ART AND MEDIA TECHNOLOGIES IN SHAPING ADAPTIVE BEHAVIOR IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article analyzes the psychocorrective potential of interactive technologies, particularly art therapy tools and modern media technologies, in addressing maladaptive behavior in children with special educational needs. It is theoretically substantiated that the transformation of the modern educational environment requires new approaches to the psychological and pedagogical support of students, especially those diagnosed with attention deficit hyperactivity disorder (ADHD). Under conditions of social challenges, the number of children experiencing difficulties with self-regulation, behavioral disorders, attention deficits, and emotional instability is increasing, highlighting the urgent need for innovative psychocorrective strategies.

The purpose of this study is to provide a theoretical rationale for the use of art therapy and media technologies as tools for developing adaptive behavior in children and adolescents with special educational needs, particularly those with ADHD. Special attention is given to the integration of art-based methods (such as drawing, storytelling therapy, music therapy, and drama therapy) with digital resources including interactive games, video feedback, multimedia platforms, and mobile applications.

The research findings confirm that traditional pedagogical approaches—focused primarily on verbal instruction, disciplinary control, and standardized teaching methods—are insufficiently effective for shaping stable models of adaptive behavior in children with special needs. These approaches often overlook the neuropsychological characteristics of such children, including their need for visual support, sensory stimulation, frequent feedback, and flexible learning formats. In contrast, interactive technologies combined with art therapy methods prove significantly more effective, as they foster a dynamic, creative, and safe environment where children can express themselves freely, experiment with behavioral models, experience emotional relief, and receive positive reinforcement for socially acceptable behavior. The use of digital games, multimedia tools, video modeling, and artistic techniques promotes the development of key components of emotional intelligence (recognition, expression, and regulation of emotions), improves self-regulation and communication skills, and enhances motivation for learning. Integrating such tools into educational and therapeutic processes enables the implementation of an individualized approach, taking into account each child’s developmental needs, learning pace, and zone of proximal development. The study concludes that the comprehensive use of art and media technologies in the psychological and pedagogical support of children with ADHD is an effective means of fostering their sociocultural adaptation, school integration, and the gradual development of intrinsic motivation for constructive behavior in inclusive educational settings.