Art Lessons in Pediatric Waiting Rooms: Fostering Well-being in Children with Disabilities

Purpose: Across the settings of home, school and community, participation is essential for children to develop skills and competencies, form friendships and relationships, explore self- identity, establish purpose in life, have fun, and achieve optimal quality of life. Children with disabilities (CWD) have decreased participatory levels and engagement including leisure activities yet participation in structured leisure activities such as art have significant cognitive benefits for children including developing intrinsic motivation, perceptions of freedom, concentration, and overcoming challenges. Current participation is often home-based, solitary, less physical or skilled-based, and commonly includes watching television, playing on the computer, listening to music, and talking on the phone; however, children with disabilities and parents have expressed a desire for participatory opportunities that are physically active, skill-based (e.g., art and music lessons, sports groups, swimming instruction), and social. The purpose of this South Carolina LEND pilot feasibility study was to examine if participation in art programming for CWD improved children’s fine motor strength, anxiety, and happiness prior to healthcare visits.

Description: Using a sample of convenience, 18 children with illness or disability participated in art programming with an art teacher prior to a visit with a healthcare provider. Using Jamar pinch gauge, pinch strength was collected pre- and post- art class. Using the Smiley Faces Assessment Scale, parental report of children’s anxiety was collected prior to art lessons with children reporting a happiness score after art lesson participation. Descriptive statistics were calculated and analyzed. Statistical significance was not tested secondary to small sample size.

Summary of Use: Following art lesson participation, small improvements in pinch strength were noted as well as reductions in anxiety with improvement in happiness scores. Based on parental stress scores, the use of art activities in the waiting room could also improve satisfaction/stress levels of parent experience in the clinic.

Importance to Members: Parents and children with disabilities desire participation in skill-based opportunities such as art lessons. Although this project was carried out in clinical waiting areas, findings can inform practice across all settings and environments. The implementation of art lessons may offer an opportunity for motor skill change, anxiety reduction, and promotion of overall well-being. The promotion of art lessons within the school, community, home, and clinical settings should be a priority for CWD and all working with this population.