdue peg-placement correlates highly (.78) in normal adults
with finger tapping, a task that requires independent, precise finger movements, suggesting
that both tasks depend at least in part on a common neural substrate; namely, asymmetry in the
corticospinal system (Triggs et al., 2000). Laterality indices derived from the Purdue Pegboard
Test also correlates moderately well (.52 to .68) with those from other manual dexterity tasks
(e.g., Annett’s peg-moving task; Doyen & Carlier, 2002). Correlations between hand preference
and relative manual proficiency on the Purdue Pegboard Test are moderately high, about .70
(Triggs et al., 2000). However, left-handers have smaller mean between-hand discrepancy
scores in Purdue performance (Judge & Stirling, 2003; Verdino & Dingman, 1998) and much
greater variance in performance than right-handed individuals, suggesting that preference
may not identify peg-placement proficiency within a left-handed group (Verdino & Dingman,
1998). Left-handers, however, perform more proficiently than right-handers on the assembly
component, a task that requires timely coordination of both hands (Judge & Stirling, 2003).

This advantage seems to depend on a more proficient use of the nonpreferred hand in left-
handers than in right-handers (Judge & Stirling, 2003).

Clinical Findings
Impairment has been noted in a variety of conditions. For example, Schmidt et al. (1993)
reported that normal individuals without neuropsychiatric disorder or other disease, who
showed MRI white matter hyperintensities (WMH), performed worse on the Assemblies
subtest than did patients without WMH. Impaired peg placement (particularly on the bilateral
condition) was observed in patients with Parkinson’s disease (Brown et al., I993; Pernat et al.,
1996) with improvement noted after pallidotomy (Uitti et al., 1997). Impairment also occurs
in progressive supranuclear palsy (Zakzanis et al., 1998), Huntington’s (Brown et al., 1993),
cerebellar disease (Brown et al., 1993) and schizophrenia (Flyckt et al., 1999; Roy et al., 2003).
Occupational lead exposure also reduces performance on the various Purdue tasks (Stewart
et al., 1999).

Further, the peg placement portion of the Purdue Pegboard Test may provide information
of lateralizing significance in adults (Costa et al., 1983; Gardner & Broman, 1979; Rapin et
al., I966; Vaughan & Costa, 1962) as well as children (Braun et al., 2000). Right-hemisphere
lesions tend to impair left-hand scores, whereas left-hemisphere lesions result in a right-
sided decrement.

Ecological/Predictive Validity
Adequate fine motor dexterity is critical in the performance of almost all tasks of daily living.
Therefore, faster performance on the Purdue Pegboard Test is associated with better social
functioning in patients with schizophrenia (Lehouit et al., 2003) and with a good vocational
outcome after TBI in children and adults (Asikainen et al., 1999; Nybo & Koslciniem, 1999).
Perhaps the Purdue Pegboard Test taps not only motor dexterity but also the cognitive speed
needed for good social or occupational functioning.

[email protected] . www.lafayetteinstrument.com 11
 Lafayette Instrument Purdue Pegboard Test
Table 14-22 Table 14-23
Mean Performance of Young Adults for the Performance (One-Trial) on the Purdue
Purdue Pegboard (One Trial Per Subtest) Pegboard in Older Adults, by Age and Sex

Age Groups Males Females

15-20 21-25 26-30 31-40 15-40 Mean SD Mean SD

Females 60-69 years

n 30 36 16 16 98 Right 12.7 1.5 14.3 1.3

Preferred Hand 16.69 16.64 17.25 15.94 16.64 Left 12.7 1.5 13.7 1.3

SD 2.16 2.31 1.38 1.61 2.10 Both 10.2 1.3 10.9 1.5

Nonpreferred Hand 16.10 15.89 16.13 15.63 15.95 Assembly 27.6 5.1 30.6 5.3

SD 1.57 1.79 1.50 1.89 1.68

Both Hands 13.76 13.75 13.31 13.13 13.58 70-79 years

SD 1.41 1.54 1.45 1.31 1.45 Right 11.2 1.9 12.7 1.8

Assemblies 41.83 42.47 40.44 41.44 41.77 Left 10.7 2.1 11.8 1.8

SD 5.08 5.43 5.90 5.75 5.42 Both 8.2 2.0 9.7 1.7

Assembly 23.1 5.5 25.0 5.8

Males

n 32 37 32 26 127 80+ years

Preferred Hand 15.56 15.44 16.22 15.35 15.65 Right 10.1 2.0 11.5 1.8

SD 1.52 1.71 1.81 1.72 1.71 Left 9.8 1.7 10.7 2.1

Nonpreferred Hand 15.09 15.08 15.41 15.12 15.17 Both 7.4 1.6 8.3 1.9

SD 1.42 1.98 2.08 1.77 1.82 Assembly 18.5 5.2 21.8 5.5

Both Hands 12.59 12.97 12.94 12.42 12.75

Note: Each age group contained 60 males and 60
SD 1.56 1.18 1.29 1.65 1.42 females.
Assemblies 40.25 38.89 39.13 37.50 39.01 Source: Adapted from DesRosiers et al., 1995
SD 4.64 6.60 3.58 3.64 4.92

Note: Data were compiled from 225 healthy adults, largely right-handed
(87.7%), with above average IQ, residing in a large city in Western Canada.

Source: Adapted from Yeudall et al. (1986).

12 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Table 14-24
Purdue Peg-Placing Means, Standard Deviations, and Quartiles by Age and Gender
for Japanese Americans (Two Trials per Subtest)

Mean SD 25th Percentile Median 75th Percentile

Males 70-79 years

Dominant Hand (n=52) 12.96 2.30 11 13 14.5

Nondominant Hand (n=52) 11.85 2.08 10 11.5 14.0

Females 70-79 years

Dominant Hand (n=39) 14.17 1.55 13 13.5 15

Nondominant Hand (n=38) 13.31 2.14 12 13 14

Males 80-89 years

Dominant Hand (n=17) 11.41 1.79 11 12 12.5

Nondominant Hand (n=17) 11.47 2.52 9.5 12.5 13.5

Females 80-89 years

Dominant Hand (n=26) 13.08 2.34 11.5 12.5 14.5

Nondominant Hand (n=25) 11.28 1.49 11.0 11.5 12.5

Note: Age and gender but not education or language spoken significantly affected test scores.

