The Impact of a Sensory-Based Art Intervention in 6th to 8th-Grade Boys with Attention Deficit Hyperactivity Disorder

One neuropsychology theory proposes children with ADHD experience deficits in executive function, which can result in negligent and disruptive behaviors. The purpose of this qualitative case study is to examine the reduction of inattention and hyperactive-impulsive behaviors in three 6th to 8th-grade boys with ADHD, borrowing from the Expressive Therapies Continuum, a neurobiological hierarchal theoretical model. Recruited participants attended a sensory-based art intervention held bi-weekly for five weeks. Additionally, parental behavioral checklists were filled out by one parent of each participant before the study and immediately following to determine changes in observed behaviors. Twelve 10-minute naturalistic observations were conducted on each participant at various times and by multiple observers throughout the intervention to illustrate changes in conduct as a result of engaging in the Expressive Therapies Continuum intervention. The study gives limited support to the hypothesis that a sensory-based art intervention informed by the Expressive Therapies Continuum would decrease inattention and hyperactivity-impulsivity behaviors in three non-medicated boys with ADHD. This pilot study illustrates sensory-based artistic activities may increase executive function, promising improved academic and social outcomes for children diagnosed with ADHD.