Students with Students with Emotional/Behavioral Emotional/Behavioral

Disabilities in the Art RoomDisabilities in the Art Room

Jennifer MargraveJennifer Margrave

University of Central FloridaUniversity of Central Florida

IntroductionIntroduction

The inclusion of students with The inclusion of students with emotional/behavioral disabilities in emotional/behavioral disabilities in the art room presents new the art room presents new challenges and opportunities for art challenges and opportunities for art teachersteachers

There are various things teachers There are various things teachers can do to help students with this can do to help students with this disability more successful in classdisability more successful in class

ProblemProblem

Unfortunately, little research on Unfortunately, little research on students with emotional/behavioral students with emotional/behavioral disabilities directly address disabilities directly address instruction in artinstruction in art

My InterestMy Interest

As an exceptional student educator I As an exceptional student educator I have worked with students with have worked with students with emotional/behavioral disabilitiesemotional/behavioral disabilities

Some of these students enjoyed art, Some of these students enjoyed art, but had difficulty with the transition but had difficulty with the transition into the class and the amount of into the class and the amount of choice in the classroom so they were choice in the classroom so they were not successfulnot successful

PurposePurpose

The purpose of this paper is to The purpose of this paper is to explore known strategies teachers explore known strategies teachers use with students with use with students with emotional/behavioral disabilities and emotional/behavioral disabilities and apply them to the art classroomapply them to the art classroom

These are some characteristics teachers and These are some characteristics teachers and preservice teachers rated highly for students with preservice teachers rated highly for students with Emotional/Behavioral Disabilities in a survey done Emotional/Behavioral Disabilities in a survey done

by Rizza and Morrisonby Rizza and Morrison          Poor self-conceptPoor self-concept

    Unaware    Unaware    Explosive    Explosive    Has mood swings    Has mood swings    Has poor self-control    Has poor self-control    Intermittent attendance    Intermittent attendance    Is self-abusive    Is self-abusive    Is disruptive, acts out    Is disruptive, acts out    Adults are angry with them    Adults are angry with them    Seen as loners, dropouts, dopers, or air heads    Seen as loners, dropouts, dopers, or air heads    Seen as dangerous and rebellious    Seen as dangerous and rebellious    Seen as weird, dumb    Seen as weird, dumb    Rebellious    Rebellious    Peers see them as entertaining    Peers see them as entertaining    Viewed as resistive     Viewed as resistive

(Rizza & Morrison, 2003)(Rizza & Morrison, 2003)

Possible Subcategories for Possible Subcategories for Students with Students with

Emotional/Behavioral DisabilitiesEmotional/Behavioral Disabilities Behavioral/DefianceBehavioral/Defiance DepressionDepression AnxietyAnxiety Personality DisordersPersonality Disorders

(Rizza & Morrison, 2003)(Rizza & Morrison, 2003)

Four Major CategoriesFour Major Categories

Social skills instructionSocial skills instruction Behavioral/Defiance, Anxiety, DepressionBehavioral/Defiance, Anxiety, Depression

Cooperative learning/peer tutoringCooperative learning/peer tutoring Depression, Anxiety, Behavioral/DefianceDepression, Anxiety, Behavioral/Defiance

Classroom management techniquesClassroom management techniques Behavioral/Defiance, AnxietyBehavioral/Defiance, Anxiety

Promote positive self-imagePromote positive self-image Behavioral/Defiance, Depression, Anxiety, Personality Behavioral/Defiance, Depression, Anxiety, Personality

DisordersDisorders

(Rizza & Morrison, 2003)(Rizza & Morrison, 2003)

Social Skills InstructionSocial Skills Instruction

Gilles & Smith (2003) explain that without Gilles & Smith (2003) explain that without age appropriate social skills students will age appropriate social skills students will fall behind academically and will have fall behind academically and will have difficulty making and keeping friendsdifficulty making and keeping friends

Special education teachers explicitly teach Special education teachers explicitly teach social skills, and provide students practicesocial skills, and provide students practice

It is imperative that students get “real It is imperative that students get “real world” practice with skills shortly after world” practice with skills shortly after they are taughtthey are taught

Applying Social Skills Applying Social Skills Instruction to the Art RoomInstruction to the Art Room

Spending a small amount of time on social skills instruction can be very Spending a small amount of time on social skills instruction can be very beneficialbeneficial

First identify skills that student/students needs assistance with from a First identify skills that student/students needs assistance with from a list (asking permission, sharing, accepting no, making decisions, list (asking permission, sharing, accepting no, making decisions, following instructions, offering to help someone, accepting following instructions, offering to help someone, accepting consequences, beginning conversation, and exercising self control).consequences, beginning conversation, and exercising self control).