Source: From McCurry et al., personal communication, May 10, 2004

[email protected] . www.lafayetteinstrument.com 13
 Lafayette Instrument Purdue Pegboard Test
Table 14-25
Mean Performance of Adults for the Purdue Pegboard
(Three Trials per Subtest)

Age Groups

40-49 50-59 60-69 70-79 80-89

Males

n 19 20 24 17 11

Preferred Hand 14.6 14.4 13.6 13.0 10.8

SD 2.08 2.15 1.74 1.90 1.33

Nonpreferred Hand 14.4 13.9 13.1 12.4 10.6

SD 2.35 2.19 1.56 1.48 1.84

Both Hands 12.2 11.9 10.9 10.4 8.5

SD 2.43 2.22 1.46 1.27 1.21

Purdue Assembly 34.9 33.8 28.0 27.5 21.5

SD 7.66 9.66 5.06 5.06 4.81

Pref. minus nonpref. 0.16 0.23 0.44 0.59 0.18

SD 1.19 1.21 1.86 0.93 1.46

Females

n 21 27 29 31 13

Preferred Hand 15.9 15.0 14.6 13.8 12.9

SD 1.45 1.56 2.03 1.27 1.80

Nonpreferred Hand 15.2 14.4 13.9 12.9 11.3

SD 1.48 1.69 1.78 1.52 2.05

Both Hands 13.1 12.1 11.6 10.5 9.2

SD 1.56 1.30 1.87 1.19 1.92

Purdue Assembly 39.8 34.6 31.7 29.1 21.9

SD 4.54 8.21 6.83 4.85 4.54

Pref. minus nonpref. 0.73 0.63 0.71 0.94 1.56

SD 1.05 1.31 1.23 1.39 1.24

Source: Agnew et al., 1988. Reprinted with permission of Lawrence Erlbaum Assocates, Inc.

14 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Table 14-26
Performance of Children on Purdue Pegboard
(One Trial per Subtest)

Preferred Hand Nonpreferred Hand Both Hands Assembly

Age n M SD M SD M SD M SD

Boys

5:0-5:5 30 9.33 1.81 8.40 1.33 6.73 1.17 14.10 3.29

5:6-5:11 30 9.93 1.51 8.83 1.95 6.97 1.54 15.57 3.56

6:0-6:5 30 9.77 1.57 9.13 1.83 7.30 1.53 15.93 2.94

6:6-6:11 30 11.57 1.45 10.17 2.17 8.23 1.77 19.20 3.84

7:0-7:5 30 11.67 1.67 11.00 1.70 8.77 1.41 19.23 4.95

7:6-7:11 30 12.07 1.95 11.23 1.68 9.57 1.59 20.40 4.10

8:0-8:5 30 12.70 1.60 12.17 1.51 9.83 1.51 23.20 3.80

8:6-8:11 30 13.90 2.19 12.57 1.85 10.90 1.73 24.47 5.35

9:0-9:5 30 13.33 1.60 12.43 1.59 10.50 1.48 24.57 3.75

9:6-9:11 30 13.87 1.91 12.87 2.05 11.33 1.65 27.37 4.55

10:0-10:5 30 14.03 1.88 12.87 1.72 10.93 1.84 26.37 6.15

10:6-10:11 30 14.73 1.51 13.90 1.84 11.77 1.65 28.17 5.38

11:0-11:5 30 14.93 1.86 14.00 1.98 11.30 1.68 29.53 6.19

11:6-11:11 30 14.83 1.60 13.93 1.60 12.27 1.41 31.33 5.19

12:0-12:5 30 14.83 1.78 13.67 2.02 11.67 1.52 31.13 5.78

12:6-12:11 30 15.37 2.81 14.00 2.38 11.87 1.87 30.13 6.08

13:0-13:5 40 15.15 1.92 13.90 2.00 11.85 1.58 33.73 5.00

13:6-13:11 30 14.87 1.72 14.10 1.47 11.53 1.80 34.57 5.88

14:0-14:5 30 15.67 1.47 14.40 1.57 12.03 1.67 33.97 6.58

14:6-14:1.1 30 14.70 1.49 14.33 1.65 12.20 1.61 31.37 7.24

15:0-1.5:5 30 15.57 1.59 14.87 1.50 12.57 1.48 32.20 6.21

15:6-15:11 23 15.09 1.50 14.30 1.61 12.65 1.30 33.04 6.24

(continued)

[email protected] . www.lafayetteinstrument.com 15
 Lafayette Instrument Purdue Pegboard Test
Table 14-26
Performance of Children on Purdue Pegboard
(One Trial per Subtest)
continued
Preferred Hand Nonpreferred Hand Both Hands Assembly

Age n M SD M SD M SD M SD
Girls

5:0-5:5 30 10.00 1.53 8.50 1.36 6.97 1.25 14.70 2.55

5.6-5.11 30 9.30 1.73 9.13 1.59 6.77 1.28 14.37 4.02

6:0-6:5 30 11.43 1.33 10.23 1.52 8.53 1.46 18.03 3.54

6:6-6:11 30 11.87 1.68 10.47 1.38 8.67 1.79 20.63 4.27

7:0-7:5 30 12.03 1.65 10.47 2.08 8.83 1.80 19.77 4.49

7:6-7:11 30 12.47 1.53 11.50 1.80 9.50 1.70 20.20 4.61

8:0-8:5 30 13.07 1.78 12.03 1.40 10.10 1.81 21.93 4.31

8:6-8:11 30 13.77 1.63 12.30 1.26 10.43 1.59 24.50 5.83

9:0-9:5 30 13.37 1.79 11.83 2.12 9.83 1.62 24.97 6.81

9:6-9:11 30 14.40 1.52 13.03 1.67 11.60 1.65 29.07 6.01

10:0-10:5 30 15.13 1.48 13.2 1.35 11.33 1.42 27.90 5.10

10:6-10:11 30 15.47 1.59 13.63 1.33 12.27 1.46 31.70 6.02

11:0-11:5 30 14.90 1.79 14.00 2.00 11.67 1.63 32.77 5.50

11:6-11:11 30 15.70 1.84 13.83 1.88 12.00 1.82 33.47 7.24

12:0-12:5 30 15.57 1.65 14.20 1.73 12.00 1.23 34.57 5.20

12:6-12:11 30 15.40 1.96 14.07 1.66 12.03 1.65 34.70 7.52

13:0-13:5 40 15.55 1.69 14.15 1.64 12.03 1.44 34.85 5.57

13:6-13:11 37 15.38 1.58 14.09 1.44 12.13 1.31 37.40 5.34

14:0-14:5 30 16.33 1.73 14.93 1.78 12.63 1.61 36.43 6.76

14:6-14:11 30 16.03 1.77 14.83 1.66 12.40 1.94 34.17 6.62

15:0-15:5 28 16.68 1.49 14.89 1.40 12.89 1.64 36.89 7.75

15:6-15:11 31 16.42 1.84 15.29 2.04 12.77 1.45 37.35 8.24

Note: Data were derived from 1,334 normal schoolchildren.

