Possible Positive Effects of Intermodal Art Psychotherapy for Children Diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD)

<p style="text-align: center;"><b>Res. Asst. Yağmur Sevim PARİM SAĞLAM</b> <p style="text-align: center; "><i>Istanbul Yeni Yuzyil University, Faculty of Fine Arts </i> <p style="text-align: center; "><i>Yildiz Technical University, Faculty of Art and Desing</i> <p style="text-align: center; "><i>[email protected],&nbsp;</i> <p style="text-align: center; "><b>Prof. Dr. Emine Ceylan ÜNAL AKBULUT </b> <p style="text-align: center; "><i>Yildiz Technical University, Faculty of Art and Desing </i> <p style="text-align: center; "><i>[email protected]</i> <p style="text-align: center; "><b> POSSIBLE POSITIVE EFFECTS OF INTERMODAL ART PSYCHOTHERAPY FOR CHILDREN DIAGNOSED WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (ADHD)</b> <b>Abstract </b> Attention Deficit Hyperactivity Disorder (ADHD) is defined as a neurodevelopmental disorder in which individuals exhibit significant differences in attention span, impulse control, and behavioral regulation skills. However, classifying these differences solely as cognitive performance or attention problems is insufficient at both the clinical and societal levels. ADHD reflects a multidimensional problem involving cognitive processes, emotion regulation, and interaction with environmental stimuli. Usually recognized in childhood, this condition can significantly affect academic, social, and emotional functioning. Art is a relatively more effective therapeutic and educational intervention for connecting with children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) because it allows them to use their visual, auditory, and kinesthetic learning abilities together and facilitates the expression of emotions more comfortably during therapy. Engaging in artistic activities can effectively channel and reduce excess energy and hyperactivity. At the same time, the intermodal approaches used in art therapy enhance the learning process, enabling children to find solutions to their attention and hyperactivity problems while also developing their social skills. Intermodal approaches help the simultaneous development of graphomotor skills such as visual perception skills, orthographic coding, motor planning and execution, kinesthetic feedback, and visual-motor coordination. They may be more beneficial than traditional therapy methods due to fundamental reasons such as simultaneity and readiness for development. Children with ADHD, who often experience inhibition issues in their self- expression processes, find the opportunity to express their inner worlds and emotions more openly through the creative and free expression space offered by art. Another important dimension that enhances the effect of art therapy in children diagnosed with ADHD is its indirect contribution to executive functions such as planning, organizing, starting, sustaining, impulse control, and working memory. Especially in intermodal applications, children practice self-regulation skills and experience a sense of accomplishment through processes such as understanding instructions, breaking tasks into steps, selecting materials, sustaining an activity for a specific period, and completing and sharing their work. Approaching the works produced in a therapeutic environment in a process-oriented manner helps children develop coping strategies by reducing their fear of making mistakes and supporting their self-esteem. Therefore, intermodal art therapy should be considered a holistic support mechanism that targets attention, motivation, and behavior management, in addition to providing an area for emotional expression. The aim of this study is to highlight the positive effects of intermodal art therapy methods on children diagnosed with attention deficit and hyperactivity disorder and to discuss why these therapies may be more effective than traditional methods. <b>Keywords:</b> ADHD, Intermodel Approach, Art Therapy