LEARNING CAN BE FUN

CONTENTS

Sr. no. Particulars Page no 1. Abstract 1 2. The Larger Problem 2 3. Literature Review of Creative Arts

Therapies 5

4. Hypothesis 10 5. Eligibility criteria for clients 11 6. Logistics 12 7. Data Sources and Data Collection Protocol 13 8. Methods Used 14 9. Results Summary 17 10. Background and Creation for Children at-

risk 32

11. Background and Creation for Children with special needs

37

12. Results 45 13. Limitations 49 14. Learnings 50 15. Future 52 16 Appendix A-I Demographics

A-II SRS Summary 53 54

17. Appendix B-I Parents Feedback B-II Teachers Feedback B-III Rating Scale and Standardized Test

61 66 77

18. Appendix C-I Bibliography C-II Consent Letter C-III Video Recording

117 120 121

19. Acknowledgement 122

Page 1

ABSTRACT

‘Learning can be fun’ is a title of this project. It is authored by Mrs. Shamim Anil Deshmukh. This study was conducted with the children of ‘Little Learners Academy’,a kindergarten in Dahisar (east) Mumbai -400068.

The clients were added to the research with the help of teacher’s feedback. The performance of these children did not appear age appropriate. It was a mix population of children at-risk and children with special needs. For Demographics See Appendix ‘A’. There were 5 children in this study. The therapeutic goals surfaced as speech and narrative capabilities, attention/mindfulness, perception, recall memory: cognitive domain, body domain: fine finger co-ordination, motor co-ordination, group interactive domain. The author narrowed down on three therapeutic goals: attention/mindfulness,speech and narrative capability and memory: cognition. These goals were preferred as attention and speech are pre-requites for learning and expressing.

Analysis of both qualitative and quantitative data highlighted that teachers, parents and the author perceived positive changes in the areas of attention, speech and memory.

Page 2

THE LARGER PROBLEM

The author had chosen to work on eight children when the project design was made. Four children were withdrawn from school due to domestic reasons.In the place of the children withdrawn from school another child was introduced to the group and the checklist was run with him.

The therapeutic goals of this child were same as the group goals that is:

1. Speech 2. Attention 3. Cognition: Memory

Now there were two children from the at-risk category and three children with special needs. The author chose ABT to achieve the above mentioned therapeutic goals. There is evidence which suggest that use of specific art forms would help stimulate various parts of the brain. Arts Based Therapy has various art forms like visual arts, rhythm, voice, drama and games and exercises. This brings variety and value to the sessions to move ahead constructively. Children at risk :

1. Ananya Singh 2. AkshatSharan

Children with special needs

1. Yash Joshi 2. YashChavan 3. YashDubey

Children at risk: Ananya: Ananya had issues with number and alphabet recognition when she was in Junior Kg. The complaints were in problem perception in P 9, b d. The parent got an IQ done where she scored 94 which comes in

Page 3

average category. Speech was delayed, whatever she spoke was incomprehensible. AkshatSharan: Akshat had delayed milestones. His speech was unclear; he also spoke in words only. Attention was an issue. On administering a standardized test Akshat scored 100 that is average IQ. When the author did the pilot study YashChavan andYash Joshi were studied on the at-risk category but the standardized report showed mild mentally challenged and dull normal IQ. The author had to use the rating scale of children with special needs as now it was relevant to the therapeutic goals and the standardized reports. Children with special needs: YashDubey: The child with special needs has Cerebral Palsy, the spastic type. There is difficulty in locomotion. He can walk but needs support when climbing steps. Hand functions are also impaired. Fine finger co-ordination is under developed. Speech is not there; he just vocalizes and communicates with gestures YashChavan: YashChavan had issues with recognition and mainly attention. He could not follow instructions promptly and speech was slurred and unclear with a lot of repetitions and irrelevant talk. On administering standardized IQ test he showed a score of 60 which brought him in a Mildly Mentally Challenged category. Yash Joshi: Yash Joshi had problems with attention and speech. His speech was very unclear and he spoke in words. On administering standardized IQ test he showed a score of 82 which is dull normal category. Speech came up as a therapeutic goal applicable for all the children. YashDubey was physically challenged; Yash Joshi, YashChavanwere mentally challenged and Ananya Singh and AkshatSharan were delayed in the speech milestone. While planning activities for mixed group of children with special need and children at

Page 4

risk, at times it would be a challenge.YashDubey was physically challenged particularly when it came to visual arts; the author had to help him in the beginning. Later he refused to take help. In games and exercises also YashDubey was treated as any other child and he tried activities which he had never tried earlier. This worked for him as there were improvements seen in his body domain. The others were made responsible for YashDubey due to his physical disability. This helped them to become responsible. So it was a win-win situation for both- special children and children at-risk.

Page 5

LITERATURE REVIEW OF CREATIVE ARTS

THERAPIES

Arts based therapy (ABT) is the application of visual arts, rhythm, voice and drama, within a therapeutic relationship to support, maintain and improve the physical, cognitive, social, emotional and spiritual health of individuals of all ages. The ABT practitioner uses specific art based approaches with children, adults, groups and families to support, maintain, and improve overall heath. He/ She facilitates, guides, witnesses and responds to their client’s art process and art expression based on ethical practices and current emerging researches.

Visual Art:

Visual art therapy is defined as a human service profession that uses art media, images, the creative processes and the client responses to the created products. What the client creates is a reflection of an individual’s development, abilities, personality, interests, concerns and conflicts. Visual Art therapy is called for when the client is experiencing emotional and/or behavioral difficulties that are impairing his/her ability to function to his/ her fullest potential. Sometimes people suffer severe emotional distress and are afraid or unwilling to reveal themselves, in which case the art therapy would focus on creating a safe environment where the individual begins to trust the space and therapists enough to begin expressing him or herself.

The focus of art therapy begins with helping the client enter into creative space. This can only be done through the process of making art. The healing power of art therapy lies within the act of making art. The art product is not the focus of work, it is important as a final concrete expression of the self. It is useful to go through various art mediums if your client has not had a lot of art making experience. The therapists remain open to how the client wants to use the material, even if it isn’t in the fashion in which it is meant to be used. Maintaining a safe space includes acceptance of any or all creations. As the client feels more and more comfortable the therapeutic alliance deepens and the creative possibility would be endless.

Art therapy is helpful for variety of problems including brain injuries, Down syndrome, autism and cerebral palsy. Visual Art therapy is

Page 6

an effective treatment for developmental, medically, educationally, socially and psychologically impaired. It is practiced in mental health rehabilitation, medical, educational and forensic institutionas.

Rhythm:

“Drum therapy is an ancient approach that uses rhythm to promote healing and self-expression.”

Recent research reviews indicate that drumming accelerates physical healing, boost the immune system and produces feeling of well-being, a release of emotional trauma and reintegration of self by PhylameanaLiaDesy. Playing within the context of a drum circle is truly an example of team work at its highest level. As the rhythms come together and grow one releases the need for trust and dependence amongst our fellow drummers. Many of the lessons one learns in the drum circle can be directly applied in one’s home, school, workplace and life.

One learns to relax

One learns to let go

One learns to lead when necessary and follow when needed.

One learns to focus intensely at times.

Drumming induces deep relaxation, lowers blood pressure and reduces stress. A recent study found that the program of group drumming help reduce stress.

Research has demonstrated that physical transmission of rhythms to the brain synchronizes the two cerebral hemispheres. When the logical left hemisphere and the intuitive right hemisphere begin to pulsate in harmony the inner guidance of intuitive knowing can then flow unimpeded into conscious awareness. The ability to access unconscious information through symbols and imagery facilitates psychological integration and a re-integration of self.

Drumming also synchronizes the frontal and lower areas of the brain integrating non-verbal information from lower brain structures into the frontal cortex, producing “feelings of insight, understanding, integration, certainty, conviction and truth.”

Page 7

Rhythm is a powerful tool because it permeates the entire brain. Vision for example is one part of the brain, speech another, but drumming accesses the whole brain. The sound of drumming generates dynamic neuronal connections in all parts of the brain even where there is significant damage or impairment such as Attention Deficit Disorder (ADD).

“Drumming emphasizes self-expression, teaches how to rebuilt emotional health and addresses issues of violence and conflict through expression and integration of emotion”, says Music Educator Ed Mikenas.

Voice:

Music making (playing an instrument or singing) is a multi-modal activity that involves integration of auditory sensory motor processes. The ability to sing in humans is evident from infancy and does not depend upon formal vocal training, though it can be enhanced by training.

Singing or the act of producing musical sounds with the voice has the potential to treat speech abnormalities because it directly stimulates the musculature associated with respiration, phonation, articulation and resonance. Singing requires breathing to be regulated in order to sustain notes. It also results in higher vocal intensity (Tonkinson, 1994) and vocal control (NetkeDonath and Kalveram, 2003) than thus speaking. Moreover it has been suggested that singing increases respiratory muscle strength.

Studies on the benefits of Music include singing and its capability to significantly improve psychological health and well-being through the engagement of neurochemical system responsible for reward, motivation, pleasure, stress/ arousal, immunity and social affiliation.

Listening to preferred music stimulates the release of dopamine (the brain neurochemical responsible for pleasure and reward) and reducing the use of opiate drugs in post operation pain.

Singing increases levels of oxytocin promoting social affiliation. It can increase levels of Immunoglobian A and decreases the level of stress. Music is shown to modify and regulate automatic system such as heart rate, respiration rate, perspiration and other automatic systems.

Singing or intoning spoken words have shown to improve expressive language in patients with speech deficit conditions. Repeated engagement of singing can influence centers in the brain responsible for emotional regulation.

Page 8

Motor deficits associated with neurological disorders can be treated by singing.

Stuttering is a largely developmental condition that affects fluency of speech. It is characterized by repetition of words or parts of words, as well as prolongation of speech sounds resulting in disruptions in the normal flow of speech.

Autism is characterized by impairments in expressive language and communication with some affected individual completely lacking functional skills. Individuals with autism have superior auditory abilities and often exhibit strong interest in learning and making music.

An intervention that is specifically designed to help children with autism to develop expressive language is currently being tested. It is known as Auditory Motor Mapping Training (AMMT). This intervention involves three main components-singing, motor activity and imitation.

To date only two case studies have described the positive effects of singing on development if speech in children with autism.

Drama Therapy:

Drama therapy is the intentional use of drama and/or theatre processes to achieve therapeutic goals.

