"The purpose of this study is to verify the effectiveness of art therapy in improving ADHD elementary students' inattention and peer relationship. The subject for this study is 3rd grade elementary student with a history of medical treatment, diagnosed with ADHD at the age of 7, and have above-average intellectual abilities. The subject exhibit above average level of inattention and difficulties in maintaining sound peer relationship. Art therapy was carried out once or twice a week, each session with a duration of 50 minutes. The therapy ran from May 2009 to August 2009 resulting in a total of 15 sessions. The Korea ADHD Test and KSD were administered. Test results were compared accordingly and subsequent behavior c9 tges for each session were analyzed. The study results are as follows: First, after the art therapy session the inattention indexnutcreased from 105 points c63%) to 85 points c16%). Whe e the total ADHD indexnurraped to 84 points from 93 points. Second, KSD exhibited a c9 tge in their in-sherol behaviors from competitive, over active, highly tense and incommunicative to a more friendl wicommunicative and calmnutmeanory resconclusion, art therapy proved to be effective in improving inattention and peer relationship in ADHD elementary student. This study which focused on individual short term art therapy proved to be a useful tool in improving ADHD elementary student behavior. However, as the study centered on the individual case, the results cannot be generalized.
Key Word : ADHD Elementary Student, Inattention, Peer Relationships, Art Therapy"