By: Ashley MorissetteED 7201Dr. O’Connor-PetrusoFall 2011

AN ART THERAPY APPROACH TO

BEHAVIOR MODIFICATION

Introduction

Why Art Therapy?

Pros and Cons

Statement of the Problem

Review of Related Literature

Current Instructional Strategies

Participants

Instruments

Hypothesis

References

TABLE OF CONTENTS

Art therapy is a growing field and has gained wide acceptance as a modality

that uses the nonverbal language of art for personal growth, insight and transformation. (Malchiodi,2007) Art

therapy has been used as a medium to assist students with special needs, physical and mental disabilities and

students with behavioral problems such as ADHD and ODD.

INTRODUCTION

Art therapy uses the creative process to help individuals:

resolve confl icts and problems

develop sense of self (Nisenson, 2008)

manage behavior

create new patterns of learning (Nisenson, 2008)

increase self-esteem and awareness

WHY ART THERAPY?

Special education students with behavioral problems have trouble staying focused and on track.

Behavioral management distracts from valuable instruction time.

Some classroom environments do not nurture special education students needs.

Majority of the subjects taught throughout the day tap into logical thinking skills and not enough time is spent on their senses and imagination.

Art serves as a vehicle for developmental learning and can impacts the spirit and emotional response of a child.

Arts instruction is a catalyst for creative expression, social development and can aid in problem solving.

Budget cuts have caused very little to no arts instruction.

STATEMENT OF THE PROBLEM

Research indicates that the majority of children with emotional diffi culties also have learning disabilities (Freilich & Shectman, 2010).

Play and artistic expression are commonly used in therapeutic and educational settings (Bagilishya, Drapeau, Heusch, Lacroix, & Rousseau, 2005).

Many studies (Adu-Agyem, 2009; Bagilishya et al., 2005; Dorff & Pochedley, 2008; Dunn-Snow, 1999; Naumburg, 2001) have investigated the link between art making in the classroom setting and increased self-esteem.

REVIEW OF RELATED LITERATURE

Art therapy practices facilitate in connecting children’s expression of emotion and serve as a vehicle for non-verbal communication (Adu-Agyem, 2009; Mason, Steedy, & Thorman, 2008)

Art and music therapy are a mirror into the personality. (Nisenson, 2008)

Children whose emotional health is strained can benefit from art therapy through the intervention of play work and creative arts. (Dunn-Snow, 1999; (Frost, 2005)

REVIEW OF RELATED LITERATURE

 It is critical for all students, including those who are atypically developing such as those with autism, to have access to an art experience at school.( Furniss, 2009; Buenaflor, 2008)

Art therapy as a component to social skills training may increase the willingness of children to participate because art is an activity that they find acceptable. (Epp, 2008; Naumburg, 2001)

Art therapy allows children to solve problems visually and offers a non-threatening way to deal with rejection. (Freilich, R., & Shectman, Z., 2010)

REVIEW OF RELATED LITERATURE (CONT’D)

Art has the potential to assist special needs children in communicating with others and to obtain confidence in their own ideas. (Balke, 1997; Germain, 2008)

By allowing students more freedom and accountability when making art in the classroom, teachers can promote self-worth as an artist and foster self-esteem at the same time. (Rufo, 2011; Viza, 2005; Taylor, 2005 )

Some of the most commonly mentioned benefi ts of art therapy are self-esteem, self-expression, problem solving, and confl ict resolution (Bagilishya et al., 2005).

REVIEW OF RELATED LITERATURE (CONT’D)

SAMPLE ART INTEGRATED MATH ACTIVITIES

SAMPLE ART INTEGRATED MATH ACTIVITIES

SAMPLE ART INTEGRATED MATH ACTIVITIES

A group of students from P.S. X- a low-income urban school in East New York, Brooklyn. The population is 43% African American, 25% Asian and 21% Hispanic. The participants will be first-grade students who have demonstrated a lack of focus, behavioral problems, and/or

underdeveloped social skills.