Drama therapy is active and experiential. This approach can provide the context for participants to tell their stories, set goals and solve problems, express feelings, or achieve catharsis. Through drama, the depth and breadth of inner experience can be actively explored and interpersonal relationship skills can be enhanced. Participants can expand their repertoire of dramatic roles to find that their own roles have been strengthened. This process operates at various levels.

1. Individual level 2. Social/ collective level 3. Spiritual Philosophical level

The goal of drama therapy is to facilitate a safe and secure experience for the client that allows for the full expression of their emotional voice through dramatic motions.

Page 9

“The role method” allows not only to explore roles that are significant in everyday lives but also the system of sub roles that shapes, guides and defines daily conduct creating a functional role system.

The processes and techniques drama therapy employs are improvisation, theatre games, story-telling and enactment. Many drama therapists use text, performance or ritual to enhance the therapy.

Using puppet and dolls, drama therapy with children and adolescents taps into the appeal that play has for young people-assisting them to overcome feeling of isolation and gain mastery over conflicts and anxiety.

When drama therapy is done in groups essentially these are “Group experiences that emphasize creativity and release, humour and playfulness, imagination and joy.”

Drama therapy in education can be highly effective for a variety of students. It offers the opportunity for the exploration, recognition and expression of emotion with a structured setting. It is often used within both-mainstream and specialized school for a wide range of children and young people of all ages. The drama therapists in education setting can work in clients, groups or individually depending on the needs of the client. The work can focus on developing social skills, dealing with loss, easing transitions, building self-esteem.

The sessions are private and confidential, structured with the aim to give the client consistency and promote trust in order for them to be able to experiment with different ways of being an alternative behaviour. This provides a space for the client which is a time especially for them and enables them if necessary to express things that might be difficult in other contexts. The drama therapists maintain contacts with other members of the staff and parents and carers in order to monitor student and best understand and meet their need.

Page 10

HYPOTHESIS

ABT can significantly improve speech, attention and memory in mixed

population of children with special needs and children at risk.

Page 11

ELIGIBILITY CRITERIA FOR CLIENTS

Eight participants were identified from Little Learner’s

Academy in the age group of 4 to 8 years. Out of which three children had

special needs and five children were at risk. There were three girls and

five boys. They were all part of the author’s pilot study. These children

had become a part of the further study as they needed ABT to achieve

their goals. Besides their parents had given consents for the therapy.

They had also shown willingness to observe children in their respective

homes and report to the teacher.

In the Action Research Project out of eight children four

dropped out due to domestic reasons. The author had to introduce a new

client who was not a part of the pilot study.

This child had to be studied in the children at risk group based on the feedback of the teacher of Little Learners Academy. Now there were two children who were at risk and three children with special needs.

Page 12

LOGISTICS The sessions began from 23rd June 2014 instead of 1st June

as proposed in the project design. The reason being, children had gone

for their summer holidays and were not back on time. The timing had to

be changed from 3:00 pm to 4:00 pm to 11:30am to 12:30 pm as

children felt drowsy in the afternoon.

The ABT sessions were conducted in one of the classrooms of

‘Little Learners Academy’ at Dahisar Mumbai.

It was a group session comprising of five children out of

which two children were at risk and three with special needs. There were

four boys and one girl. Refer Appendix ‘A’. The classroom was well

ventilated with proper seating arrangement for children. There was

enough space to keep the materials like djembes, colours, papers, etc.

The space was sufficient for children to move around for games and

exercises.

Page 13

DATA SOURCES AND DATA COLLECTION

PROTOCOL

Tools used are:

1. The standardized test

a. Seguin Form Board Test (SFBT)

b. Vineland Social Maturity Scale (VSMS)

c. Informal Assessment

2. Session Record Sheets (SRS)

3. Rating Scale by author and teachers pre and post.

4. Feedback from teachers pre and post.

5. Feedback from parents post session.

6. Feedback from Clinical Psychologist pre and post.

7. Video Recording.

The standardized tests were administered pre and post

session. On 24th June 2014 the pre session test were administered

and post were administered on 27th August 2014. They were not

mentioned in the project design but were later added to the study for

better understanding. Video recording was done on various occasions

by professionals.

Page 14

METHODS USED

Arts based therapy methods were used. They include:

Rhythm

Voice

Drama

Visual Arts

The therapeutic goals in the group emerged as

1. Speech

2. Attention

3. Cognition – Memory

Rhythm:

The djembes were used every other day in the group as the

group loved them. They even enjoyed using shakers.

Voice:

Oral Motor exercises were done. Various sounds were done

on regular basis. The book, ‘Music Therapy in Neurorehabilitation’ A

Clinician’s Manual by Felicity Baker and Jeanette Tamplin was of great

help. Sounds of vowels and consonants were done with actions.

Drama:

Drama was used almost every day. Children enacted to be

animals, birds, vehicles, etc. and improvisation of how they moved, ate,

drank, etc. They dramatized stories done in therapy sessions. They

Page 15

enacted various emotions. Children were sometimes their Daddies and

sometimes Mummies. They were given props like puppets, duppatas,

even their own water bag; the duster became their mobile phone.

Visual Arts:

Materials like crayons, water colours, colour pencils, brushes,

plasticine, etc. were used. They enjoyed using their own hands, feet

making impression on paper collectively. They used finger instead of

brush sometimes. Instead of body maps, they traced their hands and feet

and coloured them.

Methods Used:

Speech and narrative Capability:

• Oral Motor Exercises • Sounds of vowels & consonants with actions • Singing ‘sa, re, ga, ma’ with ‘aakar’. • Telephonic conversation game: making imaginary phone calls to the

absent child. • Narrating stories. • Sounds of Animals • Playing ‘aa’ ‘ee’ on the djembe. • Singing songs

Attention and Mindfulness:

• Playing the djembe • Games like dum – ditty – dum: Children moved on sound stopped

on a command and did the action that was commanded. This was for auditory alertness.

• Video game: On the command of ‘play’ children moved, ‘pause’ they paused ‘rewind’ was backward walk ‘forwards’ for forward walk.

• Walking through the jungle. • Use of Visual arts – tracing their hand and feet and colouring them,

use of plasticine, clay.

Page 16

Memory:

• Doing recap post class and even in the beginning of sessions. • Recap of stories. • Dramatization of stories. • Sequencing of stories. • Singing • Flash card games of animals • Find your partner flash card • Treasure hunt • Finding their own waterbag • Closing your eyes and writing in air.

Page 17

RESULT SUMMARY

Graphic representation of Attention Domain Pre

and Post for Children at-risk by the author:

This graph has been computed on the score of the rating

scale of the children at-risk. (Refer Appendix ‘B-III’). Akshat showed 20%

on the Attention domain in the pretest. Post-test it increased to 60%.

Akshat improved by 40% on the Attention domain.

Ananya showed 72% on the Attention domain in the pretest.

Post-test it increased to 96%. Ananya improved by 24% on the Attention

domain.

Ananya shows more improvement compared to Akshat as

Ananya was there in the pilot study andAkshat joined late. Besides, out of

35 hours, Akshat was present for 27 hours whereas Ananya was present

for 34 hours now and 15 hours in the pilot study. The pre-test was

conducted after 10 hours of study.

0%

20%

40%

60%

80%

100%

120%

Pretest Posttest

Akshat

Ananya

Page 18

Graphic representation of Speech Domain Pre and

Post for Children at-risk by the author:



on the Speech domain in the pre-test. Post-test it increased to 67%.

Akshat improved by 47% on the Speech domain.

Ananya showed 60% on the Speech domain in the pre-test.

Post-test it increased to 100%. Ananya improved by 40% on the Speech

domain.


Ananya was there in the pilot study andAkshat joined in late. Besides, out

of 35 hours, Akshat was present for 27 hours whereasAnanya was present

for 34 hours now and 15 hours in the pilot study. The pre-test were


0%

20%

40%

60%

80%

100%

120%

Pretest Posttest

Akshat

Ananya

Page 19

Graphic representation of Memory Domain Pre and Post

for Children at-risk (by the author):



on the Memory domain in the pre-test. Post-test it increased to 56%.

Akshat improved by 36% on the Memory domain.

Ananya showed 65% on the Memory domain in the pre-test.

Post-test it increased to 87%. Ananya improved by 22% on the Memory

domain.


Ananya was there in the pilot study andAkshat joined in late. Besides, out

of 35 hours, Akshat was present for 27 hours whereasAnanya was present

for 34 hours now and 15 hours in the pilot study. The pre-test were


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pretest Posttest

Akshat

Ananya

Page 20

Graphic representation of Attention Domain Pre

and Post for Children with special needs by the

author:


scale of the children with special needs. (Refer Appendix ‘B-III’).

YashChavan showed 60% on the Attention domain in the pre-test. Post-

test it increased to 92%. YashChavan improved by 32% on the Attention

domain.

Yash Joshi showed 52% on the Attention domain in the pre-

test. Post-test it increased to 65%. Yash Joshi improved by 13% on the

Attention domain.

YashDubey showed 100% on the Attention domain in the pre

and post-test. YashDubey had no issues with attention. Thus he scored

full in pre and post-test. YashChavan shows improvement as compared to

Yash Joshi as YashChavan was present for 34 hours whereas Yash Joshi

was present for 13 hours. Environmental conditions at home were more

conducive for YashChavan.

0%

20%

40%

60%

80%

100%

120%

Yash Chavan Yash Joshi Yash Dubey

Pretest

Posttest

Page 21

Graphic representation of Speech Domain Pre and

Post for Children with special needs by the

author:



YashChavan showed 53% on the Speech domain in the pre-test. Post-test

it increased to 100%. YashChavan improved by 47% on the Speech

domain.

Yash Joshi showed 27% on the Speech domain in the pre-


Speech domain.

YashDubey showed 33% on the Speech domain in the

pretest. Post-test it increased to 40%. YashDubey improved by 47% on

the Speech domain.

YashChavan shows improvement as compared to Yash Joshi

and YashDubey.YashChavan was present for 34 hours; Yash Joshi was

present for 13 hours while YashDubey was present for 22 hours.

YashDubey has health issue and Yash Joshi reported late and had

0%

20%

40%

60%

80%

100%

120%


Pretest

Posttest

Page 22

domestic problems. All the three were present in the pilot study for all 15

hours.

