Publication: Art-based psychoeducation module in improving psychological functioning among children with dyslexia
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Date
2024-07
Authors
Adi, Nurul Shafira
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Abstract
One of the most common Specific Learning Difficulties is dyslexia. Children diagnosed with dyslexia often have to face many psychological problems due to their limited ability to do reading, spelling, and writing. Hence, this study aims to develop, validate, and evaluate Art-based Psychoeducation in improving psychological functioning among children with dyslexia. This study consisted of three phases that involved children with dyslexia aged 7 to 12 years old and their respective teachers, purposively sampled from rehabilitation Unit at HUSM and the selection of special needs school in Kelantan. In phase I, a study was conducted to assess and compare psychological functioning among children identified as having dyslexia and to compare it with typically developed children. Those who participated in this research had dyslexia as their primary diagnosis. Forty (n=40) children with dyslexia and fifty (n=50) typically developing children without reading problems were subjected for assessment from their primary school teachers, whom should have known the children for at least one year. For assessment of behaviour problems and emotional problems, the Child Behaviour Checklist (CBCL) and State Trait Anxiety Inventory (STAI) were filled out. The results indicate an existence of a significant greater degree of total score for behavioural problems, the mean score for children in the dyslexia group was significantly higher (Mean = 88.3; SD = 31.0) compared to the control group (Mean = 31.2; SD =32.8). Then an Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model was used to guide the development and validation of Art-based Psychoeducation module in phase II. Overall, the content validity of this module is 97% . Based on all the percentage of scores as given by the experts, this module can be considered as having good content validity. In phase III, a quasi-experimental intervention study was conducted on 33 children with dyslexia to evaluate the effectiveness of art-based psychoeducation module as compared to a control group (n=31). PedsQL Present Functioning Visual Analogue Scale (PedsQL-VAS) and State Trait Anxiety Inventory (STAI) was used to measure the psychological functioning. The main effect comparing the intervention and control group over pre- and post-assessment level was significant, suggesting the art-based psychoeducation intervention was effective in enhancing children with dyslexia in improving psychological functioning, [F (1,62) = 5.59, p<0.05]. There was a substantial major effect for time in the intervention group, [Wilks’ Lambda = 0.42, F (1,62) = 83.2, p<0.00]). There was significant interaction between the group conditions and time [Wilks’ Lambda = 0.63, F (1,62) = 37.2, p<0.001]. Specifically, there are decreases in score at post-assessment for both groups especially in intervention group. Overall, children with dyslexia have higher tendency to be depressed, anxious, and had disturbance in behavioural problems compared to their peers who are typically developing. The decrease in all emotional distress score was found at post-assessment compared to control group after completing art-based psychoeducation intervention. This study also suggests that future longitudinal studies should be carried out using this module to ensure its effectiveness in the long run.