Source: Adapted from Gardner & Broman (1979)

16 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Table 14-27
Performance of Children on Purdue Pegboard: Percentiles

Age n 10 20 30 40 50 60 70 80 90

Percentiles for Boys: Preferred Hand

5:0-5:5 30 7.0 8.0 8.0 9.0 9.0 10.0 10.0 11.0 11.0

5:6-5:11 30 8.0 9.0 9.0 10.0 10.0 10.0 11.0 11.8 12.0

6:0-6:5 30 7.1 9.0 9.0 9.0 9.5 10.0 11.0 11.0 11.9

6:6-6.11 30 9.1 10.2 11.0 11.0 12.0 12.0 12.0 13.0 13.0

7:0-7:5 30 9.1 10.2 11.0 11.4 12.0 12.0 12.7 13.0 13.9

7:6-7:11 30 9.0 10.0 11.0 12.0 12.0 12.6 13.0 14.0 14.0

8:0-8:5 30 11.0 12.0 12.0 12.0 13.0 13.0 14.0 14.0 14.0

8:6-8:11 30 11.1 12.0 12.3 13.0 14.0 15.0 15.0 16.0 17.0

9:0-9:5 30 11.0 12.0 12.0 13.0 13.0 14.0 15.0 15.0 15.0

9:6-9:11 30 12.0 12.0 13.0 13.0 14.0 14.6 15.0 15.0 15.9

10:0-10:5 30 11.1 12.2 13.0 14.0 14.0 15.0 15.0 15.8 16.9

10:6-10:11 30 13.0 13.2 14.0 14.0 15.0 15.0 15.0 16.0 17.0

11:0-11:5 30 13.0 13.0 13.0 14.0 14.5 16.0 16.0 16.8 17.0

11:6-11:11 30 13.0 14.0 14.0 14.0 15.0 15.0 15.0 16.8 17.0

12:0-12:5 30 13.0 13.0 14.0 14.0 14.5 15.0 15.7 16.0 17.9

12:6-12:11 30 13.0 13.2 15.0 15.0 15.0 15.0 16.0 17.0 18.9

13:0-13:5 40 12.1 14.0 14.0 15.0 15.0 15.0 16.0 16.8 18.0

13:6-13:11 30 13.0 13.0 14.0 14.4 15.0 15.0 16.0 16.0 17.0

14:0-14:5 30 14.0 14.0 14.3 15.0 16.0 16.0 17.0 17.0 17.9

14:6-14:11 30 13.0 13.0 14.0 14.4 15.0 15.0 15.0 16.0 16.9

15:0-15:5 30 14.0 14.0 14.0 15.0 15.5 16.0 16.7 17.0 18.0

15:6-15:11 23 13.0 14.0 14.0 15.0 15.0 15.0 16.0 17.0 17.0

Percentiles for Boys: Nonpreferred Hand

5:0-5:5 30 6.1 7.0 8.0 8.0 8.5 9.0 9.0 9.0 10.0

5:6-5:11 30 6.1 8.0 8.0 8.0 9.0 9.6 10.0 10.0 11.0

6:0-6:5 30 6.0 8.0 9.0 9.0 9.0 10.0 10.0 10.0 12.0

6:6-6.11 30 7.1 8.2 9.0 10.0 10.5 11.0 11.7 12.0 13.0

7:0-7:5 30 9.0 10.0 10.0 11.0 11.0 11.0 12.0 12.0 12.9

7:6-7:11 30 9.1 10.0 10.0 11.0 11.0 11.0 12.0 13.0 13.9

8:0-8:5 30 10.0 11.0 11.0 12.0 12.5 13.0 13.0 13.0 14.0

8:6-8:11 30 10.1 11.0 11.0 12.0 12.0 13.0 13.7 14.0 15.9

9:0-9:5 30 10.0 11.0 11.3 12.0 13.0 13.0 13.7 14.0 14.0

9:6-9:11 30 10.0 11.2 12.0 12.0 12.0 13.0 14.0 15.0 16.0

10:0-10:5 30 10.1 12.0 12.0 13.0 13.0 13.6 14.0 14.0 15.0

10:6-10:11 30 11.0 12.2 13.0 13.0 14.0 14.0 15.0 15.8 17.0

(continued)

[email protected] . www.lafayetteinstrument.com 17
 Lafayette Instrument Purdue Pegboard Test
Table 14-27
Performance of Children on Purdue Pegboard: Percentiles
continued
Age n 10 20 30 40 50 60 70 80 90

11:0-11:5 30 12.0 13.0 13.0 13.0 13.5 14.0 15.0 15.8 16.9

11:6-11:11 30 11.1 13.0 13.0 14.0 14.0 14.0 15.0 15.0 16.0

12:0-12:5 30 12.0 13.0 13.0 13.0 14.0 14.0 15.0 15.0 16.0

12:6-12:11 30 11.0 12.2 13.0 13.4 14.0 14.0 15.0 16.0 16.9

13:0-13:5 40 11.0 11.2 13.0 14.0 14.0 15.0 15.0 16.0 16.0

13:6-13:11 30 12.0 13.0 13.0 14.0 14.0 14.0 15.0 15.8 16.0

14:0-14:5 30 12.1 13.0 14.0 14.0 14.5 15.0 15.7 16.0 16.0

14:6-14:11 30 11.2 13.2 14.0 14.0 14.5 15.0 15.0 15.8 16.0

15:0-15:5 30 13.0 14.0 14.3 15.0 15.0 15.0 16.0 16.0 16.9

15:6-15:11 23 12.0 13.0 13.0 14.0 15.0 15.0 15.0 16.0 16.6

Percentiles for Boys: Both Hands

5:0-5:3 30 5.1 6.0 6.0 6.0 7.0 7.0 7.0 8.0 8.0

5:6-5:11 30 5.0 6.0 6.0 6.4 7.0 7.0 8.0 8.0 9.0

6:0-6:5 30 5.0 6.0 6.3 7.0 7.0 7.6 8.0 9.0 9.0

6:6-6.11 30 6.0 7.0 8.0 8.0 8.0 8.6 9.0 9.0 10.9

7:0-7:5 30 7.0 8.0 8.0 8.0 8.0 9.0 10.0 10.0 10.0

7:6-7:11 30 8.0 8.0 8.0 9.0 9.5 10.0 10.7 11.0 12.0

8:0-8:5 30 8.0 8.0 9.0 9.0 10.0 10.0 11.0 11.0 12.0

8:6-8:11 30 9.0 9.2 10.0 10.0 11.0 11.0 12.0 12.8 13.0

9:0-9:5 30 8.1 9.0 10.0 10.0 10.0 11.0 11.0 12.0 12.0

9:6-9:11 30 9.1 10.0 10.0 11.0 11.0 11.6 12.0 13.0 13.9

10:0-10:5 30 9.0 9.0 10.0 10.4 11.0 11.0 11.0 12.8 13.9

10:6-10:11 30 10.0 10.2 11.0 11.0 12.0 12.0 12.0 13.0 14.0

11:0-11:5 30 9.0 10.0 10.3 11.0 11.0 12.0 12.7 13.0 13.0

11:6-11:11 30 11.0 11.0 12.0 12.0 12.0 13.0 13.0 13.8 14.0

12:0-12:5 30 9.1 11.0 11.0 11.0 12.0 12.0 12.0 12.8 14.0

12:6-12:11 30 9.1 10.2 11.0 12.0 12.0 12.6 13.0 13.8 14.0

13:0-13:5 40 9.1 11.0 11.0 11.4 12.0 12.0 13.0 13.0 14.0

13:6-13:11 30 9.1 10.0 11.0 11.0 11.0 12.0 12.0 13.0 14.0

14:0-14:5 30 10.1 11.0 11.0 11.0 12.0 12.0 13.0 14.0 14.0

14:6-14:11 30 10.0 11.0 11.0 12.0 12.0 12.0 13.0 14.0 15.0

15:0-15:5 30 10.1 11.0 12.0 12.0 13.0 13.0 13.0 14.0 14.9

15:6-15:11 23 11.0 11.8 12.0 12.0 13.0 13.0 13.0 14.0 14.0

(continued)