Graphic representation of Memory Domain

Pre and Post for Children with special needs

by the author:



YashChavan showed 55% on the Memory domain in the pre-test. Post-

test it increased to 85%. YashChavan improved by 30% on the Memory

domain.

Yash Joshi showed 45% on the Memory domain in the pre-


Memory domain.

YashDubey showed 69% on the Memory domain in the pre-

test. Post-test it increased to 80%. YashDubey improved by 11% on the

Memory domain.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Pretest

Posttest

Page 23

Graphic representation of Attention Domain

Pre and Post for Children at-risk by the

teacher:

According to teachers, Akshat showed 12% on the Attention

domain in the pre-test. Post-test it increased to 68%. Akshat improved by

56% on the Attention domain.

Ananya showed 65% on the Attention domain in the pre-

test. Post-test it increased to 90%. Ananya improved by 25% on the

Attention domain.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pretest Posttest

Akshat

Ananya

Page 24

Graphic representation of Speech Domain Pre

and Post for Children at-risk by the teacher:

According to teachers, Akshat showed 13% on the Speech


56% on the Speech domain.

Ananya showed 60% on the Speech domain in the pre-test.

Post-test it increased to 95%. Ananya improved by 35% on the Speech

domain.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pretest Posttest

Akshat

Ananya

Page 25


Pre and Post for Children at-risk by the

teacher:

According to teachers, Akshat showed 15% on the Memory


40% on the Memory domain.

Ananya showed 60% on the Memory domain in the pre-test.

Post-test it increased to 90%. Ananya improved by 30% on the Memory

domain.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pretest Posttest

Akshat

Ananya

Page 26

Graphic representation of Attention Domain


by the teacher:



YashChavan showed 53% on the Attention domain in the pre-test. Post-

test it increased to 85%. YashChavan improved by 32% on the Attention

domain.

Yash Joshi showed 45% on the Attention domain in the

pretest. Post-test it increased to 60%. Yash Joshi improved by 15% on

the Attention domain.

YashDubey showed 100% on the Attention domain in the

pre-test. Post-test it increased to 100%.

0%

20%

40%

60%

80%

100%

120%


Pretest

Posttest

Page 27

Graphic representation of Speech Domain Pre

and Post for Children with special needs by

the teacher:



YashChavan showed 45% on the Speech domain in the pre-test. Post-test

it increased to 90%. YashChavan improved by 45% on the Speech

domain.

Yash Joshi showed 20% on the Speech domain in the pre-


Speech domain.

YashDubey showed 25% on the Speech domain in the pre-


Speech domain.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Pretest

Posttest

Page 28



by the teacher:



YashChavan showed 50% on the Memory domain in the pre-test. Post-

test it increased to 80%. YashChavan improved by 30% on the Memory

domain.

Yash Joshi showed 40% on the Memory domain in the pre-


Memory domain.

YashDubey showed 60% on the Attention domain in the pre-


Memory domain.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Pretest

Posttest

Page 29

Graphic Representation of the Standardized IQ test administered:

The standardized report of IQ i.e. Intelligent Quotient score for Akshat in pre-test was 100 and in post-test it was 120 which is improvement of 20 points. This brings Akshat from Average category to an Above Average Category. The test administered on Akshat was Vineland Social Maturity Scale.

The standardized report of IQ i.e. Intelligent Quotient score for Ananya in pre-test was 91and in post-test it was 100 which is improvement of 9 points. The test administered on Ananya was Seguin Form Board Test.

The standardized report of IQ i.e. Intelligent Quotient score for YashChavan in pre-test was 60 and in post-test it was 110 which is improvement of 50 points. The test administered on YashChavan was Seguin Form Board Test.

The standardized report of IQ i.e. Intelligent Quotient score for Yash Joshi in pre-test was 82 and in post-test it was 93 which is improvement of 11 points. The test administered on Yash Joshi was Seguin Form Board Test.

The standardized report of IQ i.e. Intelligent Quotient score for YashDubey in pre-test was 49 and in post-test it was 44 which is regression of 5 points. The test administered on Yash Joshi was Vineland Social Maturity Scale.

0

20

40

60

80

100

120

140

Akshat Ananya Yash Chavan Yash Joshi Yash Dubey

Pretest

Posttest

Page 30

There is a regression in Yash D, scores as the pre-test was of Vineland Social Maturity Scale where the mother reported to the clinical psychologists, as he could not perform on the post-test YashDubey was able to perform on the Seguin Form Board Test by himself within the stipulated time scoring 44 points which is by itself an achievement.

Page 31

Graphic Representation of the Progress in the Therapeutic Goals by the author and the

teachers:

To show the group progress this graph was computed on the percentage obtained by teachers and the author,which are derived from the Rating Scales of children at risk/ children with special needs. There is a maximum improvement in the Speech and Narrative Capability Domain which is 36%. Memory Cognitive domain shows an improvement of 23% according to the author and 28% according to the teachers. Attention/ mindfulness domain shows an improvement of 21% according to the author and 25% according to the teachers. It is seen that the teachers could see greater improvement than the author which could mean that the learning is generalized in the respective domains in real life situation.

0%

5%

10%

15%

20%

25%

30%

35%

40%

Attention Speech Memory

Author

Teacher

Page 32

BACKGROUND AND CREATIONFOR CHILDREN AT-

RISK:

1. Ananya Singh

2. AkshatSharan

1. Ananya Singh

Family Background:

Ananya Singh is five years old. She has been studying in

‘Little Learners Academy’ for the past two years. She has been brought up

by both her parents. She lives in a joint family. Ananya’s mother has

issues with her in laws and thus does not allow Ananya to mix with

anybody at home. She is disturbed by her father’s behavior at times when

he throws and breaks her toys in anger.

Medical Background:

There was no medical background available.

Academic and Teacher’s input:

When the pilot project was done Ananya was in Jr. kg., now

she is in Sr. kg. During the ABT sessions in the pilot project, she enjoyed

dancing and singing loudly, though her speech was unclear and slurred.

She could colour within given area very well. She could name all primary

and tertiary colours. She could recognize some of the alphabets capital

and small. She could write numbers 1 to 10 but could not recognize a

single number randomly.

Creation:

Ananya’s main area of need was in the domain of speech and

narrative capability, recall memory/cognition and group interaction

Page 33

domain. Initial focus was to enhance vocalization, basic vocabulary, along

with cognition (recall memory). Further develop her group interaction

skills and build her confidence through artistic media. Ananya showed a

lot of improvement in the pilot study in speech, which were reported by

her mother. Ananya came up as a meticulous and quiet child in the

beginning. Slowly inhibitions left her and she started enjoying the

sessions. She started making an effort to speak even if she was incorrect.

She enjoyed all games, she was helpful and co-operative, infact she

inspired the group to help the author with clearing the room. She even

helped her peers when needed. After the pilot project, when she was

administered with Seguin Form Board Test (SFBT), she scored 91 which

ranges in the average category. Refer Appendix B-III. Ananya loved to

dramatize. She even improvised during games with the author. She loved

painting with colours and crayons. She has a good aesthetic sense. In one

of the sessions the group was instructed to fill up all the space of a large

paper with water colours. They all decided to make hand impressions on

the paper. Ananya said, she enjoyed doing it but it looked untidy. In the

same activity she was the one who initiated cleaning the therapy room.

She got a mop from the ancillary staff and inspired the entire group.

Ananya played djembe with the mallet in the beginning but

later she used her hands. She could follow the rules and instructions in

the first go. She loved to narrate stories in the therapy session at home.

She is a visual learner and could do sequencing and jigsaw very well. She

could understand emotions like happy, sad, and angry. Ananya is good

with details in her drawing. She started singing though many sounds were

unclear. She could not hum the tune of the song she sang.

After 30 sessions her mother reported better concentration

and comprehension, improved memory and speech. She gained weight

and looked happy. Her confidence had increased. According to Ananya’s

mother Ananya showed a change in her attitude i.e. from impossible she

transformed into “I M Possible”. Refer Appendix B-I.

Page 34

After 30 sessions even the teachers reported increased

confidence in her. She appeared happy and not only participated but also

initiated in activities. Most of the sounds she said are clear except for

some. She had started initiating conversations with adults and peers.

Refer Appendix B-I.

The SFBT administered on the 34th session showed a score of

100 in her IQ with a raise of 9 points compared to her pre-session test.

Refer Appendix B-III.

On the last session her mother shared that at first Ananya’s

father did not believe in any therapy but now he has started appreciating

Ananya’s progress.

Page 35

2. AkshatSharan

Family Background:

Akshat is a 3 years and 9 months child studying in ‘Little

Learners Academy’. He has repeated the Nursery class this year as he

could not attend school most of the time due to his ill health. Akshat has

been brought up by both of his parents. He lives in a nuclear family and is

the youngest among two siblings.

Medical Background:

There was no medical history except delayed milestones and asthama.


Akshat was not present in the pilot study. The inputs were

available from the teacher. Akshat cried while coming to school. He did

not give eye contact and would not respond to his name. He did not speak

to anyone and looked uncomfortable in the class. He was very irregular to

school due to ill health and the parents decided to repeat him in Nursery

again.

Creation:

Akshat’s main area of need is in the domain of Speech and

Narrative capability, attention, mindfulness and group interaction domain.

Initial focus is to enhance vocalization and basic vocabulary, build up his

attention span. Further develop his group interaction skills and build his

confidence through artistic media. He joined late and missed first three

sessions and some sessions in between because of ill health.

Page 36

When he joined on the fourth session he was quiet and

appeared to be shy. Slowly he started participating in all activities though

hesitant. He could follow instructions at times but attention was flickering.

After about 10 sessions he spoke couple of words. He

enjoyed drama but beats on the djembe were random. Akshat enjoyed

games like treasure hunt. After 5 more sessions he sang his favorite

rhyme he got a few words, some words were missing, some were his own

words. His song was not comprehensible but he had started. Now he

started taking interest in drumming, he was even getting better with

following instructions. He could still not do story sequencing. He started

enjoying colouring activity but could not colour in the given area. He

repeated sounds of vowels and consonants well except ‘v’ and ‘w’. Refer

Appendix A-II.

After 30 sessions the parents reported improvement in

speech, his sociability increased like he greeted new people when he met

them. His vocabulary increased and he also started speaking in phrases

instead of words. Refer Appendix B-I.

