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 Discussion/Implications References

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

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.

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.

PARTICIPANTS/INSTRUMENT S
Participants

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

22 students from P.S X in Brooklyn, NY

11 students in Group A (Experimental Group) 11 students in Group B (control group)

EXPERIMENTAL DESIGN/THREATS TO VALIDITY

RESEARCH DESIGN: Pre-experimental: Nonequivalent
Control Group Design

Symbolic Design:
O X2 O

O X1 O

THREATS TO INTERNAL VALIDITY

History Instrumentation Mortality Statistical Regression Selection-Maturation Interaction

THREATS TO EXTERNAL VALIDITY

Ecological Generalizable Conditions Specificity of Variables Experimenter Effects Reactive Arrangements/Participant Effects

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

RESULTS
PRETEST/POSTTEST RESULTS
GROUP A: 10% decrease Pretest Average: 44.909 Posttest Average: 40.273
Group A: Pre-Test & Post-Test Scores
60 50 40 30 Prestest 20 10 Postest 70 60 50 40 30 20 10 0 Prestest Postest

GROUP B: 2% decrease Pretest Average: 49.727 Posttest Average: 48.273

Group B: Pre-Test & Post-Test Scores

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 A: Pre-Treatment/Post-Treatment Math Scores
120 100 80 60 February 40 20 0 April 40 20 0 120 100 80 60 February April

GROUP B: 0.1% increase Pre-Treatment Average Math Scores: 83 Post-Treatment Average Math Scores: 82
Group B: Pre-Treatment/Post-Treatment Math Scores

RESULTS

GROUP A: Negative Behaviors Posttest/Math Scores Correlat

Group A: Posttest/Math Scores
120

Math Unit Test Scores

100

80

-0.746rxy
Series1 Linear (Series1)

60

40

20

0 0 10 20 30 40 50 60

Negative Behaviors Posttest

RESULTS
GROUP A: Student Surveys/Posttest Correlations
60

Group A -0.710rxy

Negative Behaviors Posttest

50

40

30 Series1 Linear (Series1) 20

10

10

12

Students' Attitudes Towards Math & Art

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

= 8.137

= 9.210

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

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

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