18 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Table 14-27
Performance of Children on Purdue Pegboard: Percentiles
continued
Age n 10 20 30 40 50 60 70 80 90

Percentiles for Boys: Assembly

5:0-5:5 30 10.0 11.2 12.0 13.0 14.0 14.6 16.0 16.0 17.9

5:6-5:11 30 10.1 12.2 14.0 15.0 16.0 16.0 17.7 18.0 20.9

6:0-6:5 30 12.1 14.0 15.0 15.0 16.0 16.0 17.0 19.0 20.0

6:6-6.11 30 14.0 16.2 18.0 18.0 19.5 20.6 22.0 22.8 24.0

7:0-7:5 30 12.1 16.0 17.3 18.4 19.0 20.6 21.7 23.0 26.7

7:6-7:11 30 16.0 17.2 18.3 19.4 21.0 22.0 22.7 24.0 25.0

8:0-8:5 30 19.0 20.2 21.0 22.4 23.5 24.0 24.0 26.8 28.9

8:6-8:11 30 18.0 20.0 20.3 23.4 24.0 25.0 27.1 30.0 32.0

9:0-9:5 30 20.0 21.2 23.0 24.0 24.0 26.0 26.0 27.0 28.0

9:6-9:11 30 21.1 24.0 24.3 25.4 26.0 29.2 30.7 31.8 32.0

10:0-10:5 30 19.1 20.2 24.0 25.0 26.0 26.0 28.7 30.0 35.7

10:6-10:11 30 22.0 24.0 25.3 28.4 29.0 30.0 30.0 31.0 33.8

11:0-11:5 30 22.0 22.2 26.0 27.4 28.0 31.0 32.0 34.6 39.9

11:6-11:11 30 25.1 27.0 28.6 30.0 31.0 32.6 33.7 35.0 39.0

12:0-12:5 30 25.0 26.0 27.0 29.0 29.0 32.6 35.4 36.0 40.9

12:6-12:11 30 23.1 25.4 28.0 29.0 30.5 32.2 34.0 35.8 37.0

13:0-13:5 40 27.0 30.0 31.0 32.0 34.0 34.8 36.0 37.0 40.9

13:6-13:11 30 27.1 30.0 30.0 33.0 34.5 35.6 36.7 39.8 43.8

14:0-14:5 30 26.1 29.2 31.0 32.0 34.0 36.0 38.7 40.0 41.0

14:6-14:11 30 23.0 25.2 26.3 29.0 30.5 32.0 34.7 35.8 45.4

15:0-15:5 30 24.0 26.0 28.0 31.4 33.5 35.6 36.0 37.8 39.9

15:6-15:11 23 24.4 26.8 29.4 32.0 33.0 34.4 35.8 39.0 42.0

Percentiles for Girls: Preferred Hand

5:0-5:5 30 8.0 8.2 9.3 10.0 10.0 10.6 11.0 11.0 12.0

5:6-5:11 30 7.0 8.0 8.0 9.0 9.5 10.0 11.0 11.0 11.0

6:0-6:5 30 9.1 10.2 11.0 11.0 11.5 12.0 12.0 12.0 13.0

6:6-6.11 30 10.1 11.0 11.0 11.0 11.0 12.0 13.0 14.0 14.0

7:0-7:5 30 10.0 11.0 11.0 12.0 12.0 12.6 13.0 13.0 14.9

7:6-7:11 30 10.1 11.0 12.0 12.0 13.0 13.0 13.0 14.0 14.0

8:0-8:5 30 11.0 12.0 12.0 12.4 13.0 13.0 14.0 14.8 15.9

8:6-8:11 30 12.0 12.0 13.0 13.0 14.0 14.0 14.7 15.0 16.9

9:0-9:5 30 10.1 12.0 13.0 13.0 13.0 14.0 14.0 15.0 16.0

9:6-9:11 30 12.0 13.0 14.0 14.0 14.0 15.0 15.0 16.0 16.9

10:0-10:5 30 13.0 14.0 14.0 15.0 15.0 15.0 16.0 16.0 17.9

10:6-10:11 30 13.1 14.0 14.3 15.0 15.5 16.0 16.0 16.8 17.9

(continued)

[email protected] . www.lafayetteinstrument.com 19
 Lafayette Instrument Purdue Pegboard Test

Table 14-27
Performance of Children on Purdue Pegboard: Percentiles
continued
Age n 10 20 30 40 50 60 70 80 90