After 30 sessions the teachers reported Akshat as a well-

adjusted child, his social anxiety had almost gone. He appeared to be

happy when he came to school. He had become active in the class. He

tried to sing and mirrored the teacher; he gave eye contact and followed

all instructions carefully. Akshat did not respond to his name earlier which

he had started doing it now. He mingled with everybody in class and

looked comfortable all the time. Refer Appendix B-II.

The standardized reports that were administered on Akshat

were Vineland Social Maturity Scale (VSMS) as he could not perform on

the Seguin Form Board test (SFBT) within the stipulated time frame. His

Social Quotient on VSMS was 100 in the pre session study. When the

same test was repeated on the 34th session his SQ came up to 120 which

brought him in the above average category. Refer Appendix B-III.

Page 37

BACKGROUND AND CREATIONFOR CHILDREN

WITH SPECIAL NEED:

1. YashChavan

2. Yash Joshi

3. YashDubey

1. YASH CHAVAN

Family background:

Yash is 5 years old. He hails from a nuclear family being

youngest of the twins. Yash has been brought up by both his parents and

they live in a housing society. His father works abroad and is here twice a

year for a fortnight or a month every 5 to 6 months.


Yash was studying in Jr.kg in ‘Little Learners Academy’ when

the pilot project was submitted. Now he is in Sr.kg. Yash only spoke to

some of his teachers and his twin sister. His speech was unclear and

slurred. There was a lot of irrelevant talk in his communication. He was

low on confidence probably because his twin sister can speak clearly.

There is a possibility that he gets compared to her by relatives and

families. He did not show much interest in reading and writing but

completed task under firm loving instruction. He was not a friendly child

with his peers. Yash gave up easily and cried easily. Refer Appendix B-I.

Page 38

Medical background:

There was no medical history.

Creation:

Yash’s main area of need is in the domain of speech and

narrative capability, attention/ mindfulness, confidence, group interaction

domain, comprehension and memory in cognitive domain. Initial focus

was to develop attention and do a lot of Oral motor exercises and sounds.

Further focus was to work on language skills i.e., Narrative Capability,

develop his group interaction skills and build his confidence through

artistic media. The therapeutic goals of speech, attention and Memory

were chosen as they are pre-requisite for learning. On administering the standardized Seguin Form Board Test

(SFBT),Yash came up as a Mildly Mentally Challenged child. His attention

was also flickering which affected his short term memory. His fine finger

co-ordination was under developed. This test was administered in the 2nd

session. Refer appendix____.

Yash loved to come in the ABT class. He enjoyed playing

djembe. Infact he was the only one who could play the djembe with both

his hands. He has a good sense of timing. He is an auditory learner and

followed all instructions well*. Yash enjoyed dramatizing stories in class.

He was good with jig-saw puzzle. He loved to do Zen painting. Yash was

not able to initiate a conversation on his own.Refer Appendix A-II.

After about 17 sessions, the teachers and parents

complained about Yash being naughty in class as well as at home. This

meant he was gaining confidence to express himself the way he wanted.

Lots of love and compassion themes were introduced in the group to calm

Yash, which help to a certain extent.

Page 39

Now, Yash had started enjoying colouring activities. His grip

on the crayon was better. He completed the colouring activity happily

without being coaxed or pushed. His imagination was improving, once he

made small little dabs on the paper when asked he said they were his

teeth. He had now started initiating communication with the author in

terms of choice of games to be played.

After 30 sessions, parents reported he had started asking

relevant questions, reporting what had happened in school/ ABT class.

Irrelevant talk had reduced. Refer Appendix B-I.

The teachers reported better eye hand co-ordination. He

exhibited autonomy, improvement in comprehension. He was now ready

to experiment new ideas and suggestions. He does not get bullied and

appears cheerful. His attention has improved and he has started taking

initiative in class. Speech is still unclear but is comprehensible.

The standardized post-test reports were surprising. His

attention span cameupto 4 minutes and 32 seconds from 3 minutes and

02 seconds. Memory increased. The intelligence scores were now 110 as

compared to 60 in the pre-test. This brought him to the Average category

from Mildly Mentally Challenged category. Refer Appendix B-III.

Page 40

2. YASH JOSHI

Family Background:

Yash is 4 years old. He is youngest of the two siblings. He is

brought up by both his parents. They live in the joint family in a housing

colony.


Yash was in Nursery when the pilot project was submitted

now he is in Jr.Kg studying in ‘Little Learners Academy’. He needed to be

guided and instructed at least twice for the desired input from him. Yash

could point out alphabets and numbers from four choices, but could not

recognize them. He could count bottle tops upto 10 and show the

corresponding flash cards. His fine finger grip was not age appropriate.

His speech was unclear and could speak only a few words. He was low on

confidence and needed to be coaxed for participation. Refer Appendix B-

II.

Medical Background:

There was no medical background available.

Creation:

Primary concern was attention/ mindfulness, recall memory/

cognitiondomain,group interaction domain and speech and narrative

capability.The speech and narrative capability were chosen as they are

pre-requisite for learning. Initial focus was to enhance vocalization, basic

vocabulary and mindfulness. Further focus was to develop Group

interaction skills and build his confidence through artistic media.Yash

reported very late for the ABT session. He missed the first three sessions

in the beginning. And last five sessions due to domestic reasons.

Page 41

In the pilot study, Yash was hesitant in the beginning for a

couple of sessions but later he started enjoying. He started repeating

sounds loudly. After about five sessions he started taking initiative. He did

not like the djembe, but liked playing the shakers. Though he could

arrange the story sequentially but still had inhibitions dramatizing it. He

loved enacting animals, birds, vehicles, etc in the group. He liked

colouring with crayons.

After 30 sessions, his parents reported increase in

vocabulary and a little clarity in speech. His teachers reported improved

eye hand co-ordination, increased confidence. He has started expressing

himself like his pleasures and displeasures. His speech has improved. He

has become independent. Attention has increased with better conceptual

understanding. He has started initiating in activities. His fine finger has

improved and can colour well with crayons. He appears chirpy and

cheerful all the time.

When the standardized tests were administered in the pre

session he scored 85 on Seguin Form Board Test. This put him in the dull

normal category. The same test when administered towards the end, the

scores were 93 which brought him to the Average category. His attention

in the pre session was measured as 1 minute and 53 seconds whereas in

the post session it measured 4 minutes and 37 seconds.

Page 42

3. YASH DUBEY

Family Background:

Yash is 8 year old. He has been diagnosed as Cerebral Palsy,

spastic type. Yash is brought up by both his parents in a nuclear family.

He is the youngest among two siblings. He lives in simple condition in a

housing colony.

Academic and Rehab Teacher’s input

Yash has been in ‘Little Learners Academy’ for the past two

years. He was in Junior Kg when the pilot project was submitted, now he

is Senior Kg. Yash is cheerful, enthusiastic and affectionate child. He loves

to take initiative in learning new things. There is no distinct speech and

he lacks precise fine finger co-ordination. He follows instructions promptly

and can relate well to his teachers. He did not interact much with his

peers. During oral singing session in school he vocalized loudly.

Medical background:

Beside Cerebral Palsy (CP) there is no medical history. Every

month there are incidences when he suffers from severe cold and cough.

Creation:

Yash’s main area of need is in the domain of Body and narrative

capability.Initial focus was to enhance vocalisation, basic vocabulary and

motor coordination especially fine motor skills. Further, focus wasto

develop his group interaction skills and build his confidence by expression

through arts.

Page 43

In the pilot project, Yash came up as a co-operative child willing to

participate in all activities. He not only inspired the author in the session

but the children in the group who were hesitant and shy. Due to CP his

hands are affected, but it was amazing to see him trying to use his hands

in the game.

After the pilot project, Yash showed a lot of improvement.

Because of his ‘Never say die attitude’, he could beat on the djembe with

lot of efforts, but he made sure he tried hard. He could do 4/ 6 pieces jig-

saw puzzles. He understood the rules of the games at times. His

vocalization was now sounding like words. He said words like ‘mama’,

‘pani’ which made him feel very happy. After the 12th session, Yash fell

sick and could not come for 10 sessions. The whole group missed him.

Infact the author could turn it into a conversation opportunity by making

imaginary phone calls to him. It was also an opportunity to build empathy

and compassion in the group by wishing for Yash’s speedy recovery. Yash

came back on the 23rd session looking physically weak but as usual in

high spirit. He started saying more words like ‘billi’, ‘bhai’, ‘didi’. The

happiest moment in the session for him was when he could do frog jumps

(ofcourse not like others) and when he could express his feelings through

appropriate gestures. This could happen as everyday there was drama in

the session in someway or the other. Yash is high on empathy, when

someone else was absent he would express in gestures and the group

would guess that the person had fever and that he had gone to the

doctor. After 30 sessions his teachers reported increased eye-hand co-

ordination in Yash. He had now started taking initiative with peers. He

could express himself better in gestures. Earlier Yash vocalized during

singing sessions in his school. Now he mirrors the teacher and does all

the action in his capacity.

The standardized reports that were administered pre

period were Seguin Form Board Test (SFBT), Vineland Social Maturity

Scale (VSMS) and Informal Assessment. The VSMS was administered as

he could not complete the SFBT in the stipulated time and so could not be

Page 44

scored. His social age came up as 2 years and 6 months. The informal

assessment showed he could identify colours and shapes. When the post-

test was administered on the 34th session VSMS was not required as he

could do the SFBT and scored 44 which indicated moderate mentally

challenged. His mental age was increased to 3 years and 6 months. He

was able to draw circle and square and was able to print his name without

any support.

Yash’s parents could not perceive the change in him as the

teachers and the author felt. His father does not have time and mother is

unable to accept the mental capacity of her child.

Page 45

RESULTS

The therapeutic goals were:

1. Speech

2. Attention

3. Cognition : Memory

The tools used on the above mentioned domain were:

Rhythm (Djembe)

Voice

Drama

Visual Arts

Using Rhythm and Visual arts help building attention. The

spill over was seen on memory. For example: when rhythms was done

with sounds the pulse sound was called ‘Aa’ and the tone sound was

called ‘ee’, the children remembered the beats as ‘Aa’ ‘ee’ even in the

next session. New pattern of ‘AaAa’ ‘eeee’ was made later which was also

memorized easily. This shows a clear relationship between attention and

memory. Even the standardized reports show increase short term

memory due to increase in attention span as clearly seen in the case of

Yash Joshi and YashChavan. Refer Appendix B-III.

