A Study of Applying Multi-material Arts Learning Activities for Social Skills Enhancement of Children with Emotional and Behavioral Difficulties

• Main Authors: Chi-Ming Hu, 胡其明
• Other Authors: Dr. Yu-Jun Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/17852879690416423374

碩士 === 樹德科技大學 === 兒童與家庭服務系 === 103 === Department of Child Care and Family Studies, Shu-Te University A Study of Applying Multi-material Arts Learning Activities for Social Skills Enhancement of Children with Emotional and Behavioral Difficulties Student：Chi-Ming Hu Advisor：Dr. Yu-Jun Chen ABSTRACT The purpose of this study was to explore the effects of multi-material arts activities to enhance social skills of children with emotional and behavioral difficulties (EBD). Participants were two school aged children with EBD who took extracurricular lessons in an arts studio in Kaohsiung city. Single subject research design was applied. A total of 12 multi-material learning activities which were acknowledged the essential peer-group learning environment and taking into account of participants’ social interaction abilities were held in a period of ten-week art lessons by the researcher. Observations, interviews, and norm-referenced assessments were used to understand the changes of children’s social skills during and after learning activities. In order to observe children’s accuracy of facial expression identification, frequency of interaction initiations and eye contacts, and degree of cooperation with peers, planned task mission peer groups were held during each experimental stage and were tape recorded. Additionally, parents were interviewed by the researcher to understand their viewpoints of children’s emotion and behavior at home after participating multi-material arts activities. Findings of this study are as follows: (a) Children’s accuracy of facial expression identification, frequency of peer interaction initiation and eye contacts, and degree of cooperation with peers were increased during experimental and withdrawal stages of experiment. (b) After intervention of multi-material arts teaching activities, improved the efficiency of children''s social behavior and decreased emotional disorder quotients. (c) Parents indicated a little change on their children’s social and emotional displays after the implementation of multi-material arts teaching activities. And (d) based on observing participant interactions during multi-material arts teaching activities, children’s social interactions were improved gradually. Finally, suggestions regarding to teaching and future research are provided. Keywords: emotional and behavioral difficulties, multi-material arts teaching activities, social skills