11:0-11:5 30 12.0 13.2 14.0 15.0 15.0 15.0 15.7 16.8 17.0

11:6-11:11 30 14.0 14.0 15.0 15.0 16.0 16.0 17.0 17.0 18.0

12:0-12:5 30 14.0 14.0 14.0 15.0 15.0 16.0 17.0 17.0 17.9

12:6-12:11 30 12.1 13.2 15.0 15.0 16.0 16.0 16.0 17.0 18.0

13:0-13:5 40 14.0 14.0 15.0 15.0 16.0 16.0 16.0 17.0 18.0

13:6-13:11 30 13.3 14.0 14.0 15.0 15.0 15.0 16.0 17.0 18.0

14:0-14:5 30 14.1 15.0 15.0 16.0 16.0 16.0 17.0 17.8 19.0

14:6-14:11 30 14.0 14.0 15.0 15.0 16.0 16.6 17.0 17.0 18.9

15:0-15:5 30 15.0 15.0 16.0 16.0 17.0 17.0 18.0 18.0 19.0

15:6-15:11 23 14.0 15.0 15.6 16.0 16.0 17.0 17.4 18.0 19.0

Percentiles for Girls: Nonpreferred Hand

5:0-5:5 30 7.0 7.0 8.0 8.0 9.0 9.0 9.0 10.0 10.0

5:6-5:11 30 7.0 7.2 8.0 8.4 9.0 10.0 10.0 11.0 11.0

6:0-6:5 30 8.0 8.2 9.3 10.0 10.0 11.0 11.0 11.8 12.0

6:6-6.11 30 9.0 9.2 10.0 10.0 10.0 11.0 11.0 12.0 12.0

7:0-7:5 30 8.0 9.0 10.0 10.0 11.0 11.0 11.0 12.0 13.0

7:6-7:11 30 9.0 10.0 10.3 11.0 11.0 12.0 13.0 13.0 14.0

8:0-8:5 30 10.0 11.0 11.0 12.0 12.0 12.0 12.7 13.0 14.0

8:6-8:11 30 11.0 11.0 12.0 12.0 12.0 12.6 13.0 13.8 14.0

9:0-9:5 30 9.0 10.0 11.0 11.0 11.5 12.6 13.0 14.0 14.9

9:6-9:11 30 11.0 11.0 12.0 12.0 13.0 13.6 14.0 14.8 15.0

10:0-10:5 30 11.0 12.0 13.0 13.0 13.0 13.6 14.0 14.8 15.0

10:6-10:11 30 11.2 13.0 13.0 13.4 14.0 14.0 14.0 14.8 15.0

11:0-11:5 30 10.2 12.4 14.0 14.0 14.0 15.0 15.0 15.0 16.8

11:6-11:11 30 11.0 12.0 13.0 14.0 14.0 14.0 15.0 15.0 16.0

12:0-12:5 30 12.0 13.0 13.3 14.0 14.0 14.0 15.0 16.0 16.9

12:6-12:11 30 12.0 13.0 13.0 13.0 14.0 14.0 15.0 15.0 16.9

13:0-13:5 40 12.1 13.0 13.0 13.4 14.0 14.0 15.0 16.0 16.0

13:6-13:11 30 12.0 13.0 14.0 14.0 14.0 15.0 15.0 15.0 16.0

14:0-14:5 30 13.0 13.0 14.0 15.0 15.0 15.0 15.7 16.0 17.0

14:6-14:11 30 13.0 13.2 14.0 14.0 15.0 15.0 16.0 16.8 17.0

15:0-15:5 30 12.9 14.0 14.0 14.6 15.0 15.4 16.0 16.0 17.0

15:6-15:11 23 13.0 13.0 14.0 14.0 15.0 16.0 16.4 17.6 18.0

(continued)

20 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Table 14-27
Performance of Children on Purdue Pegboard: Percentiles
continued
Age n 10 20 30 40 50 60 70 80 90

Percentiles for Girls: Both Hands

5:0-5:5 30 5.0 6.0 6.0 7.0 7.0 7.6 8.0 8.0 8.0

5:6-5:11 30 5.0 6.0 6.0 6.4 7.0 7.0 7.7 8.0 8.0

6:0-6:5 30 6.1 7.2 8.0 8.0 9.0 9.0 9.0 10.0 10.0

6:6-6:11 30 6.1 8.0 8.0 8.0 8.0 8.6 9.7 10.0 12.0

7:0-7:5 30 6.0 7.2 8.0 9.0 9.0 9.0 10.0 10.8 11.0

7:6-7:11 30 7.0 8.0 9.0 9.0 9.5 10.0 10.7 11.0 11.0

8:0-8:5 30 8.0 8.2 9.0 10.0 10.0 11.0 11.0 11.0 12.0

8:6-8:11 30 8.0 9.0 10.0 10.0 10.5 11.0 11.0 12.0 12.9

9:0-9:5 30 8.0 8.0 9.0 9.4 10.0 10.0 11.0 11.0 12.0

9:6-9:11 30 9.0 10.0 11.0 12.0 12.0 12.0 13.0 13.0 13.0

10:0-10:5 30 10.0 10.0 11.0 11.0 11.0 11.6 12.0 12.0 13.0

10:6-10:11 30 11.0 11.0 11.3 12.0 12.0 12.0 13.0 13.8 14.9

11:0-11:5 30 9.1 10.0 11.0 11.4 12.0 12.0 12.7 13.0 13.0

11:6-11:11 30 9.1 10.2 11.0 11.0 13.0 13.0 13.0 14.0 14.0

12:0-12:5 30 10.0 11.0 12.0 12.0 12.0 12.0 12.0 13.0 14.0

12:6-12:11 30 10.0 10.2 11.0 12.0 12.0 12.0 13.0 13.8 14.0

13:0-13:5 40 10.0 11.0 11.0 12.0 12.0 12.0 13.0 13.0 14.0

13:6-13:11 30 10.3 11.0 11.9 12.0 12.0 12.0 13.0 13.0 13.7

14:0-14:5 30 11.0 11.0 12.0 12.0 12.0 13.0 13.0 14.8 15.0

14:6-14:11 30 9.1 11.0 11.3 12.0 12.0 13.0 13.7 14.0 15.0

15:0-15:5 30 11.0 11.0 12.0 12.0 13.0 13.0 14.0 14.0 16.0

15:6-15:11 23 11.0 11.0 12.0 13.0 13.0 13.0 13.4 14.0 14.0

Percentiles for Girls: Assembly

5:0-5:5 30 11.1 13.0 13.0 14.0 15.0 15.6 16.0 17.0 18.0

5:6-5:11 30 9.0 11.0 12.3 13.4 14.0 15.6 16.0 17.0 20.0

6:0-6:5 30 14.0 16.0 16.0 16.0 17.0 18.0 20.0 22.0 23.9

6:6-6.11 30 16.0 17.0 18.0 19.0 20.0 21.0 22.7 25.6 27.8

7:0-7:5 30 14.0 15.2 17.0 18.0 19.5 21.6 22.0 24.0 24.9

7:6-7:11 30 14.0 16.0 17.0 18.4 19.5 21.6 23.4 25.8 26.9

8:0-8:5 30 16.0 17.0 20.0 21.0 22.0 23.0 23.0 24.8 28.9

8:6-8:11 30 18.0 19.2 20.3 21.4 23.0 24.6 27.4 31.8 32.0

9:0-9:5 30 18.0 19.0 20.3 22.0 23.5 26.0 29.0 31.8 16.0

9:6-9:11 30 22.1 23.2 26.0 27.0 28.0 31.0 32.0 34.8 37.9

10:0-10:5 30 20.3 23.2 26.0 27.0 28.0 29.0 29.7 30.8 35.8

10:6-10:11 30 24.1 27.0 28.3 29.4 30.5 31.6 35.7 37.8 39.8

(continued)

[email protected] . www.lafayetteinstrument.com 21
 Lafayette Instrument Purdue Pegboard Test
Table 14-27
Performance of Children on Purdue Pegboard: Percentiles
continued
Age n 10 20 30 40 50 60 70 80 90

11:0-11:5 30 25.1 28.0 29.3 31.4 32.5 34.0 35.7 37.0 40.9

11:6-11:11 30 22.2 25.4 28.3 31.0 34.5 37.0 39.0 40.0 41.0

12:0-12:5 30 28.0 31.0 32.0 34.0 34.0 34.6 36.7 39.0 43.6

12:6-12:11 30 24.0 28.0 30.3 32.8 35.0 36.0 38.7 41.7 45.7

13:0-13:5 40 27.8 31.2 32.3 33.4 35.0 37.6 38.0 39.0 41.9

13:6-13:11 30 29.5 33.0 34.9 36.4 38.0 38.0 40.0 42.0 44.1

14:0-14:5 30 25.3 30.2 34.0 34.0 36.0 38.0 40.7 43.0 45.9

14:6-14:11 30 27.1 28.2 30.3 32.0 33.0 35.2 37.7 40.8 44.9

15:0-15:5 30 28.7 29.8 31.7 33.6 35.5 38.4 41.3 43.2 50.2

15:6-15:11 23 23.2 29.4 33.0 36.8 39.0 40.0 41.0 43.0 47.8

Note: Data were derived from 1,334 normal schoolchildren

Source: Adapted from Gardner & Broman (1979).