Then choose skills in an order that will allow for practice in your Then choose skills in an order that will allow for practice in your instructioninstruction Introduce sharing when starting a new centerIntroduce sharing when starting a new center Introduce following instructions when introducing a new art materialIntroduce following instructions when introducing a new art material

Introduce each skill at the beginning of a week to the whole class (5-10 Introduce each skill at the beginning of a week to the whole class (5-10 mini-lesson)mini-lesson)

Have all students practice the skill throughout the week and provide Have all students practice the skill throughout the week and provide positive feedback to students who use the skillspositive feedback to students who use the skills

Continue the skill until mastered, and return to a skill if necessaryContinue the skill until mastered, and return to a skill if necessary

Colored Pencil Drawing by Paulette Colored Pencil Drawing by Paulette HaukaasHaukaas

Paulette Haukaas, who has Paulette Haukaas, who has an emotional disability, an emotional disability, stated “expressing stated “expressing myself through art myself through art became a big part of became a big part of how I related to the how I related to the world around me. I was - world around me. I was - and am - quiet most of and am - quiet most of the time, and my art the time, and my art helps get my message helps get my message across. It is especially across. It is especially helpful when I need to helpful when I need to show how I feel.”show how I feel.”

http://www.vsarts.org/prebuilt/artists/registry/artihttp://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678832stdetail.cfm?ArtistID=3678832

Peer TutoringPeer Tutoring

Bowman-Perrott, Greenwood, & Tapia (2007) Bowman-Perrott, Greenwood, & Tapia (2007) suggest using peer tutoring with students with suggest using peer tutoring with students with emotional/behavioral disabilitiesemotional/behavioral disabilities

It is important, for these students, to allow them It is important, for these students, to allow them an opportunity to be the tutor and the tuteean opportunity to be the tutor and the tutee

Some of the benefits include: practice with Some of the benefits include: practice with social skills, one-to-one instruction, opportunities social skills, one-to-one instruction, opportunities to make errors without a large audience, and to make errors without a large audience, and increased time spent on academic behaviorsincreased time spent on academic behaviors

Applying Peer Tutoring to the Art Applying Peer Tutoring to the Art RoomRoom

I believe students with emotional/behavioral I believe students with emotional/behavioral disabilities can benefit greatly from peer tutoring in disabilities can benefit greatly from peer tutoring in the art room as long as a few key rules are followedthe art room as long as a few key rules are followed• When the student with the emotional/behavioral disability When the student with the emotional/behavioral disability

is being tutored choose a student to tutor him/her who will is being tutored choose a student to tutor him/her who will not be hurt if the student does not take not be hurt if the student does not take criticism/suggestions wellcriticism/suggestions well

• When choosing the student for the student with the When choosing the student for the student with the emotional/behavioral disability to tutor make sure the emotional/behavioral disability to tutor make sure the student truly needs assistance with the skill being taughtstudent truly needs assistance with the skill being taught

Do not force students with emotional/behavioral Do not force students with emotional/behavioral disabilities to participate in peer tutoring on a disabilities to participate in peer tutoring on a particular day if they feel like working aloneparticular day if they feel like working alone

Cooperative GroupsCooperative Groups

Groves (2006) state cooperative Groves (2006) state cooperative groups can be useful for students groups can be useful for students with social/emotional disabilities with social/emotional disabilities when done in a structured waywhen done in a structured way

Assign roles to each member (time Assign roles to each member (time keeper, material manager, recorder, keeper, material manager, recorder, etc.)etc.)

