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      Analysis of the intervention effect of drawing therapy on children with attention deficit hyperactivity disorder

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          Abstract

          Objective To explore the effect of drawing therapy on the behavior of children with attention deficit hyperactivity disorder (ADHD), and to provide a new perspective for the treatment of children with attention deficit hyperactivity disorder (ADHD).

          Methods In June 2019, a random sample of three primary schools in 1–6 grade in Baishan who diagnosed with ADHD was recruited, the experimental group 10 ADHD children were given painting therapy intervention for 14 weeks, four times a week, 120 mins each time, the control group 10 ADHD children received no intervention. During the study period all the participants do not receive any other treatment. The ADHD Rating Scale Parent version, the Conners Parents Symptom Questionnaire (PSQ) and the Rey Complex Figure test was assessed before and after the intervention to evaluate the symptoms of ADHD children.

          Results In terms of PSQ score test, there were significant differences between the scores of four dimension factors in the experimental group after therapeutic intervention and those before intervention and those after intervention in the control group ( P<0.05) . The follow-up test showed that the PSQ score in the experimental group remained good ( P<0.05) . There were two dimension factors that were not significantly different in the post-test and follow-up post-test and before intervention. In Rey complex memory graph test score test, it was found that the score of four dimensions after intervention in the experimental group was significantly different from that before intervention and after intervention in the control group ( P<0.05) . After 12 weeks, the score of follow-up test remained good ( P< 0.05).

          Conclusion Painting therapy has a significant effect on ADHD children’ s behavioral management ability and working memory ability, and the effect can last for at least 12 weeks.

          Abstract

          【摘要】 目的 探讨绘画疗法对注意缺陷多动障碍 (attention-deficit hyperactivity disorder, ADHD) 儿童行为的影响, 为注意缺陷多动障碍儿童的治疗提供新视角。 方法 于 2019 年 6 月, 随机抽取白山市 3 所小学一至六年级已被诊断为注 意缺陷多动障碍的儿童, 采用实验组-对照组前后测设计, 对实验组 10 名ADHD儿童进行 14 周, 每周 4 次, 每次 120 min 的绘画疗法干预; 对照组10名ADHD儿童不进行干预。研究期间保证两组儿童不进行除绘画疗法以外的其他治疗方式, 使用ADHD症状分级父母评定量表、Conners 父母评症状量表 (Conners Parent Symptom Questionnaire, PSQ)、Rey复杂记忆 图形测验进行前测与后测评估。干预结束 12 周后再次对两组进行PSQ和Rey复杂图形记忆测验。 结果 干预后, 实验 组品行行为、学习问题、冲动多动、多动指数 4 个维度评分与干预前及对照组干预后评分差异均有统计学意义 ( P值均< 0.05), 追踪测验显示实验组PSQ分数保持良好 ( P<0.05), 有 2 个维度因子在后测与追踪后测与干预前差异均无统计学意 义。在Rey复杂记忆图形测验分数检验中发现, 实验组经干预后 4 个维度因子评分与干预前及对照组干预后评分差异均 有统计学意义 ( P值均<0.05)。12 周后追踪测验分数保持良好 ( P<0.05)。 结论 绘画疗法对ADHD儿童行为管理能力及 工作记忆能力影响显著, 且影响能够最少持续 12 周。

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          Author and article information

          Journal
          CJSH
          Chinese Journal of School Health
          Chinese Journal of School Health (China )
          1000-9817
          01 April 2020
          01 April 2020
          : 41
          : 4
          : 543-550
          Affiliations
          [1] 1School of Education Science, Northeast Petroleum, University, Daqing (163318), Heilongjiang Province, China
          Article
          j.cnki.1000-9817.2020.04.017
          10.16835/j.cnki.1000-9817.2020.04.017
          e60c56bd-ebcc-4131-b888-37a51ee17880
          © 2020 Chinese Journal of School Health

          This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 Unported License (CC BY-NC 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See https://creativecommons.org/licenses/by-nc/4.0/.

          Product
          Self URI (journal-page): http://www.cjsh.org.cn
          Categories
          Journal Article

          Ophthalmology & Optometry,Pediatrics,Nutrition & Dietetics,Clinical Psychology & Psychiatry,Public health
          Paintings,Child,Analysis of variance,Intervention studies,Mental health,Attention deficit disorder with hyperactivity

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