PARTICIPANTS

Dear Parent/Guardian,I am current ly a graduate student in Brooklyn Col lege’s Chi ldhood Educat ion

Master’s program. I am conduct ing a research study on the benefi ts of infus ing art re lated act iv i t ies into Math lessons, in order to increase the students’ on-task behavior. I am request ing your permiss ion to use your chi ld ’s data for my research study. Al l instruct ion wi l l take place in your chi ld’s regular c lassroom and they wi l l be receiv ing the same object ives as the rest of the c lass. This study wi l l a lso al low your chi ld to gain exposure to arts instruct ion.

Al l results for th is study wi l l be reported as a group study and therefore, the part ic ipant’s names and information wi l l be anonymous. I great ly appreciate your support. S incerely,Ashley Morissette  

I g ive my chi ld__________________________________________ permiss ion to be a part ic ipant in th is research study.  Parent’s S ignature:___________________________________ Date:____________________

INSTRUMENTS: APPENDIX D

Sample ofBehavioral Checklist

INSTRUMENTS: APPENDIX D

 

Dear ____________________ ,

I am current ly a graduate student in Brooklyn Col lege’s Chi ldhood Educat ion Master ’s program. I am conduct ing a research study on the benefi ts of infus ing art re lated act iv i t ies into Math lessons, in order to increase the students ’ on-task behavior. I am request ing your permiss ion to use your s tudent’s data for my research study. I wi l l infuse art - integrated tasks into your ex is t ing lesson plans dur ing the math block of your day. Instruct ion wi l l take place 3 t imes a week, over a 6-week per iod. Al l instruct ion wi l l take place in your c lassroom and the students wi l l be receiv ing the same object ives as the rest of the c lass . I wi l l measure students ’ progress by request ing your part ic ipat ion in a quest ionnai re regarding students ’ behaviors , pre and post intervent ion. Al l resul ts for th is s tudy wi l l be reported as a group study and therefore, the part ic ipant’s names and information wi l l be anonymous. I great ly apprec iate your support . I f you have any quest ions p lease feel f ree to contact me. Ashley.morissette@gmai l .com or 305.439.7622.  S incerely ,Ashley Mor issette

I , __________________________________________ g ive my permiss ion to be a part ic ipant in th is research study.  Teacher’s S ignature:___________________________________ Date:____________________

INSTRUMENTS: APPENDIX B

Dear Pr inc ipa l _____________________ ,

I am current ly a graduate s tudent in Brook lyn Co l lege’s Ch i ldhood Educat ion Master ’ s program. I am conduct ing a research s tudy on the benefi ts o f in fus ing ar t re la ted act iv i t ies in to Math lessons , in o rder to increase the s tudents ’ on- task behav ior. Th is s tudy requ i res an in tervent ion to be implemented in a rea l c lass room set t ing . I am request ing your permiss ion to use se lect fi rs t g rade s tudent ’ s data fo r my research s tudy. I w i l l in fuse ar t - in tegrated tasks in to the teacher ’ s ex is t ing lesson p lans dur ing the math b lock o f the day. Ins t ruct ion w i l l take p lace 3 t imes a week, over a 6 -week per iod . A l l ins t ruct ion w i l l take p lace in the ch i ld ’ s regu lar c lass room and the s tudents w i l l be rece iv ing the same ob ject ives as the res t o f the c lass . I w i l l measure s tudents ’ p rogress by request ing the teacher ’ s par t i c ipat ion in a quest ionna i re regard ing s tudents ’ behav iors , p re and post in tervent ion . A l l resu l ts fo r th i s s tudy w i l l be repor ted as a group s tudy and therefore , the par t i c ipant ’ s names and in format ion w i l l be anonymous . I g reat ly apprec iate your suppor t . I f you have any quest ions p lease fee l f ree to contact me. Ash ley.mor isset te@gmai l . com or 305.439.7622.  S incere ly ,Ash ley Mor i sset te  

I , _ _________________________________________ g ive my permiss ion to be a par t i c ipant in th i s research s tudy. Pr inc ipa l ’ s S ignature :___________________________________ Date :____________________

INSTRUMENTS: APPENDIX C

HR1: By implementing art therapy practices to 15 first-grade students at PS X in Brooklyn, NY for 45 minutes a day, 3 days a week, over a 6-week period, students’ on-task behavior and positive social skills will increase.

