The Effectiveness of Group Drawing on Aggression Reduction in Hyperactive-Aggressive Students

This study aimed to examine the effectiveness of group drawing on aggression reduction of boy students with Attention deficit/hyperactivity disorder (ADHD). The study design was pretest-posttest with a control group. Twenty-four hyperactive-aggressive students were selected from primary schools of the district 3 of Kermanshah, Iran in the academic year 2014.The participants were randomly assigned into either experimental or control group. The participants completed the Connors Questionnaire for teachers (Connors, 1997) and the Relational and Overt Aggression Questionnaire for primary school children (Shahim, 2006). The intervention based on Martin protocol (2009) was implemented 9 sessions for 45 to 60 minutes twice a week. The results of covariance analysis indicated that group drawing decreased physical aggression, relational aggression, and reactive verbal-hyperactive aggression in students with ADHD. The findings suggested that group drawing can be used in reducing aggression in hyperactive-aggressive students at all levels.