Visual Arts was initially used for self-expression which turned

into an attention enhancing tool. The children now began to concentrate

and colourwithin the given area for a longer time as compared to the

earlier session. Voice, was done to stimulate speech and language. The

group did sounds of consonants and vowels with actions, which was voice

and drama. This also helped them to attend effectively and retain the

sounds with action. The actions to the sounds helped them to retain the

sounds. Sometimes, the actions were cues for the children to recall the

sounds. Stories and sequencing the stories helps stimulating the cognitive

domain of memory. This gave the children an opportunity to converse, if

Page 46

not converse indicate with gestures whatever they wanted to express. It

was seen that regularity was equally important, as children who came

regularly for most of the session showed more improvement than those

who were irregular and joined in the sessions late, refer Appendix B-II.

Thus, working on attention enhanced memory and speech

and working on speech enhanced memory and attention directly or

indirectly.

YashDubey improved on body domain that is motor

development as there were lots of gamesevery day. He tried walking on

the rope and jumping like a frog stretching and eating apples like a giraffe

and so on…. He could express himself well, because of the drama activity

every day.

Almost all the children improved in body domain, cognitive

domain, comprehension and group interaction domain which were not the

therapeutic goals the author had chosen to work on.

Page 47

The evaluation tools used were:

1. Rating scale (WCCLF) by author and teachers.

2. Session Record Sheets (SRS) (WCCLF)

3. Teacher’s feedback pre and post session

4. Parent’s feedback post session

5. Clinical Psychologist’s feedback

6. Standardized test

a. Vineland Social Maturity Scale (VSMS)

b. Seguin Form Board Test (SFBT)

c. Informal Assessment

7. Video recording

The author has chosen two types of tools to analyze the

study they are:

a. Quantitative analysis

b. Qualitative analysis

The standardized test and the Rating scales by the author

and the teachers are quantitative analysis, whereas teacher’s feedback,

parent’s feedback, SRS, video recording are the qualitative evaluations.

The teacher’s feedback in the pilot project session co-related

with the rating scale to derive the therapeutic goals. Later, the

standardized test co-related with the rating scale as well as the teacher’s

feedback.

After working with children for 35 hours, the parent’s

feedback co-related with the teacher’s feedback in the case of

YashChavan, when he started asserting himself. There were other

parameters of other children which also co-related with the teacher’s and

parent’s feedback. Common parameters emerged were increased self-

confidence and social skills, alertness, chirpy and cheerful behavior at

home and in class in all the children. The teacher’s feedback and the

Page 48

parent’s feedback co-related with the SRS and the video recording. Refer

Appendix A-I and C-III.

Finally in the 34th session when the standardized test

wasrepeated the readings of YashChavan co-related with all the

evaluation tools. In the case of YashDubey, the readings co-related with

the entire evaluation tool except the parent’sfeedback as they probably do

not accept disability of their child. Ananya Singh’s qualitative feedback is

richer than the standardized test report. The parents and the teachers

find a lot of qualitative transformation in Ananya which does not show up

in quantitative evaluation. The qualitative feedback given by Yash Joshi’s

parent did not co-relate with the qualitative feedbacks of teacher’s, SRS,

rating scale and standardized test. AkshatSharan’s parent’s feedback co-

related with all the evaluation tools.

Page 49

LIMITATIONS

Arts based therapy (ABT) bridges the gap between conscious

and unconscious mind enabling self-expression. It can bring light to the

areas of therapy that are blocked, inhibited and stuck. It allows the client

to discover new insight and meaning that might not be achieved by

traditional talk therapy. It enhances a person’s emotional spiritual,

cognitive and physical well-being. It is an alternative mean of

experiencing thoughts, feelings and conflicts for those who find verbal

expression difficult. It is helpful when victims have been threatened not to

talk about a traumatic incident.

On the other hand, it has limitations too! Material cost could

be expensive and have to be managed. It requires an appropriate setting

and place enough for fluid media. It may interfere with the beliefs of

some population for example, as in the case of YashDubey. It requires a

lot of planning as compared to talk therapy. In Academics, the spillover of

this therapy may be direct or indirect, for example, dealing with a child

with learning difficulties would help him enhance his self-confidence,

attention, memory, conceptual understandings, etc, but it would still need

a support of a special educator to enhance reading and writing skills. This

therapy along with Special Education for children with special need would

help the child holistically and the progress would be ten folds.

ABT is a good tool for self-expression but to take it to the

next level other therapies like talk therapy may be needed.

Page 50

LEARNINGS

The research hypothesis states:ABT can significantly

improve speech, attention and memory in mixed population of

children with special needs and children at risk.

In a small sample size of 5 children refer Appendix A-I. And a time

frame of 35 hours, the study was conducted in ‘Little Learners

Academy’. The author has tested the hypothesis with the evaluation

tools. It shows qualitatively and quantitatively that there is a

significant improvement in the domains of speech, attention and

memory, refer Appendix B-I, II and III. It was also seen that while

working on these domains there was an improvement even in the body

domain, the cognitive domain of conceptual

understanding,comprehension and group interaction domain.

The biggest learning for the author is ‘Learning can be fun’.

This is why the author chose this caption to be the title for this study.

Most children are threatened by the thought of going for extra classes/

therapy. This group enjoyed coming for the ABT session every single

day. All absenteeism in the group was due to health issues.

Self-expression can be healing and that is when the learning takes

place. The author could see some inhibitions go away with the colours,

some with the games they played, some with drama opportunities and

some with drumming and singing sessions all bundled and mixed with

fun!

There was some structure in the authors mind but the children did

not feel bounded by the structure. This encouraged them to be

themselves. Infact, for some, they were able to discover themselves!

The similarities which the author can find can relate to her

experience in the literature review on page no 7 line 15 it says:

Page 51

Singing or the act of producing musical sounds with the voice has the

potential to treat speech abnormalities because it directly stimulates

the musculature associated with respiration, phonation, articulation

and resonance. Singing requires breathing to be regulated in order to

sustain notes. It also results in higher vocal intensity (Tonkinson,

1994) and vocal control (NetkeDonath and Kalveram, 2003) than thus

speaking. The author can relate this to all the children as the group

progress on speech domain is the highest that is, 36%. Refer Appendix

B-I, II and III.

An another similarity which the author can relate to from the

literature review is on page no 6 line no 7 which says:

Recent research reviews indicate that drumming accelerates physical

healing, boost the immune system and produces feeling of well-being,

a release of emotional trauma and reintegration of self by

PhylameanaLiaDesy. This can be related to all the children in the

group. Refer Appendix B-I, II and III.

Page 52

FUTURE After completion of the 35 sessions, the author had a

meeting with the parent and explained the standardized reports to them.

The sessions still continues as the author feels that the children still need

support and they would lapse if support is withdrawn. There are other

therapeutic goals in this group which also need attention which could be

addressed in these sessions. Right now, the sessions continue thrice a

week. The author proposes to slowly discontinue by taking two sessions a

week, gradually decreasing it to one session a week and finally stop them.

Then the author proposes to have a meeting with parents and help them

to help their children at home. The author also proposes to make a

support of group these parents where they could share their issues or

short comings with each other. Further, the author would meet the

parents once in a month to speak to them, help them if necessary and

motivate them if need be for the next 6 months.

After this group is terminated the author proposes to work

on the next group of children in ‘Little Learners Academy’. The author also

proposes to work voluntarily for a tribal school in National Park, Borivali

(East).

APPENDIX ‘A-I’

DEMOGRAPHAICS

Age 3 years to 8 years

Gender 4 are males and 1 female

Background All are from middle class

Other Relevant

Info

2 are from joint family and 3 are from nuclear family

Page 53

Page 54

Page 55

Page 56

Page 57

Page 58

Page 59

Page 60

Page 61

APPENDIX ‘B-I’

PARENT’S FEEDBACK FOR AKSHAT SHARAN

Dear Madam,

We are able to see improvements in Akshat in the following aspects:

1. He has improved in talking skills (Speech). He has started using

two/ three words statements.

2. He recites poems but the pronunciation in unclear. He learns the

tune and rhythm of the poem but is not confident with word

pronunciation.

3. He imitates the activities taken up at school, at home.

4. He greets new people/ peers.

5. He greets us “good morning” after waking up in the morning.

We request you to guide us for further guidance to make him learn

more new words.

Regards,

ArtiSharan

Page 62

PARENT’S FEEDBACK FOR ANANYA SINGH

Dear Madam,

We are able to see improvements in Ananya in the following

aspects:

1. Her self-confidence has boosted.

2. She has improved health-wise.

3. She has started speaking nicely.

4. She tries to attempt certain things which we feel she can’t do.

5. She tells us what the teacher and her school friends tell her at

school and how she behaves with them.

6. She pays attention towards studies.

7. She stays happy these days.

8. She helps us in our daily activities at home.

9. She has started remembering things. (memory has improved)

We thank you for all these improvements in her.

Regards,

Sonal Singh

Page 63

PARENT’S FEEDBACK FOR YASH CHAVAN

Dear Madam,

We are able to see improvements in Yash (YashChavan) in the

following aspects:

1. Yash’s primary problem was that he didn’t speak properly, but

now he speaks a lot. 70- 80 % of improvement we have seen

because of ABT classes conducted by Little Learner’s Academy.

2. Earlier he never asked curiosity based questions like why, when,

how, what, etc. but now he asks, speaks and shares his feelings

with me and specially his sister.

3. He never used to discuss things at school, but now he tells me

what teacher has taught him at school.

4. His memory level and understanding has improved a lot.

5. He is more confident now and also finds interest in other skills.

Thanks to Little Learners for taking interest to develop our child

in a proper direction.

Thanks,

Shubhangi Sanjay Chavan.

Page 64

PARENT’S FEEDBACK FOR YASH JOSHI Dear Madam, I am very grateful to you for conducting extra classes for my son. Yash has opened up. He plays with his brother and sister and tries to converse with them. His confidence level has increased. He talks about activities done at school. He readily goes to ABT class.

Thanks, Regards,

Mr. SantoshJoshi.

Page 65

PARENT’S FEEDBACK FOR YASH DUBEY

Dear Madam, Yash has shown improvement in his writing and doing his homework. He has started saying few words.

Thanks, Regards,

NituDubey.

