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Strategies in an Arts Program for Adults with Atypical Communication

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Strategies in an Arts Program for Adults with Atypical Communication STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL COMMUNICATION STRATEGIES AND ADAPTATIONS IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL COMMUNICATION A Master’s Degree Thesis by Christina Lukac to Moore College of Art & Design In partial fulfillment of the requirements for the degree of MA in Art Education with an Emphasis in Special Populations Philadelphia, PA August 2017 Accepted: ________________________________ Lauren Stichter | Graduate Program Director Masters in Art Education with an Emphasis in Special Populations STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL ii COMMUNICATION Abstract The purpose of this study was to observe and implement strategies and adaptations in an arts program for adults with atypical communication due to developmental and intellectual disabilities. This study was conducted in the field using an action research approach with triangulated methods of data collection including semi- structured interviews, participant observations, and artwork analysis. While research was conducted in two different art programs with similar populations, the main site of study was at SpArc Service’s Cultural Arts Center located in Philadelphia, Pennsylvania. The secondary site was at Center for Creative Works located in Wynnewood, Pennsylvania. The data collected between these sites produced common trends in strategies and adaptations that are used in the art room. Individual case studies conducted at SpArc Services allowed strategies to be implemented and documented in the art room. When implementing these findings, I saw how these strategies supported the participant’s goals as outlined in their Individual Outcome Summary. While working with the individual participants, areas of art making included textiles, mixed-media materials, and pop culture references. STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL iii COMMUNICATION Dedication Thank you to the clients and staff at SpArc Services Cultural Arts Center as well as Center for Creative Works for allowing me to explore this study with them as my guides. I would like to thank my family, especially my mother, who always encourages me to pursue my artistic goals. I would also like to thank Steven Jacobs for being such a good support system throughout this experience. I would like to thank Lauren Stichter for being such a positive force in this program and the reason I started this journey. Last but not least, many thanks to my Moore professors and fellow cohort for helping me walk me through the thesis process and being a constant sounding board throughout our time together. STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL iv COMMUNICATION TABLE OF CONTENTS Abstract…………………………………………………………………………………... ii Dedication………………………………………………………………………………...iii Table of Contents…………………………………………………………………….iv-viii List of Figures…………………………………………………………………………..ix-x Chapter I: Introduction………………………………………………………….............1 Background to the Problem……………………………………………………..1-2 Problem Statement………………………………………………………………2-4 Research Question(s)……………………………………………………………...4 Theoretical Framework………………………………………………………….4-6 Significance of Study……………………………………………………………...6 Limitations of Study…………………………………………………………….7-8 Definition of Terms……………………………………………………………9-13 Assumptions to be Debated……………………………………………………...13 Assumptions Not to be Debated……………………………………………...13-14 Summary/Roadmap of Chapters……………………………………………...14-16 Chapter II: Review of the Literature……………………………………………….....17 Introduction……………………………………………………………………...17 Art & Disability in the Classroom……………………………………………….17 History of K-12 Education…………………………………………...17-21 Adaptations/Teaching Strategies in the K-12 Classroom…………….21-23 Art Programs for Adults with Disabilities……………………………………23-25 Emergence of Programs After Deinstitutionalization ………………..25-27 STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL v COMMUNICATION Ways Art Centers Teach: Mission……………………………………27-29 Case Studies: Benefits of Art Programs for Adults with ID/DD……..29-32 Atypical Communication………………………………………………………...32 Atypical Communication in Adults…………………………………..32-33 Nonverbal Communication…………………………………………...33-35 Augmentative Alternative Communication…………………………..35-37 Summary…………………………………………………………………………37 Chapter III: Methodology……………………………………………………………...38 Design of Study………………………………………………………………….38 Setting ………………………………………………………………..38-41 Participants…………………………………………………………...41-43 Researcher Role………………………………………………………………43-44 Research Procedures……………………………………………………..44 Ethical Considerations………………………………………………..44-45 Research Methods…………………………………………………………….45-46 Type of Study…………………………………………………………….46 Visual & Verbal