Art therapy based on painting for classroom interfering behaviors in ADHD intervention

Abstract

Objective To explore the effectiveness of art therapy based on painting in ADHD intervene for classroom interfering behaviors.

Methods A total of 60 children with ADHD were randomly selected from three primary schools in Wenfeng District, Anyang City, Henan Province. All the children were randomly divided into two groups. The control group received no intervention. The observation group was intervened with painting art for 8 weeks. The achievement rate of classroom goal behavior and the scores of Conners children’s behavior questionnaire were compared before and after the experiment.

Results The achievement rate of all classroom target behaviors (no noise in class, no repetition of teacher’s speech in class, obeying instructions, no leaving the seat without permission in class, participating in classroom activities) in the observation group was significantly higher after intervention (χ ²=23.65, 30.54, 18.54, 16.98, 20.34, P<0.05), and significantly higher than that in the control group (χ ²=16.22, 36.02, 24.43, 38.55, 16.95, P<0.05). The results of Conners children’s behavior questionnaire showed that the scores of learning problems, impulse/hyperactivity and hyperactivity index in the observation group were significantly lower after intervention ( Z = 7.63, 8.42, 9.56, P<0.05), and significantly lower than those in the control group ( Z = 10.81, 11.25, 10.16, P<0.05). Teacher-rated Conners children’s behavior questionnaire showed that the scores of behavior problems, hyperactivity, inattention passivity and hyperactivity index in the observation group were significantly lower ( Z= 6.32, 7.56, 10.03, 9.18, P<0.05), and significantly lower than those in the control group ( Z = 11.66, 19.22, 12.24, 9.01, P<0.05).

Conclusion Art therapy based on painting in ADHD intervention can effectively reduce classroom interfering behaviors, promote concentration and improve ADHD symptoms.

Abstract

【摘要】 目的 探讨绘画艺术对多动症儿童课堂干扰行为的干预效果, 为明确绘画艺术干预对多动症儿童治疗效果提供 参考依据。 方法 采用分层随机抽样法, 从河南安阳市文峰区 3 所小学随机选取 60 名多动症儿童作为研究对象, 随机均 分为两组, 对照组作为空白对照, 不接受任何干预, 观察组接受为期 8 周的绘画艺术干预。对比两组干预前后的课堂目标 行为达成率及 Conners 儿童行为问卷评分。 结果 与干预前相比, 观察组儿童干预后各项课堂目标行为(上课不发出噪 声、课堂上不重复老师讲话、遵守老师指令、上课不擅自离开座位、参与课堂活动)达成率均明显提髙 (χ ² 值分别为 23.65, 30.54, 18.54, 16.98, 20.34, P 值均<0.05), 并且均髙于对照组 (χ ² 值分别为 16.22, 36.02, 24.43, 38.55, 16.95, P 值均<0.05)。Conners 儿童行为问卷(家长量表)结果显示, 观察组儿童干预后的学习问题、冲动/多动、多动指数评分明显降低 ( Z 值分别 为 7.63, 8.42, 9.56, P 值均<0.05), 并且均低于对照组 ( Z 值分别为 10.81, 11.25, 10.16, P值均<0.05)。Conners 儿童行为问 卷(教师量表)结果显示, 观察组儿童干预后的品行问题、多动、不注意–被动、多动指数评分均降低 ( Z 值分别为 6.32, 7.56, 10.03, 9.18, P 值均<0.05), 并且均低于对照组 ( Z 值分别为 11.66, 19.22, 12.24, 9.01, P 值均<0.05)。 结论 对多动症儿童 实施绘画艺术干预, 能够有效减少其课堂干扰行为, 提升专注力, 改善多动症行为对多动症儿童有良好的干预效果。