Table 14-28
Performance (Sum of Three Trials) on the Purdue Pegboard
in Adolescents, by Age and Gender

Males Females

N Mean SD N Mean SD

14-15 years 26 28

Right 49.5 4.0 51.6 4.8

Left 46.4 5.0 47.9 5.0

Both 39.5 5.1 40.3 3.6

Assembly 119.7 18.4 114.0 17.0

16-17 years 32 33

Right 49.6 4.5 52.6 4.4

Left 47.8 4.9 49.4 5.2

Both 40.2 4.0 42.4 4.3

Assembly 119.8 18.2 122.4 18.2

18-19 years 29 28

Right 49.5 5.4 54.8 5.8

Left 48.0 4.6 51.1 4.1

Both 40.4 4.3 44.3 4.9

Assembly 123.2 15.4 134.5 16.4

Note: Based on a sample of 176 males and females, aged 14-19

years, with no history of neuromuscular or orthopedic dysfunction
that could affect finger dexterity.

Source: Adapted from Mathiowetz et al., 1986.

22 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual
Table 14-29
Mean Performance on Purdue Pegboard in Children, by Age
(One Trial per Hand)
Right Hand Left Hand Both Hands

Age* n Male n Female M SD Range M SD Range M SD Range

2.6-2.11 10 10 4.70 1.08 3-7 4.05 1.15 2-7 2.95 1.28 0-5

3.0-3.5 10 14 5.54 1.62 3-9 5.13 1.42 2-8 3.63 1.53 0-6

3.6-3.11 10 15 6.80 1.26 4-9 6.00 1.38 3-8 4.20 1.23 2-7

4.0-4.5 23 17 8.08 1.49 4-11 6.68 1.25 4-9 5.23 1.44 2-8

4.6-4.11 27 19 9.07 1.58 6-13 8.20 1.56 4-11 6.07 1.20 4-9

5.0-5.5 15 16 10.16 1.77 7-14 9.19 2.02 6-14 6.81 1.76 4-10

5.6-5.11 10 10 9.90 1.59 7-13 9.00 1.26 6-11 6.35 1.69 3-9

Source: From Wilson et al., 1982. Reprinted with the kind permission of Psychology Press.

* Age is Years.Months

Comment
The task is brief and easy to administer. Users should note that administration rules vary
among studies with respect to the number of trials (one, two, or three). The most reliable
scores result from averaging subtest scores for the three-trial administration of the test.
However, norms for such a version are not currently available for all segments of the
population.

At a minimum, hand preference, age and gender need to be considered when evaluating
test scores. Although normative reports provided here do present data stratified by age
and gender, hand preference, and the method of determining handedness, is frequently not
reported.

As noted earlier, reliability is better when three trials are given per subtest. Accordingly,
clinicians who administer the one-trial test should exercise caution when interpreting
changes in scores (Buddenberg & Davis, 2000). Further, right-left differences (or ratios) on
the Purdue Pegboard Test are not very reliable. Therefore, asymmetries may have diagnostic
value only if differences are also found on other tests (Reddon et al., 1988). In this context it
is important to bear in mind that measures of lateral preference are imperfect indicators of
performance asymmetry.

The Purdue Pegboard Test has proved useful in the assessment of motor deficits in both
adults and children. It is perhaps not only because the task taps motor ability but also
because it is demanding of cognitive speed and attentional control that it makes a useful
predictor of functioning in daily life.

[email protected] . www.lafayetteinstrument.com 23
 Lafayette Instrument Purdue Pegboard Test

References
Agnew, J., Bolla-Wilson, K., Kawas, C. H., & Bleeker, M. L. (1988). Purdue Pegboard age and
sex norms for people 40 years old and older. Developmental Neuropsychology, 4, 29-35.
Asikainen, L., Nybo, T., Mueller, K., Sarna, S., & Kaste, M. (1999). Speed performance and long-
term functional and vocational outcome in a group of young patients with moderate or
severe traumatic brain injury. European Journal of Neurology, 6, 179-185.
Baron, I-S. (2004). Neuropsychological evaluation of the child. New York: Oxford University
Press.
Braun, C. M. J., Archambault, M-A., Daigneault, S., & Larocque, C. (2000). Right body side
performance decrement in congenitally dyslexic children and left body side performance
decrement in congenitally hyperactive children. Neuropsychiatry, Neuropsychology, and
Behavioral Neurology, 13, 89-100.
Brito, G. N. O., & Santos-Morales, T. R. (2002). Developmental norms for the Gardner
Steadiness Test and the Purdue Pegboard: A study with children of a metropolitan school
in Brazil. Brazilian Journal of Medical and Biological Research, 35, 931-949.
Brown, R. G., Jahanshahai, M., & Marsden, D. C. (1993). The execution of bimanual movements
in patients with Parkinson’s, Huntington’s, and cerebellar disease. Journal of Neurology,
Neurosurgery and Psychiatry, 56, 295-297.
Buddenberg, L. A., & Davis, C. (2000). Test-retest reliability of the Purdue Pegboard Test.
American Journal of Occupational Therapy, 54, 555-558.
Costa, L. D., Vaughan, H. G., Levita, E., & Farber, N. (1963). Purdue Pegboard as a predictor of
the presence and laterality of cerebral lesions. Journal of Consulting Psychology, 27, 133-
137.
Costa, L. D., Scarola, L. M., & Rapin, I. (1983). Purdue Pegboard scores for normal grammar
school children. Perceptual and Motor Skills, 18, 748.
DesRosiers, J., Hebert, R., Bravo, G., & Dutil, E. (1995). The Purdue Pegboard Test: Normative
data for people aged 60 and over. Disability and Rehabilitation, 17, 217-224.
Doyen, A-L., & Carlier, M. (2002). Measuring handedness: A validation study of Bishop’s
reaching card test. Laterality, 7, 115-130.
Feinstein, A., Brown, R., & Ron, M. (1994). Effects of practice of serial tests of attention in
healthy subjects. Journal of Clinical and Experimental Neuropsychology, 16, 436 447.
Fleishman, E. A., & Ellison, G. D. (1962). A factor analysis of fine manipulative tests. Journal of
Applied Psychology, 46, 96-105.
Fleishman, E. A., & Hempel, W. E. Jr. (1954).A factor analysis of dexterity tests. Personnel
Psychology, 7, 15-32.
Flyckt, L., Sydow, O., Bjerkenstedt, L., Edman, G., Rydin, E., & Wiesel, F-A. (1999). Neurological
signs and psychomotor performance in patients with schizophrenia, their relatives and
healthy controls. Psychiatry Research, 86, 113-129.

