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KMID : 1022520070110010125
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Journal of Play Therapy
2007 Volume.11 No. 1 p.125 ~ p.143
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The effects of peer-based dynamic arts activity to improve social interaction for children with developmental disabilities
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Kwon Bok-Nam
Choi Sung-Kyu
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Abstract
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People lead a humane life through interaction with others. The purpose of this study was to illustrate the effects on an art program led by normal peer children to middle grade elementary children, and to examine how much do the children improve the social interaction skills. A mentally retarded child and a child with attention deficit hyperactivity disorder who were classified as children with developmental disorder were participated for this study. After the children were selected by the class teachers’ recommendation, they received a peer teaching and training program and participated in a dynamic art activity intervention led by normal peer children. A ABAB design was utilized to compare causal relation between independent variables and dependent variables. Each session was held at the art room for 40 minutes and the children’s art activities were videotaped for 20 minutes. These data were recorded using the same interval recording method of 15 seconds(recording after 15 seconds’ observation). This study concluded that the peer-based dynamic arts activity was effective to improve social interaction for children with developmental disabilities.
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KEYWORD
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art education, children with developmental disabilities, dynamic teaching, peer tutor, special education
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