Page 66

APPENDIX ‘B-II’

TEACHER’S FEEDBACK FOR AKSHAT SHARAN

(PRE-SESSION)

Dear Ma’am,

This is regarding AkshatSharan studying in Nursery ‘D’ in our

school. Akshat cries every day when he comes to class. He does not give

eye contact. He only sits in one place, does not mingle with his peers. His

speech is not developed. Lastly, he is not regular to class.

Please help me to help this child.

Thanks,

Regards,

SnehaMahale

Page 67

TEACHER’S FEEDBACK FOR AKSHAT SHARAN

(POST-SESSION)

Dear Ma’am,

This is regarding AkshatSharan studying in Nursery ‘E’ in our

school.This year the changes in Akshat are quite remarkable. Akshat

comes happily to school. He is quite active and tries to sing poetries with

action. He mingles with everybody. He started giving eye-contact now

and responds to his name immediately. He listensand follows all

instructions carefully.

Thanks,

Regards,

SnehaMahale

Page 68

TEACHER’S FEEDBACK FOR ANANYA SINGH

(PRE-SESSION)

Dear Ma’am,

This is regarding Ananya Singh studying in Junior Kg in our

school.Ananya is a loving child. She has to be persuaded to take part in

class activities. She takes time to understand instructions and follow

them. She showed fear and apprehension when new concepts are

introduced. She believes all activities are difficult and she will always do

it wrong. She needs teacher’s approval for trivial things. She lacks

confidence. Her speech is unclear which is difficult to understand.


Thanks,

Regards,

Kavita Rajput

Page 69

TEACHER’S FEEDBACK FOR ANANYA SINGH

(POST-SESSION)

Dear Ma’am,

This is regarding Ananya Singh studying in Senior Kg in our

school.Ananya has shown lot of changes after attending ABT class. She

enthusiastically comes to school. She is happy in class. She is more

confident and is ready to participate in all class activities. She has put on

weight. She has started saying most of the sounds clearly. She waits for

an opportunity to talk to the teacher.

Thanks,

Regards,

Kavita Rajput

Page 70

TEACHER’S FEEDBACK FOR YASH CHAVAN

(PRE-SESSION)

Dear Ma’am,

This is regarding YashChavan studying in Junior Kg in our

school.Yashis a quiet boy. He hardly mingles and speaks to his peers and

teachers. When asked something he has difficulty in saying full

sentences. He repeats same words frequently and answers in phrases.

He looks listless, unenergetic and does not like to participate in class

activities. He has to be called several times to make him listen to us. He

falls short of his own ideas and hardly takes initiative in class. He does

not like to read and write. He easily gets bullied by his peers.


Thanks,

Regards,

SayliDudwadkar

Page 71

TEACHER’S FEEDBACK FOR YASH CHAVAN

(POST-SESSION)

Dear Ma’am,

This is regarding YashChavan studying in Senior Kg in our

school.After the ABT sessions Yash, appears to be a happy and

enthusiastic child. He looks forward to come to school. He can cope with

his classwork. He has become independent. Example: organizing his

belongings in his bag, wearing his shoes/ floaters. He shows interest in

class and has become more attentive. He follows all instructions

promptly. He tries to experiment new ideas though with his own sister

while playing. His emotional outburst is more free and spontaneous.

Repetition of words in his vocabulary has been reduced to a large extent.

He has started speaking in sentences which we can understand. He does

not get bullied anymore and looks comfortable in class.

Thanks,

Regards,

SayliDudwadkar

Page 72

TEACHER’S FEEDBACK FOR YASH JOSHI

(PRE-SESSION)

Dear Ma’am,

This is regarding Yash Joshi studying in Nursery ‘B’ in our

school.Yash cannot sing his poems fully;he only says the last words. He

does not mingle with anybody in class and finds it difficult to relate to

adults also. He shows low confidence. He can recognize some alphabets

and numbers. He cannot colour properly with a crayon in a given area.


Thanks,

Regards,

SapnaTanna

Page 73

TEACHER’S FEEDBACK FOR YASH JOSHI

(POST-SESSION)

Dear Ma’am,

This is regarding Yash Joshi studying in Junior Kg in our school. Due

to ABT, Yash has become little confident and has started expressing

himself freely in class. His speech has improved. His conceptual

understanding has improved. He has become independent and takes

part in all activities.

Thanks,

Regards,

SayliDudwadkar.

Page 74

TEACHER’S FEEDBACK FOR YASH DUBEY

(PRE-SESSION)

Dear Ma’am,

This is regarding YashDubey studying in Junior Kg in our

school.Yash is an enthusiastic boy. He enjoys the singing session but he

can vocalize (without speech because speech is yet to develop.). He does

not interact much with his peers. He can follow one step instructions. He

has to be persuaded for writing.


Thanks,

Regards,

MeenaSambhare.

Page 75

TEACHER’S FEEDBACK FOR YASH DUBEY

(POST-SESSION)

Dear Ma’am,

This is regarding YashDubey studying in Senior Kg in our

school.After the ABT, Yash has started trying to copy from the board. He

still vocalizes during the singing session but now he tries to imitate the

teacher’s actions. He tries to express himself through understandable

gestures. He has started speaking some words. His health issues and

absenteeism is a hindrance in his performance.

Thanks,

Regards,

Kavita Rajput.

Page 76

YASMIN SIDDHIQUI

Counselling Psychologist

Umrao Hospital

Mira Road

To whomsoever it may concern

The IQ evaluation of children, in the pre-test and the post-test

indicated a vast difference. In one of the child the IQ increased by 50

points. It can be attributed to the ABT training classes. Lot of difference

was observed in children. In one of the child, where the child was unable

to do the test in the pre-test was able to do perform in the post-test.

Attention span has increased by 2 to 3 minutes. Memory has

increased. Fine motor co-ordination is improving. The ABT classes have

definitely attributed to significant increase of minimum 10 points and

maximum 50 points in IQ. On comparison with children who are unable to

complete the course those children were found to be at the same level or

have increased minimal. ABT has made positive changes in children who

are regular and completed all the sessions.

Thanks,

Regards,

Mrs YasminSalimSiddqui.

(Clinical Psychologist)

Page 77

APPENDIX ‘B-III’

Rating Scale – Children with special needs by WCCLF

These were the parameters chosen by the author to rate children with

special needs. They are relevant to the feedback given by teachers before

beginning the pilot project.

The parameters for Speech are:

1. Can discriminate between similar sounding speech sounds (fear/

hear).

2. Can repeat sound patterns which s/ he hears.

3. Can repeat short phrases.

The parameters for Memory are:

1. Can describe how to go from one place to another (age

appropriate).

2. Is able to locate objects within surroundings.

3. Can draw a floor plan of the therapy room.

4. Understands the rules of age appropriate games.

5. Can read

6. Can Spell

7. Can remember information or instructions, and talk about it.

8. Can learn movements taught, and repeat them with eyes closed,

9. Can discern shapes of objects, with his/ her eyes closed using

touch.

Page 78

10. Can describe how to go from one place to another (age

appropriate).

The parameters for attention are:

1. Barely manages to focus on task/activity, hardly any eye-contact.

2. Sustains attention on task/ activity at hand for some time.

3. Concentrates for long time on set task/ activity even when there are

distractions.

4. Can alternate and divide attention between two simultaneous tasks/

activities.

5. Almost always shows a stable attention span accompanied with

being present in the moment.

The parameters for Narrative Capability are:

1. Vocalizes vowels and consonants.

2. Is able to utilize words with meaning.

3. Is able to create short simple sentences.

4. Gives meaningful and personal answers to open-ended questions.

5. Can narrate a story in correct sequence.

Page 79

Rating Scale for Children at-risk by WCCLF

These were the parameters chosen by the author to rate children at-risk.

They are relevant to the feedback given by teachers before beginning the

pilot project.

The parameters for Speech domain are:

1. Speaks in a normal volume and pleasant tone during normal

conversation.

2. Can discriminate between similar sounding speech sounds

(fear/hear)

3. Can repeat sound patterns which s/ he hears.

The parameters for Memory domain are as follows:

1. Can learn movements taught, and repeat them with eyes closed.

2. Can discern shapes of objects, with his/ her eyes closed, using

touch.

3. Can read appropriate to age and language familiarity.

4. Can spell appropriate to age and language familiarity.

5. Can remember information or instructions, and talk about it.

6. Is able to understand age appropriate number concepts.

7. Can describe how to go from one place to another (age appropriate)

8. Can draw a floor plan of the therapy room.

9. Understands the rules of age appropriate games.

10. Is able to solve simple problems by weighing options =,

considering alternatives, comparing and choosing.

11. Can pick up the moods/ feelings of other person by observing

facial expression, body language and tone.

The parameters for attention domain are as follows:

1. Is able to regulate actions when told to do so.

Page 80

2. Has the ability to regulate speech when told to do so.

3. Focuses/ sustains attention on tasks at hand in the midst of

distraction.

4. Completes given tasks on time.

5. Able to concentrate on a process until goal is achieved.

The parameters for Narrative Capability are:

1. Vocalizes vowels and consonants.

2. Is able to utilize words with meaning.

3. Is able to create short simple sentences.

4. Gives meaningful and personal answers to open-ended questions.

5. Can narrate a story in correct sequence.

Page 81

PSYCHOLOGICAL EVALUATION REPORT

NAME : AkshatSharan

AGE : 3 years 9 months

SEX : Male

INFORMANT : Mother

DATE OF REPORTING : July 2014

Akshat was referred for psycho educational evaluation. The reason for

referral was to evaluate him for his age appropriate developmental

milestones, & for his intellectual functioning.

BACKGROUND INFORMATION & REASON FOR REFERRAL

The clinical history indicates that he is a full term normal delivery with

diagnosis of Child Asthma at the age of 4 months. The developmental

history is suggestive of delayed developmental & speech milestones.

Family history is non-significant.

On observation he had no difficulty comprehending simple test

instructions. Sensory ability i.e. Vision and Audition was normal. Motor

abilities i.e. gross motor was adequate but fine motor was slightly

underdeveloped.

MENTAL STATUS EXAMINATION

TEST ADMINISTERED

• Vineland Social Maturity Scale (VSMS)

• Seguin Form Board Test (SFB)

• Informal Assessment

Page 82

TEST TAKING BEHAVIOUR

Child was co-operative for assessment. He was restless and easily

distractable.

TEST RESULTS

Vineland Social Maturity Scale (VSMS):

VSMS is a standardized record form designed to assess a child’s

developmental level in looking after his practical needs & taking

responsibilities in daily living.