24 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Gardner, R. A., & Broman, M. (1979). The Purdue Pegboard: Normative data on 1334 school
children. Journal of Clinical Child Psychology, 8, 156-162.
Judge, J., & Stirling, J. (2003). Fine motor skill performance in left- and right-handers: Evidence
of an advantage for left-handers. Laterality, 8, 297-306.
Lehoux, C., Everett, J., Laplante, L., Emond, C., Trepanier, J., Brassard, A., Rene, L., Gayer, M.,
Merette, C., Maziade, M., & Roy, M.A.. (2003). Fine motor dexterity is correlated to social
functioning in schizophrenia. Schizophrenia Research, 62, 269-273.
Mathiowetz, V., Rogers, S. L., Dowe-Keval, M., Donahoe, L., & Reline’s, C. (1986). The Purdue
Pegboard: Norms for 14- to 19- year-olds. The American Journal of Occupational Therapy,
40, 174-179.
McCurry, S. M., Gibbons, L. E., Uomoto, J. M., Thompson, M. L., Graves, A. B., Edland, S. D.,
Bowne, J., McCormick, W. C., & Larson, E. B. (2001). Neuropsychological test performance
in a cognitively intact sample of older Japanese American adults. Archives of Clinical
Neuropsychology, 16, 447-459.
Nybo, T., & Koskiniem, M. (1999). Cognitive indicators of vocational outcome after severe
traumatic brain injury (TBI) in childhood. Brain Injury, 13, 759-766.
Pernat, K., Kfitikos, A., Phillips, J. G., Bradshaw, J. L., Iansek, R., Kempster, P., & Bradshaw,
J. A. (1996). The association between clinical and quantitative indexes of Parkinsonian
symptomatology. Neuropsychiatry, Neuropsychology and Behavioral Neurology, 9, 234-241.
Peters, M. (1990). Subclassification of non-pathological left-handers poses problems for
theories of handedness. Neuropsychologia, 28, 279-289.
Peters, M., Servos, P., & Day, R. (1990). Marked sex differences on a fine motor skill task
disappear when finger size is used as a covariate. Journal of Applied Psychology, 75, 87-90.
Rapin, I., Tourk, L. M., & Costa, L. D. (1966). Evaluation of the Purdue Pegboard as a screening
test for brain damage. Developmental Medicine and Child Neurology, 8, 45-54.
Reddon, J. R., Gill, D. M., Gauk, S. E., & Maerz, M. D. (1988). Purdue Pegboard: Test-retest
estimates. Perceptual and Motor Skills, 66, 503-506.
Roy, M-A., Lehoux, C., Emond, C., Laplante, L., Bouchard, R. H., Everett, J., Merette, C., &
Maziade, M. (2003). A pilot neuropsychological study of Kraepelinian and non-Kraepelinian
schizophrenia. Schizophrenia Research, 62, 155-163.
Sappington, T. J. (1980). Measures of lateral dorninrce: Interrelationships and temporal
stability. Perceptual and Actor Skills, 50, 783-790.
Sattler, J. M., & Engelhardt, J. (1982). Sex differences on Purdue Pegboard norms for children.
Journal of Clinical Child Psychology, 11, 72-73.
Schmidt, R., Fazekas, F., Offenbacher, H., Dusek, T., Zac, E., Reinhart, B., Grieshofer, P., Freidl,
W., Eber, B., Schumacher, M., et al. (1993). Neuropsychologic correlations of MR1 white
matter hyperintensities: A study of 150 normal volunteers. Neurology, 43, 2490-2492.

[email protected] . www.lafayetteinstrument.com 25
 Lafayette Instrument Purdue Pegboard Test

Stanford, M. S., Barratt, E. S. (1996). Verbal skills, finger tapping, and cognitive tempo define
a second-order factor of temporal information processing. Brain and Cognition, 31, 35-45.
Stewart, W. F., Schwartz, B. S., Simon, D., Bola, K. I., Todd, A. C., & Links, J. (1999).
Neurobehavioral function and tibial and chelatable lead levels in 543 former organolead
workers. Neurology, 52,1610-1617.
Strenge, H., Niederberger, U., & Seelhorst, U. (2002). Correlation between tests of attention
and performance on Grooved and Purdue Pegboards in normal subjects. Perceptual and
Motor Skills, 95, 507-514.
Tiffin, J. (1968). Purdue Pegboard: Examiner manual. Chicago: Science Research Associates.
Tiffin, J., & Asher, E. I. (1948). The Purdue Pegboard: Norms and studies of reliability and
validity. Journal of Applied Psychology, 32, 234-247.
Triggs, W. J., Calvanio, R., Levine, M., Heaton, R. K., & Heilman, K. M. (2000). Predicting hand
preference with performance on motor tasks. Cortex, 36, 679-689.
Uitti, R. J., Wharen, R. E., Turk, M. F., Lucas, J. A., Finton, M. J., Graff- Radford, N. R., Boylan, K.
B., Goerss, S. J., Kali, B. A., Adler, C. H., Caviness, J. N., & Atkinson, E. J. (1997). Unilateral
pallidotomy for Parkinson’s disease: Comparison of outcome in younger versus elderly
patients. Neurology, 49, 1072-1077.
Vaughan, H. G., & Costa, L. D. (1962). Performance of patients with lateralized cerebral
lesions: II. Sensory and motor tests. Journal of Nervous and Mental Disease, 134, 237-243.
Verdino, M., & Dingman, S. (1998). Two measures of laterality in handedness: The Edinburgh
Handedness Inventory and the Purdue Pegboard test of manual dexterity. Perceptual and
Motor Skills, 86, 476-478.
Wilson, B. C., Iacovello, J. M., Wilson, J. J., & Risucci, D. (1982). Purdue Pegboard performance
of normal preschool children. Journal of Clinical Neuropsychology, 4,19-26.
Yeudall, L. T., Fromm, D., Reddon, 1. R., & Stefanyk, W. 0. (1986). Normative data stratified by
age and sex for 12 neuropsychologi-cal tests. Journal of Clinical Psychology, 42, 918-946.
Zakzanis, K. K., Leach, L., & Freedman, M. (1998). Structural and functional meta-analytic
evidence for fronto-subcortical system deficit in progressive supranuclear palsy. Brain and
Cognition, 38, 283-296.

Information used by permission of Oxford University Press, Inc.

A Compendium of Neuropsychological Tests: Administration, Norms and Commentary by
Otfried Spreen and Esther Strauss (1998)

26 PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505

 Model 32020A User’s Manual

Securing Faceplate
The Model 32020A Purdue Pegboard utilizes a series of plastic knobs on each end of the
faceplate in order to secure the pins, collars, and washers for storage. Simply align the
faceplate in the track and slide the faceplate until the knobs are snug together to secure the
storage area. Figure 1 shows the faceplate in the track with the knobs separated while Figure
2 is a close up of the 3 knobs fitted snugly together to provide a secure hold on the faceplate.

