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Integrating Art & Math: A Strategic approach to on-task behavior modification

Integrating Art & Math: A Strategic approach to on-task behavior modification. Ashley Morissette : ED7202 : Spring 2012. TABLE OF CONTENTS. Statement of the Problem Literature Review Hypothesis Participants/Instruments Experimental Design/Threats to Validity Procedure Results

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Integrating Art & Math: A Strategic approach to on-task behavior modification

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  1. Integrating Art & Math: A Strategic approach to on-task behavior modification Ashley Morissette : ED7202 : Spring 2012

  2. TABLE OF CONTENTS • Statement of the Problem • Literature Review • Hypothesis • Participants/Instruments • Experimental Design/Threats to Validity • Procedure • Results • Discussion/Implications • References

  3. STATEMENT OF THE PROBLEM • 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.

  4. LITERATURE REVIEW • 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) • Research indicates that the majority of children with emotional difficulties also have learning disabilities (Freilich & Shectman, 2010). • 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.

  5. HYPOTHESIS • By implementing arts-based math instruction to 11 first-grade students at PS X in Brooklyn, NY for 45 minutes a day, 2 days a week, over a four-week period, students’ on-task behavior and positive social skills will increase.

  6. PARTICIPANTS/INSTRUMENTS Participants • 22 students from P.S X in Brooklyn, NY • 11 students in Group A (Experimental Group) • 11 students in Group B (control group) • Instruments • Pre and Post Teacher Surveys • Negative Behaviors: Social/Emotional; Classroom Performance • Student Surveys • Attitudes towards math and art • Unit Test Scores • Comparison of average test scores from Group A and Group B

  7. EXPERIMENTAL DESIGN/THREATSTO VALIDITY RESEARCH DESIGN: Pre-experimental: Nonequivalent Control Group Design • Symbolic Design:O X1 OO X2 O • THREATS TO EXTERNAL VALIDITY • Ecological • Generalizable Conditions • Specificity of Variables • Experimenter Effects • Reactive Arrangements/Participant Effects • Novelty Effect • THREATS TO INTERNAL VALIDITY • History • Instrumentation • Mortality • Statistical Regression • Selection-Maturation Interaction

  8. PROCEDURE • Pretest Administration • Negative Behavior Pretest, Student Survey • Group A exposed to a treatment • Twice weekly art-integrated math instruction • Posttest Administration • Negative Behavior Posttest, Math unit test scores

  9. RESULTS PRETEST/POSTTEST RESULTS GROUP A: 10% decrease Pretest Average: 44.909 Posttest Average: 40.273 GROUP B: 2% decrease Pretest Average: 49.727 Posttest Average: 48.273

  10. RESULTS MATH SCORES: Pre-treatment & Post-treatment GROUP A: 5.82% increase Pre-Treatment Average Math Scores: 78 Post-Treatment Average Math Scores: 82 GROUP B: 0.1% increase Pre-Treatment Average Math Scores: 83 Post-Treatment Average Math Scores: 82

  11. RESULTS GROUP A: Negative Behaviors Posttest/Math Scores Correlation -0.746rxy

  12. RESULTS GROUP A: Student Surveys/Posttest Correlations -0.710rxy

  13. DATA DISPERSION POSTTEST: GROUP A Mean: 40.273 63% fell within +/- 1 S.D POSTTEST: GROUP B Mean: 48.27 63% fell within +/- 1S.D σ= 9.210 σ= 8.137

  14. DISCUSSION/IMPLICATIONS • Hyperactivity can be channeled and transformed into socially constructive forms of self-regulation through facilitated creative behavior (Henley, 1998) • The results suggest that art activities during math do impact the students’ willingness to participate through improved social/emotional behaviors and classroom performance. • Further research is needed • Small sample size • Length of study

  15. REFERENCES • Freilich, R., & Shectman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(2010), 97-105. • Frost, J.L. (2005). Lessons from disasters: Play, work, and the creative arts. Childhood Education, 82(1), 2-8. • Furniss, G.J. (2008). Celebrating the artmaking of children with autism. Art Education, 61(5), 8-12. • Germain, C. (2008). Art for special needs students: Building a philosophical framework. Arts & Activities, 143(3) 55,71. • Henley, D. (1998a). Facilitating socialization within a therapeutic camp setting for children with attention deficits utilizing the expressive therapies. American Journal of Art Therapy, 38 (2), 40-50. • Henley, D. (1998b). Art therapy in a socialization program for children with attention deficit 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 healing: The importance of integrated music and art in therapy and special education. Exceptional Parent, 38(3), 42-44.

  16. REFERENCES • Osborne, J. (2003). Art and the child with autism: Therapy or education? Early Child Development and Care, 173(4), 411-423. • Pace, D., Schwartz, D. (2008). Students create art. Teaching Exceptional Children, 40(4), 50-54. • Rufo, D. (2011). Allowing artistic agency in the elementary classroom. Art Education 64(3), 18-23. • Siegesmund, R. (2002). Bringing accountability to elementary art. Kappa Delta Pi, 39(1), 24-28. • Taylor, M. (2005). Self-identity and the arts education of disabled young people. Disability & Society, 20(7),763-778. • Ulman, E. (1992). Art education for the emotionally disturbed. American Journal of Art Therapy, 30(3), 101. • Vize, A. (2005). Making art activities work for students with special needs. Arts & Activities, 138(4), 17-41. • Waller, D. (2006). Art therapy for children: How it leads to change. Clinical Child Psychology Psychiatry, 11(2), 271-282. doi: 10.1177/1359104506061419 

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