Art of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functions

Abstract

Executive functions (EFs) can be conceptualized as a mean of behavioral self-regulation, and difficulties with EFs may adversely affect school success, social function, and cognitive and psychological development. Research about EFs and how they are affected by various educational and psychosocial factors is sparse. EFs are of great importance to understand how children can handle the challenges that they meet at various stages of development. There has been an increased focus on programs aimed at improving EFs, either as a primary outcome, or as a supplemental result of a specific activity. In this randomized controlled study, 66 children (31 girls, mean age 7:1 years) were given an arts and culture rich intervention (Art of Learning) aimed at improving EFs. EFs were assessed with the Behavior Rating Inventory of Executive Functioning-teacher version (BRIEF-teacher form) before, immediately after, and 6 months after intervention. Outcome in the intervention group was compared to children from two schools serving as controls ( n = 37, 18 girls, mean age 7:3 years). In addition, teachers from intervention schools were also interviewed both individually and in focus groups. The results reveal that both groups improved their EFs, as measured with BRIEF, over time on the global executive composite (GEC) score, the metacognition index, and on behavioral regulation index (BRI). However, the intervention group displayed a significantly greater improvement than the control group on GEC and BRI. The teacher interviews reveal positive effects for the children when it comes to several aspects: collaboration, conflict management, inclusion, vocabulary, and confidence. These factors are regarded as important for EFs development and academic outcome. The results support the notion of best training transfer effects for tasks addressing global executive functioning and specifically behavioral regulation skills (BRI).

Efecto de una estrategia de enseñanza neurodidáctica de las Artes Visuales en la madurez de las funciones ejecutivas

“…Dado que la FE de inhibición regula las emociones, la práctica propuesta por la estrategia neurodidáctica FIT de metacognición y el uso de las AV como medio para la expresión personal, se determina que esta fue un factor determinante para inducir un cambio significativo en los resultados obtenidos en la prueba STROOP. En este sentido los resultados concurren con Anderson et al (2019) en que las puntuaciones en las pruebas que miden las FE, el índice de metacognición y el índice de autorregulación emocional mejoran después de ser expuestos a actividades relacionadas con el arte.…”

Using visual art-based interventions for a primary school student with difficulties in perseverance, attention, and concentration

“…The programme should include short-term and long-term goals depending on the timing of activity, purpose, and individual needs. Long-term goals may include increasing self-confidence, improving attention, or reducing undesirable behaviours, while short-term goals are related to a specific activity (Kariž, 2008;Andersen, Klausen, and Skogli, 2019). Consider that the goals of support with visual art-based activities are to improve self-awareness, resolve emotional conflicts and problems, reduce negative emotions and passivity, relax and enjoy the art, increase positive behaviours, and allow free expression.…”

Executive Functioning in Everyday Life in Youth with Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorders: A Two-Year Longitudinal Study

“…Over the years, several intervention programs to improve EF have been developed (e.g. Andersen, Klausen, & Skogli, 2019;Jensen et al, 2021;Kenworthy et al, 2014;Skogli, Andersen, & Isaksen, 2020), many of which can be implemented in educational settings. Furthermore, simple strategies to compensate for children's and adolescents' everyday EF problems should be implemented by educators and parents.…”