Figure 1

Figure 2

[email protected] . www.lafayetteinstrument.com 27
 Lafayette Instrument Purdue Pegboard Test
Terms and Conditions
LIC Worldwide Headquarters Lafayette Instrument Company
Toll-Free: (800) 428-7545 (USA only) 3700 Sagamore Parkway North
Phone: (765) 423-1505 Lafayette, IN 47904, USA.
Fax: (765) 423-4111
[email protected] Shipments cannot be received at the PO Box. The items should be packed
[email protected] (Outside the USA) well, insured for full value, and returned along with a cover letter explaining
the malfunction. An estimate of repair will be given prior to completion ONLY
Mailing Address: if requested in your enclosed cover letter. We must have a hard copy of your
Lafayette Instrument Company purchase order by mail or fax, or repair work cannot commence for non-
PO Box 5729 warranty repairs.
Lafayette, IN 47903, USA
Damaged Goods
Lafayette Instrument Europe Damaged instrumentation should not be returned to Lafayette Instrument prior to
Phone: +44 1509 817700 a thorough inspection. If a shipment arrives damaged, note damage on delivery
Fax: +44 1509 817701 bill and have the driver sign it to acknowledge the damage. Contact the delivery
Email: [email protected] service, and they will file an insurance claim. If damage is not detected at the
time of delivery, contact the carrier/shipper and request an inspection within
Phone, Fax, Email or Mail-in Orders 10 days of the original delivery. Please call the Lafayette Instrument Customer
All orders need to be accompanied by a hard copy of your purchase order. All Service Department for repair or replacement of the damaged merchandise.
orders must include the following information:
• Quantity Limited Warranty
• Part Number Lafayette Instrument Company warrants equipment manufactured by the
• Description company to be free of defects in material and workmanship for a period of one
• Your purchase order number or method of pre-payment year from the date of shipment, except as provided hereinafter. The original
• Your tax status (include tax-exempt numbers) manufacturer’s warranty will be honored by Lafayette Instrument for items not
• Shipping address for this order manufactured by Lafayette Instrument Company, i.e. resell items. This assumes
• Billing address for the invoice we’ll mail when this order is shipped normal usage under commonly accepted operating parameters and excludes
• Signature and typed name of person authorized to order these products consumable products.
• Your telephone number
• Your email address Warranty period for repairs or used instrumentation purchased from Lafayette
• Your FAX number Instrument is 90 days. Lafayette Instrument Company agrees either to
repair or replace, at its sole option and free of part charges to the customer,
Domestic Terms instrumentation which, under proper and normal conditions of use, proves to
There is a $50 minimum order. Open accounts can be extended to most be defective within the warranty period. Warranty for any parts of such repaired
recognized businesses. Net amount due 30 days from the date of shipment or replaced instrumentation shall be covered under the same limited warranty
unless otherwise specified by us. Enclose payment with the order; charge with and shall have a warranty period of 90 days from the date of shipment or the
VISA, MasterCard, American Express, or pay COD. We must have a hard copy remainder of the original warranty period whichever is greater. This warranty
of your purchase order by mail, E-mail or fax. Students, individuals and private and remedy are given expressly and in lieu of all other warranties, expressed or
companies may call for a credit application. implied, of merchantability or fitness for a particular purpose and constitutes
the only warranty made by Lafayette Instrument Company.
International Payment Information
There is a $50 minimum order. Payment must be made in advance by: draft Lafayette Instrument Company neither assumes nor authorizes any person to
drawn on a major US bank; wire transfers to our account; charge with VISA, assume for it any other liability in connection with the sale, installation, service or
MasterCard, American Express, or confirmed irrevocable letter of credit. use of its instrumentation. Lafayette Instrument Company shall have no liability
Proforma invoices will be provided upon request. whatsoever for special, consequential, or punitive damages of any kind from any
cause arising out of the sale, installation, service or use of its instrumentation.
Exports All products manufactured by Lafayette Instrument Company are tested and
If ordering instrumentation for use outside the USA, please specify the country inspected prior to shipment. Upon prompt notification by the Customer, Lafayette
of ultimate destination, as well as the power requirements (110V/60Hz or Instrument Company will correct any defect in warranted equipment of its
220V/50Hz). Some model numbers for 220V/50Hz will have a “*C” suffix. manufacture either, at its option, by return of the item to the factory, or shipment
of a repaired or replacement part. Lafayette Instrument Company will not be
Quotations obliged, however, to replace or repair any piece of equipment, which has been
Quotations are supplied upon request. Written quotations will include the price abused, improperly installed, altered, damaged, or repaired by others. Defects in
of goods, cost of shipping and handling, if requested, and estimated delivery equipment do not include decomposition, wear, or damage by chemical action
time frame. Quotations are good for 30 days, unless otherwise noted. Following or corrosion, or damage incurred during shipment.
that time, prices are subject to change and will be re-quoted at your request.
Limited Obligations Covered by this Warranty
Cancellations 1. In the case of instruments not of Lafayette Instrument Company
Orders for custom products, custom assemblies or instruments built to manufacture, the original manufacturer’s warranty applies.
customer specifications will be subject to a cancellation penalty of 100%. 2. Shipping charges under warranty are covered only in one direction. The
Payment for up to 100% of the invoice value of custom products may be required customer is responsible for shipping charges to the factory if return of
in advance. Cancellation for a standard Lafayette Instrument manufactured the part is required.
product once the product has been shipped will normally be assessed a charge 3. This warranty does not cover damage to components due to improper
of 25% of the invoice value, plus shipping charges. Resell items, like custom installation by the customer.
products, will be subject to a cancellation penalty of 100%. 4. Consumable and or expendable items, including but not limited to
electrodes, lights, batteries, fuses, O-rings, gaskets, and tubing, are
Exchanges and Refunds excluded from warranty.
Please see the cancellation penalty as described above. No item may be returned 7. Failure by the customer to perform normal and reasonable maintenance
without prior authorization of Lafayette Instrument Company and a Return on instruments will void warranty claims.
Goods Authorization (RGA#) number which must be affixed to the shipping 8. If the original invoice for the instrument is issued to a company that
label of the returned goods. The merchandise should be packed well, insured is not the company of the end user, and not an authorized Lafayette
for the full value and returned along with a cover letter explaining the reason for Instrument Company distributor, then all requests for warranty must be
return. Unopened merchandise may be returned prepaid within thirty (30) days processed through the company that sold the product to the end user,
after receipt of the item and in the original shipping carton. Collect shipments and not directly to Lafayette Instrument Company.
will not be accepted. Product must be returned in saleable condition, and credit
is subject to inspection of the merchandise. Export License
The U.S. Department of Commerce requires an export license for any polygraph
Repairs system shipment with an ULTIMATE destination other than: Australia, Japan,
Instrumentation may not be returned without first receiving a Return Goods New Zealand or any NATO Member Countries. It is against U.S. law to ship a
Authorization Number (RGA). When returning instrumentation for service, please Polygraph system to any other country without an export license. If the ultimate
call Lafayette Instrument to receive a RGA number. Your RGA number will be destination is not one of the above listed countries, contact us for the required
good for 30 days. Address the shipment to: license application forms.

PO Box 5729 Lafayette, IN 47903 USA . Phone: (765) 423-1505