Have each child get a chance to do Have each child get a chance to do each roleeach role

Applying Cooperative Groups to the Art Applying Cooperative Groups to the Art RoomRoom

To avoid another transition during cooperative To avoid another transition during cooperative groups it’s a good idea to always have students sit groups it’s a good idea to always have students sit in groups with assigned number or letter (that in groups with assigned number or letter (that correspond to group jobs)correspond to group jobs)

Jobs that may be more applicable for art are time Jobs that may be more applicable for art are time keeper, material pick-up, clean-up, and team leaderkeeper, material pick-up, clean-up, and team leader

The team leader could perform tasks that would The team leader could perform tasks that would vary based on project (color mixing for painting or vary based on project (color mixing for painting or covering surface evenly with ink for printmaking)covering surface evenly with ink for printmaking)

Even when students are doing individual projects, Even when students are doing individual projects, instead of group work, students should perform job instead of group work, students should perform job functions that aren’t related to the creation of their functions that aren’t related to the creation of their individual art work to keep routineindividual art work to keep routine

Painting by Deena NashPainting by Deena NashDeena Nash, who has Deena Nash, who has

an emotional an emotional disability, uses disability, uses “free form” art to “free form” art to help express her help express her feelings. She works feelings. She works with ceramics, with ceramics, printmaking, and printmaking, and painting.painting.

http://www.vsarts.org/prebuilt/http://www.vsarts.org/prebuilt/artists/registry/artists/registry/artistdetail.cfm?artistdetail.cfm?ArtistID=3678599ArtistID=3678599

Classroom Management Classroom Management TechniquesTechniques

The most effective classroom management techniques for The most effective classroom management techniques for students with emotional/behavioral disabilities are students with emotional/behavioral disabilities are individualized reward systems and self-monitoring systemsindividualized reward systems and self-monitoring systems

Reward systems allow students to save up tokens, points, Reward systems allow students to save up tokens, points, or tickets that they earn for positive behavior and good or tickets that they earn for positive behavior and good class work. They then hand in these tokens, points, or class work. They then hand in these tokens, points, or tickets for a reinforcer of their choicetickets for a reinforcer of their choice

Self-monitoring systems have students monitor their own Self-monitoring systems have students monitor their own progress at a selected skill at predetermined time intervalsprogress at a selected skill at predetermined time intervals

(De I’Etoile, 2005)(De I’Etoile, 2005)

Classroom Management in the Art Classroom Management in the Art RoomRoom

Reward systems can be a good classroom management Reward systems can be a good classroom management tool for the whole classtool for the whole class

• For example, a teacher may pass out tickets during the week For example, a teacher may pass out tickets during the week when he/she sees examples of behaviors like following when he/she sees examples of behaviors like following directions or cooperating with othersdirections or cooperating with others

• Then, one Fridays students could have an opportunity to trade Then, one Fridays students could have an opportunity to trade in their ticket for a reward of their choice (art supplies, class in their ticket for a reward of their choice (art supplies, class privileges, choice of partner, etc.) privileges, choice of partner, etc.)

• This can also be paired with the social skills lesson of the week This can also be paired with the social skills lesson of the week by giving everyone one ticket at the beginning of the week by giving everyone one ticket at the beginning of the week that must be passed out to another student who displayed that that must be passed out to another student who displayed that weeks skill (have students put their name on the tickets in a weeks skill (have students put their name on the tickets in a different color so you know they don’t try to keep theirs)different color so you know they don’t try to keep theirs)

Self monitoring of behavior would only be done for students Self monitoring of behavior would only be done for students who need it, and would be privatewho need it, and would be private

• If a student needed help with self control every ten minutes If a student needed help with self control every ten minutes they could mark on a chart inside their desk whether they did they could mark on a chart inside their desk whether they did a list of things (kept hands and feet to self, used kind words, a list of things (kept hands and feet to self, used kind words, etc.)etc.)