Research Methods………………………………….46-47 Semi-Structured Interviews…………………………………………..47-48 Participant Observations……………………………………………...49-50 Data Collection………………………………………………………….50 Context of Study…………………………………………………………………51 Literature Sources…………………………………………………….51-52 Methods of Data Collection…………………………………………..52-54 STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL vi COMMUNICATION Limitations……………………………………………………………………….54 Data Analysis…………………………………………………………………….54 Organization of Data…………………………………………………54-55 Coding of Data………………………………………………………..55-56 Methods of Analysis………………………………………………….56-57 Timeline for the Study………………………………………………………..57-60 Chapter IV: Results of Data Collection and Findings………………………………..61 Introduction to Data Collection Processes……………………………………61-62 Individual Case Studies…………………………………………………………..62 Client B…………………………………………………………………..62 Background………………………………………………………………63 Qualifications for Study………………………………………………63-64 Action Research: Communication through Mixed-Media Art……….65-66 Client S……………………………………………………………….66-67 Background…………………………………………………………...67-68 Qualifications for Study………………………………………………68-69 Action Research: Independent Art making through Fibers…………..69-71 Client F……………………………………………………………….71-72 Background………………………………………………………………72 Qualifications for Study………………………………………………72-73 Action Research: Exploring Popular Culture through Art Making…..73-74 Collaboration: Learning from Art Programs…………………………………75-76 Data Analysis…………………………………………………………………….76 STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL vii COMMUNICATION Strategies and Adaptations: Trends……………………………………...76 Visual…………………………………………………………………77-82 Motivation……………………………………………………………82-84 Material……………………………………………………………….84-87 Independence…………………………………………………………87-89 Findings………………………………………………………………………….90 Research Questions………………………………………………………90 Research Question #1………………………………………………...90-92 Sub Question #2………………………………………………………92-93 Client B Outcome…………………………………………………….93-96 Client S Outcome……………………………………………………..96-98 Client F Outcome……………………………………………………99-101 Sub Question #3……………………………………………………101-104 Chapter V: Conclusion………………………………………………………………..105 Summary…………………………………………………………………...105-106 Implication for the Field…………………………………………………...106-108 Action Plan………………………………………………………………...108-110 References ………………………………………………………………………...111-115 Bibliography…………………………………………………………………………...115 Appendices …………………………………………………………………………….116 Permissions……………………………………………………………………..116 Appendix A. Recruitment Letter…………………………………..116-117 Appendix B. Consent Form………………………………………..118-120 STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL viii COMMUNICATION Appendix C. Assent Form…………………………………………121-128 Appendix D. Participant Bill of Rights……………………………129-136 Protocols………………………………………………………………………..137 Appendix A. Observation Form…………………………………...137-138 Appendix B. Semi-Structured Interview Guide…………………...139-143 Appendix C. Staff Questionnaire…………………………………..144-146 STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL ix COMMUNICATION List of Figures Figure 1. Concept map…………………………………………………………………...18 Figure 2. Example of a communication board…………………………………………..24 Figure 3. Table from Module 2: Participant Observation of Qualitative Research Methods A Data Collectors Field Guide…………………………………………………………..50 Figure 4. Timeline chart for the study…………………………………………………...59 Figure 5. Client B pre-study artwork…………………………………………………….64 Figure 6. Client B visual chart…………………………………………………………...66 Figure 7. Progression of Client B artwork……………………………………………….67 Figure 8. Finished Client B artwork……………………………………………………..67 Figure 9. Client S weaving………………………………………………………………70 Figure 10. Client S snow dye fabric……………………………………………………..71 Figure 11. Client S beaded fabric………………………………………………………..71 Figure 12. Client F Van Gogh portrait…………………………………………………...74 Figure 13. Client F large-scale Michael Jackson paintings……………………………...74 Figure 14. Pie chart of staff questionnaire #3……………………………………………77 Figure 15. Client B post-interview space………………………………………………...78 Figure 16. Client B with visual chart…………………………………………………….79 Figure 17. Use of visual chart for Client B………………………………………………80 Figure 18. Client F pre-interview………………………………………………………...82 Figure 19. Client S with peer helper……………………………………………………..83 Figure 20. Pie chart of staff questionnaire #4……………………………………………84 Figure 21. Client B using tape as a communication tool………………………………...85 STRATEGIES IN AN ARTS PROGRAM FOR ADULTS WITH ATYPICAL x COMMUNICATION Figure 22. Client S beaded necklace setup………………………………………………86 Figure 23. Chart of strategies and adaptations…………………………………………...91 Figure 24. Documented trends table……………………………………………………..92 Figure 25. Client B post-interview……………………………………………………….94 Figure 26. Client S pre-interview………………………………………………………...97 Figure 27. Client S using adaptive weaving
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