A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention

Deficit Hyperactivity Disorder

Thesis Presentation Moore College of Art & Design

Allison M. SchellengerAugust 9, 2014

Personal Experience

My goal is to develop, define, and utilize teaching strategies to improve behavior and attention in students displaying symptoms of ADHD.

Inspiration & Intent

Scott: The Participant

First grader High energy, loves to

make his classmates laugh

Throughout the semester he began missing more class time and not completing assignments.

How could I help?

How can we, as art educators, help students to

overcome negative feelings and behaviors that are outcomes from their struggle with ADHD?

How can art teachers motivate and build a student’s confidence through projects in the art room?

Research Questions

Through art, how can art educators develop skills

that translate beyond the art room and improve the well-being of students with ADHD?

How can we improve a student’s self-concept and self-esteem through art?

How can we improve a student’s social skills and behavior? How can we reinforce these skills through projects utilizing adaptations?

How can educators ensure the emotional well-being of a student and create a safe space within the art room to inspire students?

Research Sub-questions

“The mind of individuals

with ADHD as a symphony where the complexity of the brain’s processes and functions prevents the symphony from playing as a whole. In other words, the conductor is not properly communicating with the band” (Brown, 2008).

What is Attention Deficit Hyperactivity

Disorder?

Students with ADHD often have “the incapacity to accurately

interpret, and then follow established rules required in social or school situations often results in interpersonal conflicts with authority figures or peers“(Henley, 1998).

“The art classroom can be a place for developing critical

thinking. The difference is in careful consideration of goals and techniques by applying insights and skills that teachers develop over the course of their professional lives” (Henley, 2011).

Creating a safe space in the art room.

The art room presents new opportunities to open new forms of communication and allows students to gain awareness and ownership of their actions.

Benefits of Art for Students with ADHD

Greenberg (1999) claims, “Children as well as adults

with ADHD, particularly if undiagnosed and untreated, develop a number of coping strategies.”

Early intervention to prevent future struggles. Equip him with his own set of tools to find success in

the classroom. I believed that he would best benefit from one-on-

one instruction.

Why Choose Scott?

The approach to this case study concentrated on gathering data

on one particular student, the first grader Scott.

My role will be that of an action researcher in the classroom with a primary art teacher, following their curriculum. I will work with the student individually. This is to identify strategies and materials that could possibly keep the student actively engaged or distracted.

Research Methodology

Scott and I met two to three times a week, in class, one-on-

one sessions during school hours, and during his after school program for 45 minutes. Interviews Observations Artifacts Photographs Audio Recordings

Research Methodology

Informal, Formal Interviews, & Discussions

Observing the participant in various classroom settings and on one-on-one situations allowed me to understand how the participant behaves and reacts to different teaching styles, learning environments, and with his peers.

Observations

Data will be collected through artifacts Student artwork Photographs of interactions in the classroom and other

work

Artifacts

Checklists & Choices

Special Supplies

Sketchpad Individual Sharpies Brushes Paints Stickers Special Scissors Canvas board Modge Podge

Utilizing the special supplies made the experience for Scott unique. Despite the fact his friends were playing at aftercare, he was able to focus and enjoy the art project due to the presentation of special tools I gathered just for him to use.

Special Supplies

My Own Sketchbook

First lesson utilizing the “special supplies.” One-on-one setting Scott was surprised to have his very own

sketchbook. Scott’s favorite drawing tools are Sharpies. “What am I supposed to draw?”

Findings

Big Green Pocketbook Lesson

Findings

Scott displayed an increased focus, visible confidence, and a distinct empowerment during this lesson. Unlike prior lessons, where he was one of the last students to begin working, he was the first to finish the assignment.

Leaf Study Lesson

Steps Importance Notes

Discussion/Step given by teacher: Setup our table

Choosing our table and seats helped Scott control his environment.

Choose a different table than the last time, made sure I had a seat that the sun was not in our eyes.

Step #1: Write our name and classroom number.

Make the paper his, help him stay organized.

Begin to take ownership of his work.

In-between discussion/teacher step: “Can you write the date?”

To create importance in each work of art he creates, and help associate his work with other artists.

“When an artist draws really cool things they like to remember when they drew it.”

Step #2: Pick one leaf to draw.

Another choice allows him to actively participate in each step of the creation process.

Had to go back to study each lesson to pick which one was right for him.

Findings

Question Prompt/Response Purpose“What do I do?”“Can I do…?”

“You are the artist, you decide.”

Help Scott to understand as long as he is following the directions and/or checklist, he can create whatever he wants.  He has the power to decide the direction of his art. Help him take ownership of his artwork.

“What should… look like?” “Use your imagination.” Usually, Scott would close his eyes and visualize what he was supposed to draw. Allow him to either make-up or recall what something looks like.

“What should I do next?” “What do you think you should do next?” “What is next on the checklist?”

Scott was forced to think critically, and decide what is next without my help. Foster independent thinking.

Findings: Prompts

Spring Garden Collage Lesson

Findings

Utilized our “special supplies”

Mixed paints Recalled information This lesson shows

growth in Scott’s ability to work independently.

Shows his creativity and focus

Data of Overall Behavioral Changes

Pre-Behavior Post-Behavior

Distracts classmatesPulls classmates away from work

Works with classmatesPositive conversations during lessons

Sent out of the classroom frequentlyMisses class and directions

Leads the classHelps classmatesUsed as a positive example by teacher

Trouble remembering or following directionsNeeded prompting

Independently works on assignmentsHelps classmates remember assignments stepsPrompts classmates

Rarely finished projects Finished all projectsAssignments completed with greater detail and thought

Less enthusiastic about workUnmotivated to begin assignments

Wanted to take work homeImmediately wanted to share work with the art teacherEager to begin work

Does not follow directionWorks through cleanup

Helps others to follow directions and stay on taskMotivates other students to cleanupDoes extra cleanupTeacher special helper for handing out materials or collecting materials

Modification/Strategy Why

Checklist Helped Scott to stay on taskThe directions were always visibleBroke down the project step-by-step

Choices Increased Scott’s Involvement in creating artGave him ownership on assignments

Discussion of Assignments Made subjects relatableBroke down creation process

One-On-One Sessions Individualized instructionAddress areas where Scott struggled

Personal Artwork Critique Learn how to feel pride in his artworkGain appreciation of creation processRemember how hard he worked

Use of Empowering Vocabulary Highlight importance of creating artworkBuild confidenceEmpower the studentMotivateIncrease productivityCreate positive connections

Overall FindingsImproved Peer Interactions

Increased Classroom Participation

Increased Involvement in the art process

Active Leader in the Classroom

Positive View of Self

Increased Focus

More Independent

Completion of Projects

Utilizing one-on-one sessions, students can learn about

themselves as a student and as an artist. I have learned that as an educator, for my future

classes, that there is not just a single tool, adaptation, modification, or strategy we can utilize as educators to ensure the success of our students, but the incorporation of these together.

Creating a meaningful and special experience for each lesson allows students to view assignments as fun, rather then another assignment.

Plan of Action

 A big thank you to Scott for all of his hard work, dedication, and effort

during this entire process.

Thank you