This document summarizes a thesis presentation about using art education to help students with Attention Deficit Hyperactivity Disorder (ADHD). The presentation discusses: - A case study of a first grade student named Scott who was struggling in class and missing assignments. - Research into how art can help students with ADHD develop skills, self-esteem, and behavior. - Methods used in working one-on-one with Scott, including adaptations like checklists, choices, discussions, and special supplies. - Findings that through art interventions Scott showed improved focus, independence, peer interactions, and completion of projects.

1. 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. Schellenger
August 9, 2014

2. 
 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

3. 
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?

4. 
 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

5. 
 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

6. 
 “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?

7. 
 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).

8.  “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

9. 
 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?

10. 
 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

11.  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

12. 
Informal, Formal Interviews, &
Discussions

13. 
 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

14. 
 Data will be collected through artifacts
 Student artwork
 Photographs of interactions in the classroom and other
work
Artifacts

15. 
Checklists & Choices

16. 
Special Supplies
 Sketchpad
 Individual Sharpies
 Brushes
 Paints
 Stickers
 Special Scissors
 Canvas board
 Modge Podge

17. 
 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

18. 
My Own Sketchbook

19. 
 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

20. 
Big Green Pocketbook Lesson

21. 
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.

22. 
Leaf Study Lesson

23. 
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

24. 
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

25. 
Spring Garden Collage Lesson

26. 
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

27. 
Data of Overall Behavioral
Changes

28. 
Pre-Behavior Post-Behavior
Distracts classmates
Pulls classmates away from work
Works with classmates
Positive conversations during lessons
Sent out of the classroom frequently
Misses class and directions
Leads the class
Helps classmates
Used as a positive example by teacher
Trouble remembering or following directions
Needed prompting
Independently works on assignments
Helps classmates remember assignments
steps
Prompts classmates
Rarely finished projects Finished all projects
Assignments completed with greater detail
and thought
Less enthusiastic about work
Unmotivated to begin assignments
Wanted to take work home
Immediately wanted to share work with the
art teacher
Eager to begin work
Does not follow direction
Works through cleanup
Helps others to follow directions and stay
on task
Motivates other students to cleanup
Does extra cleanup
Teacher special helper for handing out
materials or collecting materials

29. 
Modification/Strategy Why
Checklist Helped Scott to stay on task
The directions were always visible
Broke down the project step-by-step
Choices Increased Scott’s Involvement in creating art
Gave him ownership on assignments
Discussion of Assignments Made subjects relatable
Broke down creation process
One-On-One Sessions Individualized instruction
Address areas where Scott struggled
Personal Artwork Critique Learn how to feel pride in his artwork
Gain appreciation of creation process
Remember how hard he worked
Use of Empowering Vocabulary Highlight importance of creating artwork
Build confidence
Empower the student
Motivate
Increase productivity
Create positive connections

30. 
Overall Findings
Improved 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

31.  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

32.  A big thank you to Scott
for all of his hard work,
dedication, and effort
during this entire process.
Thank you