Painting by Jamie YoungPainting by Jamie YoungJamie, who has an Jamie, who has an

emotional emotional disability, disability, enjoys art and enjoys art and writing poetry. writing poetry. He explains art He explains art is a way to is a way to “occupy his “occupy his mind.”mind.”

http://www.vsarts.org/http://www.vsarts.org/prebuilt/artists/registry/prebuilt/artists/registry/artistdetail.cfm?artistdetail.cfm?ArtistID=3679250ArtistID=3679250

Promote Positive Self-Image Promote Positive Self-Image through Artthrough Art

Hunter and Jones (2006) explain that students with Hunter and Jones (2006) explain that students with emotional/behavioral disabilities need more praise than emotional/behavioral disabilities need more praise than the average student. If you provide them the attention the average student. If you provide them the attention they crave when they are doing the right thing, they they crave when they are doing the right thing, they often won’t feel the need to act outoften won’t feel the need to act out

Displaying student works promotes a positive self-image Displaying student works promotes a positive self-image and a serious work ethicand a serious work ethic

Peer tutoring, which was mentioned earlier, also helps Peer tutoring, which was mentioned earlier, also helps improve self-imageimprove self-image

Make your class less “scary” by walking student through Make your class less “scary” by walking student through the steps of your lesson (stop the cycle of failure)the steps of your lesson (stop the cycle of failure)

If the student has difficulty making choices, choosing If the student has difficulty making choices, choosing topics, etc. provide student with a short list of ideas to topics, etc. provide student with a short list of ideas to choose fromchoose from

The following slide is a The following slide is a checklist for art teachers to be checklist for art teachers to be

used during pre-planning if used during pre-planning if they have students with they have students with

emotional/behavioral emotional/behavioral disabilities disabilities

So You Have a Student With an So You Have a Student With an Emotional/Behavioral Disability in Emotional/Behavioral Disability in You Art Class…Now What?You Art Class…Now What?

_____ I have rules and consequences posted._____ I have rules and consequences posted._____ I have a plan for encouraging positive communication _____ I have a plan for encouraging positive communication (cooperative groups, peer tutoring, etc.).(cooperative groups, peer tutoring, etc.)._____ I have clear routines for use of materials, lining up, etc._____ I have clear routines for use of materials, lining up, etc._____ I have identified students with Emotional/Behavioral Disabilities _____ I have identified students with Emotional/Behavioral Disabilities (EBDs), and reviewed their Individualized Education Plans (IEPs) and (EBDs), and reviewed their Individualized Education Plans (IEPs) and Behavioral Intervention Plans (BIPs).Behavioral Intervention Plans (BIPs)._____ I have created self-monitoring systems for any students who _____ I have created self-monitoring systems for any students who may need them.may need them._____ I have a positive reward system for all students._____ I have a positive reward system for all students._____ I have several social skills lessons planned._____ I have several social skills lessons planned._____ I have lists of possible topics available to all students for _____ I have lists of possible topics available to all students for lessons in which topic is not given by the teacher.lessons in which topic is not given by the teacher._____ My lesson plans are clear, and if multiple steps are required of _____ My lesson plans are clear, and if multiple steps are required of students verbal, pictorial, and written instructions are given.students verbal, pictorial, and written instructions are given.

How to Fill Out Self Monitoring How to Fill Out Self Monitoring SystemsSystems

At a certain interval in time (every At a certain interval in time (every 10, 15 or 20 minutes) have students 10, 15 or 20 minutes) have students fill out their self monitoring systemfill out their self monitoring system

You can either have the child check You can either have the child check each box if they did or did not each box if they did or did not perform the task (younger children) perform the task (younger children) or have them rate themselves on a or have them rate themselves on a scale (1-5)scale (1-5)

Self Monitoring System for Students with Self Monitoring System for Students with

Trouble with Self ControlTrouble with Self Control TimeTime 9:109:10 9:209:20 9:309:30 9:409:40 9:509:50

I kept my I kept my hands to hands to my self my self

I used kind I used kind wordswords

I stayed in I stayed in my areamy area

Self Monitoring System for Students Self Monitoring System for Students with Anxietywith Anxiety

TimeTime 9:109:10 9:209:20 9:309:30 9:409:40 9:509:50I used I used calming calming strategies strategies when when needed needed

I I remained remained focused focused on my art on my art

I I interacted interacted with with others if others if appropriaappropriate te

Charting DataCharting Data

For some students it may be helpful For some students it may be helpful to have students monitor their to have students monitor their progress over time using a graphprogress over time using a graph

To do this students would total their To do this students would total their “points” received on their self “points” received on their self monitoring system at the end of each monitoring system at the end of each art periodart period

They would then chart their progress They would then chart their progress for that day before leavingfor that day before leaving

Charting ExampleCharting Example

0

2

4

6

8

10

12

14

M T W R F M T W R F

Total (out of15)

ConclusionsConclusions

It is useful for art teachers to try to apply special It is useful for art teachers to try to apply special education research about students with education research about students with emotional/behavioral disabilities to the art room.emotional/behavioral disabilities to the art room.