HYPOTHESIS

Adu-Agyem, J . (2009) Enhancing chi ldren's learning: The art perspective. International Journal of Education through Art, (5 )2-3, 143-155. Bagi l ishya, D., Drapeau, A., Heusch, N., Lacroix, L. & Rousseau, C.

(2005). Evaluation of a classroom program of creative expression

workshops for refugee and immigrant chi ldren. Journal of Chi ld Psychology & Psychiatry, 46 (2) 180-185. doi: 10.1111/j .1469-7610.2004.00344.x Balke, E. (1997). Play and the arts: The importance of the “unimportant.”

Chi ldhood Education, 73 (6), 355. Buenafl or, J . (2008). Does including art make a diff erence? Momentum,

39 (2), 8-9. Derby, J . (2011) Disabi l i ty studies and art education. Studies in Art

Education: A Journal of Issues and Research, (52)3, 94-111. Dorff , J . & Pochedley, E. (2008). The power of col laboration: Two teachers

working together for their students’ success. Delta Kappa Gamma Bul let in, 75(1), 18-22. Dunn-Snow, P. (1999). A school inclusion approach: Evaluating embedded

assessment within the context of mult icultural group art

experiences. Delta Kappa Gamma Bul letin . 66(1), 41-50. Epp, K.M. (2008). Outcome-based evaluation of a social ski l ls program

usingart therapy and group therapy for chi ldren on the autism

spectrum. Chi ldren & Schools, 30 (1), 27-36.

REFERENCES

Frei l ich, R. , & Shectman, Z. (2010). The contribution of art therapy to the social , emotional , and academic adjustment of chi ldren with learning disabi l i t ies. The Arts in Psychotherapy, 37 (2010), 97-105.

Frost, J .L. (2005). Lessons from disasters: Play, work, and the creative arts. Chi ldhood Education, 82 (1), 2-8.

Furniss, G. J . (2008). Celebrating the artmaking of chi ldren with autism. Art Education, 61 (5), 8-12.

Germain, C. (2008). Art for special needs students: Bui ld ing a phi losophical framework. Arts & Activit ies, 143 (3) 55,71.

Henley, D. (1998a). Faci l i tat ing social izat ion within a therapeutic camp sett ing for chi ldren with attention defi cits ut i l iz ing the expressive therapies. American Journal of Art Therapy , 38 (2), 40-50.

Henley, D. (1998b). Art therapy in a social izat ion program for chi ldren with attention defi cit hyperactivity disorder . American Journal of Art

Therapy , 37 (1), 2-11. Mason, C., Steedly, K. & Thorman, M. (2008). Impact of arts integration on

voice, choice, and access. Teacher Education & Special Education 31 (1), 36-

46. Naumburg, M. (2001). Spontaneous art in education and psychotherapy.

American Journal of Art Therapy, 40 (1) 47-64. Nisenson, K. (2008). Arts for heal ing: The importance of integrated music and

art in therapy and special education. Exceptional Parent, 38 (3), 42-44.

REFERENCES

Osborne, J . (2003). Art and the chi ld with autism: Therapy or education? Early Chi ld Development and Care, 173 (4), 411-423.

Pace, D., Schwartz, D. (2008). Students create art. Teaching Exceptional Chi ldren, 40(4), 50-54.

Rufo, D. (2011). Al lowing art ist ic agency in the elementary classroom. Art

Education 64(3), 18-23. Siegesmund, R. (2002). Bringing accountabi l i ty to elementary art. Kappa

Delta Pi , 39(1), 24-28. Taylor, M. (2005). Self- identity and the arts education of disabled young

people. Disabi l i ty & Society, 20 (7), 763-778. Ulman, E. (1992). Art education for the emotional ly disturbed. American

Journal of Art Therapy, 30 (3), 101. Vize, A. (2005). Making art activit ies work for students with special

needs. Arts & Activit ies, 138(4), 17-41. Waller, D. (2006). Art therapy for chi ldren: How it leads to change.

Clinical Chi ld Psychology Psychiatry, 11 (2), 271-282. doi: 10.1177/1359104506061419 

REFERENCES