绘画艺术在多动症儿童课堂干扰行为干预中的应用

陈妍; 李勇

doi:10.16835/j.cnki.1000-9817.2022.09.021

绘画艺术在多动症儿童课堂干扰行为干预中的应用

doi: 10.16835/j.cnki.1000-9817.2022.09.021

陈妍¹,
李勇^2, ,

1.
安阳师范学院教育学院, 河南 455000
2.
浙江农林大学暨阳学院

详细信息

作者简介:
陈妍(1982-)，女，河南安阳人，硕士，讲师，主要研究方向为人格心理学、发展与教育心理学

通讯作者:
李勇，E-mail：xljy@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G627.8 R748 R179
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- 被引次数: 0
出版历程
- 收稿日期: 2022-03-27
- 修回日期: 2022-06-03
- 网络出版日期: 2022-09-23
- 刊出日期: 2022-09-25

Art therapy based on painting for classroom interfering behaviors in ADHD intervention

CHEN Yan¹,
LI Yong^{2
, ,}

1.
Institute of Education, Anyang Normal University, Anyang (455000), Henan Province, China

摘要

摘要: 目的探讨绘画艺术对多动症儿童课堂干扰行为的干预效果, 为明确绘画艺术干预对多动症儿童治疗效果提供参考依据。方法采用分层随机抽样法, 从河南安阳市文峰区3所小学随机选取60名多动症儿童作为研究对象, 随机均分为两组, 对照组作为空白对照, 不接受任何干预, 观察组接受为期8周的绘画艺术干预。对比两组干预前后的课堂目标行为达成率及Conners儿童行为问卷评分。结果与干预前相比, 观察组儿童干预后各项课堂目标行为(上课不发出噪声、课堂上不重复老师讲话、遵守老师指令、上课不擅自离开座位、参与课堂活动)达成率均明显提高(χ²值分别为23.65, 30.54, 18.54, 16.98, 20.34, P值均 < 0.05), 并且均高于对照组(χ²值分别为16.22, 36.02, 24.43, 38.55, 16.95, P值均 < 0.05)。Conners儿童行为问卷(家长量表)结果显示, 观察组儿童干预后的学习问题、冲动/多动、多动指数评分明显降低(Z值分别为7.63, 8.42, 9.56, P值均 < 0.05), 并且均低于对照组(Z值分别为10.81, 11.25, 10.16, P值均 < 0.05)。Conners儿童行为问卷(教师量表)结果显示, 观察组儿童干预后的品行问题、多动、不注意-被动、多动指数评分均降低(Z值分别为6.32, 7.56, 10.03, 9.18, P值均 < 0.05), 并且均低于对照组(Z值分别为11.66, 19.22, 12.24, 9.01, P值均 < 0.05)。结论对多动症儿童实施绘画艺术干预, 能够有效减少其课堂干扰行为, 提升专注力, 改善多动症行为对多动症儿童有良好的干预效果。
- 绘画 /
- 注意力缺陷障碍伴多动 /
- 行为 /
- 干预性研究 /
- 儿童
Abstract: Objective To explore the effectiveness of art therapy based on painting in ADHD intervene for classroom interfering behaviors. Methods A total of 60 children with ADHD were randomly selected from three primary schools in Wenfeng District, Anyang City, Henan Province.All the children were randomly divided into two groups.The control group received no intervention.The observation group was intervened with painting art for 8 weeks.The achievement rate of classroom goal behavior and the scores of Conners children's behavior questionnaire were compared before and after the experiment. Results The achievement rate of all classroom target behaviors (no noise in class, no repetition of teacher's speech in class, obeying instructions, no leaving the seat without permission in class, participating in classroom activities) in the observation group was significantly higher after intervention (χ²=23.65, 30.54, 18.54, 16.98, 20.34, P < 0.05), and significantly higher than that in the control group (χ²=16.22, 36.02, 24.43, 38.55, 16.95, P < 0.05).The results of Conners children's behavior questionnaire showed that the scores of learning problems, impulse/hyperactivity and hyperactivity index in the observation group were significantly lower after intervention (Z=7.63, 8.42, 9.56, P < 0.05), and significantly lower than those in the control group (Z=10.81, 11.25, 10.16, P < 0.05).Teacher-rated Conners children's behavior questionnaire showed that the scores of behavior problems, hyperactivity, inattention passivity and hyperactivity index in the observation group were significantly lower (Z=6.32, 7.56, 10.03, 9.18, P < 0.05), and significantly lower than those in the control group (Z=11.66, 19.22, 12.24, 9.01, P < 0.05). Conclusion Art therapy based on painting in ADHD intervention can effectively reduce classroom interfering behaviors, promote concentration and improve ADHD symptoms.
- Paintings /
- Attention deficit disorder with hyperactivity /
- Behavior /
- Intervention studies /
- Child
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 两组多动症儿童干预前后课堂目标行为达成率比较