Still, more research that is directed specifically at Still, more research that is directed specifically at art education for students with art education for students with emotional/behavioral disabilities is needed.emotional/behavioral disabilities is needed.

Areas of research that I think would be especially Areas of research that I think would be especially helpful are helpful are -how to best manage art supplies/materials-how to best manage art supplies/materials-which types of art projects could be most beneficial for -which types of art projects could be most beneficial for specific symptoms of students with EBDsspecific symptoms of students with EBDs-whether there are any particular types of -whether there are any particular types of mentoring/cooperative groups that are proven to be mentoring/cooperative groups that are proven to be effectiveeffective

ReferencesReferencesBowman-Perrott, L. J., Greenwood, C. R., & Tapia, Y. (2007). The Efficacy of CWPT Bowman-Perrott, L. J., Greenwood, C. R., & Tapia, Y. (2007). The Efficacy of CWPT

Used in Secondary Alternative School Classrooms with Small Teacher/Pupil Used in Secondary Alternative School Classrooms with Small Teacher/Pupil Ratios and Students with Emotional and Behavior Disorders, Ratios and Students with Emotional and Behavior Disorders, Education and Education and Treatment of Children,Treatment of Children, 30 (3), 65-87. 30 (3), 65-87.

De I’Etoile, S. K. (2005). Teaching Music to Special Learners: Children with De I’Etoile, S. K. (2005). Teaching Music to Special Learners: Children with Disruptive Behavior Disorders. Disruptive Behavior Disorders. Music Educators JournalMusic Educators Journal, 91 (5), 37-43., 91 (5), 37-43.

Gilles, D. L. & Smith, S. W. (2003). Using Key Instructional Elements to Gilles, D. L. & Smith, S. W. (2003). Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challenging Systematically Promote Social Skill Generalization for Students with Challenging Behavior. Behavior. Intervention in School and ClinicIntervention in School and Clinic, 37 (1), 30-37., 37 (1), 30-37.

Groves, J. E. (2006). Art as a Behavior Modification Tool. Groves, J. E. (2006). Art as a Behavior Modification Tool. Multicultural EducationMulticultural Education, 13 , 13 (4), 55-7.(4), 55-7.

Haukaas, P. M. (2003). Tranquil Light. Retrieved from Haukaas, P. M. (2003). Tranquil Light. Retrieved from http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678832http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678832

Hunter, A. D., & Johns, B. H. (2006). Students with Emotional and/or Behavior Hunter, A. D., & Johns, B. H. (2006). Students with Emotional and/or Behavior Disorders. In B. Gerber & D. Guay (Eds.), Disorders. In B. Gerber & D. Guay (Eds.), Reaching and Teaching Students with Reaching and Teaching Students with Special Needs through Art Special Needs through Art (pp.43-60). Reston, VA: National Art Education (pp.43-60). Reston, VA: National Art Education Association.Association.

Nash, D. (1998). Mango Light. Retrieved from Nash, D. (1998). Mango Light. Retrieved from http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678599http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678599

Rizza, M. & Morrison, W. (2003). Uncovering Stereotypes and Identifying Rizza, M. & Morrison, W. (2003). Uncovering Stereotypes and Identifying Characteristics of Gifted Students and Students with Emotional/Behavioral Characteristics of Gifted Students and Students with Emotional/Behavioral Disabilities. Disabilities. Reoper ReviewReoper Review, 25 (2), 73-77., 25 (2), 73-77.

Young, J. (2006). Water Lillies. Retrieved from Young, J. (2006). Water Lillies. Retrieved from http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3679250http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3679250