This test focuses on what the child usually & habitually does, not on

what he can do.

The test was administered to determine the differential social

capacities & is considered to be equivalent of an IQ. The correlation

between the two is high i.ebetween .85 to .96.

The social quotient of “100” indicates “ Average” level of social

functioning.

The following areas were assessed

Visual Recognition

This area was assessed through tasks such as identifying parts of

the body, objects with their functions, picture vocabulary, pictorial

identification, discriminating between colours& geometrical shapes.

He was able to perform well in this area.

Page 83

Visual – Motor Co - Ordination

This area was evaluated through tasks such as drawing a circle,

square or a line etc.

He exhibits a minor problem in the area of fine motor manipulation as he

can scribble but speed & dexterity in writing still requires to be developed.

Memory

This sphere was evaluated through tasks such as delayed memory

tasks, naming objects from memory or repeating numbers.

His short-term-memory was affected by the attention shifts; he was

experiencing & hence found it difficult to perform these tasks.

Abstraction

This sphere was assessed through tasks in which one would have to

decipher the difference or similarities in properties between two

objects

This ability requires to be worked on.

Seguin Form Board Test (SFB)

In this test the child is required to insert 10 Variously shaped blocks

into the corresponding recesses as quickly as possible. It is a valid

“G” test to assess the IQ of the child. It is also a test of manual

dexterity.

The child was unable to complete the test within the time limit and thus could not be scored.

Page 84

IMPRESSION He exhibits the ability to grasp academic concepts, though his

intellect could have been affected by the lack of proper

environmental stimulation. Speech is not completely developed, and

thus this area also needs to be worked on. The child was at times

restless with difficulty engaging in leisure activities.

The Psycho-educational test indicates that the child is having

“Average”level of social functioning.

RECOMMENDATION

Parental Counselling.

Learning could be enhanced by the use of

teaching aids & demonstrative teaching

methods.

Re screening after a year.

Speech & language training is recommended.

Training in self-help skills & cognitive skills.

MrsShamimDeshmukh MrsYasminSalimSiddqui

(Counseling Psychologist) (Clinical Psychologist)

Page 85


NAME : AkshatSharan


SEX : Male

INFORMANT : Mother

DATE OF EVALUATION : 27th August 2014


Akshat was referred for psycho educational evaluation. The reason for



The clinical history indicates that he is a full term normal delivery with

diagnosis of Child Asthma at the age of 4 months. The developmental

history is suggestive of delayed developmental & speech milestones.

Family history is non-significant.




abilities i.e. gross motor was adequate but fine motor was slightly

underdeveloped.

Page 86

TEST ADMINISTERED





Child was co-operative for assessment. He was restless and easily

distractable.






what he can do.




The social quotient of “120” indicates “Above Average” level of

social functioning.

TEST RESULTS


Page 87

Visual Recognition




He was able to perform well in this area as he could identify animals and objects. .



square or a line etc. He exhibits a minor problem in the area of fine

motor manipulation as he can draw but speed & dexterity in writing still

requires to be developed.

Memory


tasks, naming objects from memory or repeating numbers. He could

recite numbers 1 to 10. His short-term-memory was affected by the

attention shifts; he was experiencing & hence found it difficult to

perform these tasks.

Abstraction



objects





Page 88


dexterity.

The child was unable to complete the test within the time limit and thus could not be scored. IMPRESSION He exhibits the ability to grasp academic concepts, though his

performance test could not be scored. The observations suggest

that his intellect can be worked on by supportive and stimulating

environment. Speech is not comprehendible, and thus this area also

needs to be worked on.

RECOMMENDATION


Learning could be enhanced by the use of

teaching aids & demonstrative teaching

methods.

Fine motor skills needs to be worked on.





Page 89


NAME : Ananya Singh

AGE : 4 years

SEX : Female

DATE OF EVALUATION : 19TH February 2014

INFORMANT : Mother


Ananya was referred for psychological evaluation. The chief complaints

were difficulty in grasping academic concepts and to see her current

situation in school. The clinical history is indicative that she is a full term

gestation born child, to non consanguineous parents. Her developmental

milestones as reported by her mother are meeting at appropriate age

except for her speech milestones.

TEST ADMINISTERED





Ananyawas co-operative for assessment. Rapport was established

and sustained. She could comprehend test instructions. Eye contact

was established and sustained.

Page 90

TEST RESULTS




responsibilities in daily living. The information was provided by her

parents.


what she can do.




The social quotient of “94” indicates “Average” level of social

functioning.

Self – Help General

Ananya holds up head voluntarily (unassisted) with trunk erect for

indefinite period Picks up or takes objects within arm’s length. Sits

unsupported, balance may be unsteady, but body does not fall from

erect spinal posture.

Self – Help Eating

Chews solid or semi-solid foods. She is able to discriminate between

ordinary substances suitable or unsuitable for eating. She drinks

from cup or glass without assistance & can also unwrap candy.

Page 91

Communication

She uses articulate speech which reveals apparent imitative or

expressive attempts at words as something more than merely

pleasureable vocalization. She is able to follow simple instructions

and is able to use names of several familiar objects. There is also

ability to use short sentences or phrases or subject- object

combinations with vocabulary of about 25 words or more.

Locomotion

She is able to walk about room unattended, she goes about house,

and walks upstairs and downstairs unassisted. However going to

school or neighborhood requires frequent admonition or watching.

Occupation

There is an ability to play with simple objects, or engage in other

simple activities for quarter hour or longer without need of

attention. She is able to amuse self with crayon or pencil for brief

periods. She is able to perform useful errands on request, such as

taking or bringing named objects to or from nearby places.

Socialization

She reaches for familiar persons & demands personal attention. She

plays with other children, and there is an inability to participate in

coordinated group activity.

Page 92


In this test the child is required to insert 10 Variously shaped

blocks into the corresponding recesses as quickly as possible. It is a

valid “G” test to assess the IQ of the child. It is also a test of

manual dexterity.

The child obtained PQ of “91”, which falls in “Average” category.

INFORMAL ASSESSMENT


Visual Recognition




She was able to identify colours& perform the task on pictorial

similarities & differences.




She exhibits fluency in the area of fine motor manipulation as she can

scribble and speed & dexterity in writing is well developed.

Abstraction

This sphere was assessed through tasks in which one would

have to decipher the difference or similarities in properties between

two objects


Page 93

IMPRESSION Ananya exhibits an ability to grasp academic concepts, as her

S.Q. falls in the “Average” level of social functioning, though her

intellect could have been affected by the lack of proper

environmental stimulation. Speech is not completely developed,

and thus this area also needs to be worked on. Since her IQ

falls in the Average category proper stimulation to encourage

her mathematical concepts will be beneficial.

RECOMMENDATION


Learning could be enhanced by the use of teaching aids &

demonstrative teaching methods. Remedial training for

maths would be beneficial.


Re screening after a year of intensive Speech and

Remedial therapy



Page 94


NAME : Ananya Singh


SEX : Female

DATE OF EVALUATION : 27th August 2014


Ananya was referred for psychological evaluation. The chief complaints

were difficulty in grasping academic concepts and to see her current

situation in school. The clinical history is indicative that she is a full term

gestation born child, to non-consanguineous parents. Her developmental

milestones as reported by her mother are meeting at appropriate age

except for her speech milestones.

TEST ADMINISTERED




Ananyawas co-operative for assessment. Rapport was established

and sustained. She could comprehend test instructions. Eye contact

was established and sustained.

Page 95

TEST RESULTS





dexterity.

The child obtained PQ of “100”, which falls in “Average” category.

INFORMAL ASSESSMENT


Visual Recognition




She was able to identify colours& perform the task on pictorial

similarities & differences.




She exhibits fluency in the area of fine motor manipulation as she can

scribble and speed & dexterity in writing is well developed.

Page 96

Abstraction



objects


IMPRESSION

Ananya exhibits an ability to grasp academic concepts, as her P.Q.

falls in the “Average” level of social functioning. Speech is not

comprehendible. She has good memory. Since her IQ falls in the

Average category proper stimulation to encourage her mathematical

concepts will be beneficial. She confuses alphabets (capital, cursive

and lower case) when asked randomly.

RECOMMENDATION



demonstrative teaching methods. Remedial training

would be beneficial.


Screening at the age of 8 to rule out LD.



Page 97

PSYCHO-EDUCATIONAL EVALUATION REPORT

NAME : YashChavan

AGE : 5 Years

SEX : Male

DATE OF REPORTING : 15th July 2014


Yash was referred for psycho educational evaluation. The reason for






abilities i.e. gross motor and fine motor was underdeveloped.

TEST ADMINISTERED




Child was co-operative for assessment.

Page 98

TEST RESULTS


Visual Recognition

This area was assessed through tasks such as identifying parts of the

body, objects with their functions, picture vocabulary, pictorial



This area was evaluated through tasks such as drawing a circle, square or

a line etc.



Memory

This sphere was evaluated through tasks such as delayed memory tasks,

naming objects from memory or repeating numbers.


experiencing & hence found it difficult to perform these tasks. His

attention span is 3 minutes and 2 seconds.

Abstraction


decipher the difference or similarities in properties between two objects


Page 99


In this test the child is required to insert 10 Variously shaped blocks into

the corresponding recesses as quickly as possible. It is a valid “G” test to

assess the IQ of the child. It is also a test of manual dexterity.

The child scored “60”which falls in “Mild Mentally Challenged” category. IMPRESSION

Yash will have difficulty to grasp academic concepts, though his intellect

could have been affected by the lack of proper environmental stimulation.

Speech is not completely developed, and thus this area also needs to be

worked on. The child was at times restless with difficulty engaging in

leisure activities.

The Psycho-educational test indicates that the child is having “Mild

Mentally challenged” level of intelligence.

RECOMMENDATION

Parental Counseling.

Learning could be enhanced by the use of teaching

aids & demonstrative teaching methods.






Page 100


NAME : YashChavan

AGE : 5 Years

SEX : Male

DATE OF EVALUATION : 27TH August 2014








abilities i.e. gross motor and fine motor was found be be slightly

underdeveloped.

TEST ADMINISTERED





Page 101

TEST RESULTS





The child scored “110”which falls in “Average” category. He obtained the mental age of 5 years 6 months. The following areas were assessed

Visual Recognition



identification, discriminating between colours& geometrical shapes. He

could name animals and objects


This area was evaluated through tasks such as drawing a circle, square or

a line etc.