Table 1. Comparison of classroom goal behavior achievement rate between the two groups of ADHD children before and after intervention

干预前后	组别	人数	统计值	上课不发出噪音	上课不重复老师讲话	遵守老师指令	上课不擅自离开座位	参与课堂活动
干预前	观察组	30		9(30.00)	11(36.67)	14(46.67)	15(50.00)	12(40.00)
	对照组	30		8(26.67)	8(26.67)	16(53.33)	12(40.00)	10(33.33)
			χ²值	0.66	1.35	1.02	1.98	1.40
			P值	0.14	0.09	0.10	0.08	0.07
干预后	观察组	30		23(76.67)	27(90.00)	26(86.67)	30(100.00)	28(93.33)
	对照组	30		5(16.67)	7(23.33)	14(46.67)	11(36.67)	12(40.00)
			χ²值	16.22	36.02	24.43	38.55	16.95
			P值	0.01	0.01	0.01	0.01	0.01
注：()内数字为达成率/%。

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表 2 两组多动症儿童Conners儿童行为问卷(家长量表)评分比较[M(Q)]

Table 2. Comparison of test results of Conners children's behavior questionnaire (parent scale) between the two groups[M(Q)]

干预前后	组别	人数	统计值	品行问题	学习问题	心身障碍	冲动/多动	焦虑	多动指数
干预前	观察组	30		1.02(0.05)	2.01(0.10)	0.17(0.15)	2.03(0.35)	0.23(0.08)	1.25(0.23)
	对照组	30		1.03(0.04)	1.98(0.14)	0.16(0.11)	2.10(0.41)	0.21(0.06)	1.20(0.34)
			Z值	0.71	0.57	0.26	0.37	0.46	0.77
			P值	0.20	0.10	0.12	0.36	0.46	0.23
干预后	观察组	30		1.03(0.04)	1.51(0.21)	0.16(0.06)	1.56(0.29)	0.22(0.11)	0.91(0.36)
	对照组	30		1.02(0.06)	2.00(0.17)	0.15(0.09)	2.04(0.37)	0.23(0.12)	1.22(0.37)
			Z值	0.74	10.81	1.25	11.25	0.24	10.16
			P值	0.18	0.01	0.07	0.01	0.62	0.01

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表 3 两组多动症儿童Conners儿童行为问卷(教师量表)评分比较[M(Q)]

Table 3. Comparison of test results of Conners children's behavior questionnaire (teacher scale) between the two groups[M(Q)]

干预前后	组别	人数	统计值	品行问题	多动	不注意-被动	多动指数
干预前	观察组	30		1.78(0.42)	2.47(0.49)	2.30(0.45)	2.61(0.38)
	对照组	30		1.76(0.39)	2.50(0.53)	2.33(0.61)	2.59(0.71)
			Z值	0.22	0.41	0.87	0.99
			P值	0.31	0.15	0.42	0.21
干预后	观察组	30		1.34(0.38)	1.27(0.55)	1.52(0.54)	1.94(0.63)
	对照组	30		1.82(0.44)	2.48(0.56)	2.41(0.59)	2.60(0.87)
			Z值	11.66	19.22	12.24	9.01
			P值	0.01	0.01	0.01	0.01

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