“Potential Effects of Dance Movement Therapy on Middle School-Aged Students with ADHD.”

Presenter(s)

Ashleigh Faiella

Abstract or Description

“Potential Effects of Dance Movement Therapy on Middle School-Aged Students with ADHD.”  

The purpose of this project is to explore how Dance Movement Therapy (DMT) may support students with Attention-Deficit Hyperactivity Disorder (ADHD). Students with ADHD may have issues with focusing, paying attention, physical coordination, and movement control. DMT is the psychotherapeutic use of movement that supports intellectual, emotional, and motor function skills of the body. Research shows that DMT can have a positive impact on self-esteem and overall well-being for middle school children diagnosed with ADHD. 

The questions I used to guide this research are: How might DMT help students with ADHD to negotiate focusing, paying attention, physical coordination, and movement control? Are there any negative effects DMT can have on students with ADHD? If so, what are they?  

I used the following research methods. I reviewed research from peer-reviewed books and articles and created an annotated bibliography of my research. The research focused on the fields of dance movement therapy, dance, psychology, and ADHD. In the articles, I particularly focus on how dance movement therapy may affect the lives of middle school-aged students who are diagnosed with ADHD. 

This research provides support for how dance movement therapy may increase students with ADHD’s self-esteem and overall well-being by reducing their behavioral and emotional symptoms involved with living with ADHD (Levin 46). Middle school-aged students living with ADHD can also have improved motor skills and mind-body connection through DMT.  

 My research can be helpful to those who want to advocate for DMT for children diagnosed with ADHD. This research also shows the benefits DMT can have for all people, not only those diagnosed with ADHD.  

Mentor

Dr. Donna Dragon