He could write the alphabets, and also numbers, though it was asked in a

random manner.

Memory


naming objects from memory or repeating numbers. He attention span

was 4 minutes 32 seconds.

Page 102

Abstraction




IMPRESSION

Yash has the ability to grasp academic concepts, though his intellect could

have been affected by the lack of proper environmental stimulation.


worked on.


“Average”level of intelligence.

RECOMMENDATION







Page 103


NAME : YashDubey

AGE : 8 Years

SEX : Male

INFORMANT : Mother

DATE OF REPORTING : July 2014


Yash was referred for psycho educational evaluation. The chief complaints

were inability to speak (except few monosyllabic words) inability to

maintain eye to eye contact. The clinical history is indicative that he is a

known case of Cerebral Palsy.


On observation Yash had difficulty comprehending simple test


abilities i.e. gross motor and fine motor both are underdeveloped.

TEST ADMINISTERED




Page 104



TEST RESULTS






what he can do.




The social quotient of “49” indicates “Moderate Mental

Retardation ” level of social functioning. Thus also suggestive of

“Moderate Social Dysfunction”.


Visual Recognition




He was unable to identify colours.

Page 105






Memory





Abstraction



objects






dexterity.

The child was unable to complete the test within the time limit and thus could not be scored.

Page 106

IMPRESSION He will exhibits difficulty to grasp academic concepts, though his

intellect could have been affected due to the medical condition.

Speech is not completely developed, and thus this area also needs

to be worked on. The child was at times restless with difficulty

engaging in leisure activities.


“Moderate” level of social functioning. His social age is around 2

year 6 months.

RECOMMENDATION


demonstrative teaching methods.

Intensive support in educational aspects.



Training in self help skills & cognitive skills.



Page 107


NAME : YashDubey

AGE : 8 Years

SEX : Male

INFORMANT : Mother

DATE OF EVALUATION : 27TH August 2014


Yash was referred for post ABT evaluation. Yash was able to speak (few

monosyllabic words) though his speech was unclear but he made efforts

to speak and imitate sound. The clinical history is indicative that he is a

known case of Cerebral Palsy.


On observation Yash had difficulty comprehending simple test


abilities i.e. gross motor and fine motor both are underdeveloped.

TEST ADMINISTERED





Page 108

TEST RESULTS





dexterity.

The child obtained the I.Q of “44” which indicates “Moderate Mentally Challenged”. The child obtained the mental age of 3 year 6 month. The following areas were assessed

Visual Recognition




He drew shapes of circle and square. He was able to print his name without any support.



square or a line etc. He exhibits problem in the area of fine motor

manipulation as he can print but speed & dexterity in writing still requires

to be developed.

Memory



Page 109



Abstraction



objects


IMPRESSION Speech is not completely developed, and this area also needs to be

worked on.


“Moderate”level of Mental functioning. His mental age is around 3

year 6 months.

Page 110

RECOMMENDATION



demonstrative teaching methods.

Intensive support in educational aspects.





Page 111


NAME : Yash Joshi

AGE : 3 Years 8 months

SEX : Male









abilities i.e. gross motor and fine motor was underdeveloped. Speech is

not completely developed.

TEST ADMINISTERED





Page 112

TEST RESULTS


Visual Recognition



identification, discriminating between colors & geometrical shapes.

Though he can discriminate between geometrical shapes , he need

assistance for objects with their functions.


This area was evaluated through tasks such as drawing a circle, square

or a line etc.



Memory





attention span is 1 minute and 53 seconds.

Abstraction




Page 113





The child scored “ 82”which falls in “Dull Normal” category. IMPRESSION

Yash may have difficulty to grasp academic concepts, though his intellect




leisure activities.

The Psycho-educational test indicates that the child is having “Dull

Normal”level of intelligence.

RECOMMENDATION









Page 114


NAME : Yash Joshi

AGE : 3 Years 8 months

SEX : Male









abilities i.e. gross motor and fine motor was underdeveloped. Speech is

not completely developed.

TEST ADMINISTERED





TEST RESULTS


Page 115

Visual Recognition



identification, discriminating between colors & geometrical shapes.

Though he can discriminate between geometrical shapes , he need

assistance for objects with their functions.


This area was evaluated through tasks such as drawing a circle, square

or a line etc.



Memory





attention span is 1 minute and 53 seconds.

Abstraction




Page 116





The child scored “ 82”which falls in “Dull Normal” category. IMPRESSION

Yash may have difficulty to grasp academic concepts, though his intellect




leisure activities.

The Psycho-educational test indicates that the child is having “Dull

Normal”level of intelligence.

RECOMMENDATION









Page 117

APPENDIX ‘C -I’

BIBLIOGRAPHY

1. Malchiodi, C. (Ed.). (2012). Art therapy and health care. New York:

Guilford Publications

2. Malchiodi, C. (2006). The Art therapy source book. New York:

McGraw-Hill.

3. http://www.nccata.org

4. http://www.artbeyondsight.org/handbook/az-art-

therapyprogram.shtml

5. http://news.bbc.co.uk/one/hi/business/3507109.stm

6. http://www.humdrumstrum.co.uk

7. http://www.humdrumstrum.co.uk/health.html

8. Bittman MD, Barry, Carlt. Bruhn, Christine Stevens, MSW, MTBC,

James Westengard Paul O, Umbach, MA “Recreational Music

Making-a cost-effective Group Interdisciplinary Strategy for

Reducing Burn Out and Improving Mood States in long term

careworkers”. Advances in Mind-Body Medicine, Fall/Winter 2003

Volume 19 No. ¾

9. Winkelman, Michael, Shamanism: The Neural Ecology of

Consciousness and Healing. West port, Conn: Bergine&Gravey

2000.

10. Bittman MD., Barry, “Composite Effects of Group

Drumming….” Alternate Therapies in Health and Medicine; Volume 7

No. 1 PP 38-47 January 2001.

11. Friedman, Robert Lawerence, The Healing Power of Drum.

Reno, NV: White Cliffs; 2000.

12. MIckenas Edward, “Drums not Drugs”, Percussive notes April

1999: PP 62-63 7.Diamond, John, The Way of Pulse Drumming with

Spirit. Enhancement books, blooming dale, IL. 1999

http://www.nccata.org/�

http://www.artbeyondsight.org/handbook/az-art-therapyprogram.shtml�

http://www.artbeyondsight.org/handbook/az-art-therapyprogram.shtml�

http://news.bbc.co.uk/one/hi/business/3507109.stm�

http://www.humdrumstrum.co.uk/�

http://www.humdrumstrum.co.uk/health.html�

Page 118

13. Clinical research on the benefits of singing posted on 11th July

2013. The Neurochemistry of Music ( A meta study), Mona Lisa

Chanda, Daniel J Levitin, Department of Psychology, Mc Gill

University, Montreal, Quebec, Canada. Trends in Cognitive science

April 2013.

14. The Therapeutic Effects of Singing in Neurological Disorders

Catherine Y Wan, TheodarRuber, AnjaHohmann, Gottfried Sehlaug

(2010) Journal: Music Perception Volume 27, No. 4, PP 287/295

15. http://www.ncbia.nlm.gov/pmc/articles/PMC2996848

16. http://www.goodtherapy.org.//2fdramatherapy

17. http://www.nadt.org

18. http://www.dramatherapy.net%fdramatherapyineducation

19. M.I Posner and M.K Rothvart “Research on attention networks

as model for the integration of psychological science” Annual review

of psychology 58 (2007) PP 1-23.

20. F.H. Rauscher, G.L. Shaw and C.N. Ky “Music and Spatial Task

Performance”. Nature 365 (1993) 611.

21. E.G. Schellenberg “Music lessons enhance IQ” Psychological

Science 15 (2004) 511-514.

22. K.L. Hyde, J. Learch, A. Norton, M. Forgeard, E. Winner, A. C.

Evans and G. Schlaug “Musical Training Shapes Structural Brain

Development” Journal of Neuro Science 29 (2009) 3019 -3025.

23. M.R. Rueda, M.I Posner and M.K Rothvart “ Attentional

Control and Self regulations” In handbook of Self regulations:

Research Theory and Applications, Ed. R.F.Bawmeister, and K.D.

Vohs 283-300 (New York Gillford Press 2004)

24. P. Chea, R. Rodriguez – Bailon and M.R. Rueda “Neuro

cognitive and Temperamental Systems of Early Self Regulations and

Early Adolescents Social and Academic outcomes.” Mind Brain and

Education 2 (2008) 177-187.

25. M.R. Rueda, M.K Rothvart, M.I Posner, P.D. McCandliess, L.

Saccomanno“ Training Maturation and Genetic Influences on the

http://www.ncbia.nlm.gov/pmc/articles/PMC2996848�

http://www.goodtherapy.org./2fdramatherapy�

http://www.nadt.org/�

Page 119

Development of Executive Attention.” Proceedings of National

Academy of Sciences 102 (2005) 4931 – 4936.

26. B. Wondell, R. Dorugherty, M. Ben – Sachar, D. Deutsch, J.

Tesang “ Training in Arts Reading and Brain Imaging Learning Arts

and the Brain” The Dana Consortuim Report 51-59.

27. E. S. Pelke “Effects of Music Instruction on Developing

Cognitive Systems at Foundations of Maths and Science.” Learning

Arts and the Brain: The Dana Consortuim Report 17-49.

28. http://www.dana.org

http://www.dana.org/�

Page 120

APPENDIX ‘C-II’

CONSENT LETTER

To,

The Principal

Little Learners Academy

Subject: Consent for revealing the identity of my child ____________ in your study.

Dear Madam,

We have no objections in revealing the identity of my child____________________in your study in text as well as in the video.

Thank you,

Regards.

Page 121

APPENDIX ‘C-III’

VIDEO RECORDING

Please see the video recording.

Page 122

ACKNOWLEGEMENT

The author would like to thank all one and all at WCCLF. To begin with AshaBalsara, ZubinBalsara, Anand and Deborah.

She would also like to express my heartfelt thanks to her local guide Ms. BhavishaSandhya

The author is thankful to all the staff of ‘Little Learners Academy’ particularly the Vice Principal Mrs. Kavita Rajput who mentored the author.

Last but not the least, thanks to the author’s family for encouragement and support.

Date post:	09-Mar-2023
Category:	Documents
Upload:	independent
View:	0 times
Download:	0 times

LEARNING CAN BE FUN

Documents