Alert Program Data Collection

Alert Program Pre-Post Art Experience Data Collection

After the Alert Program was taught to 3rd- 5th grade and 7th grade students at AJC, data was collected in regards to what engine speed the student(s) felt they were in, pre-post art experience. To collect this data, a data collection table sheet was created for each grade level, with each student's name and engine speed options (i.e. low/slow, just-right, and high/fast engine speeds). The data collection table has directions on how to collect the engine speed data from all of the students and it includes definitions of each engine speed state. The data was collected by a volunteer and/or by the VCU Doctorate of Occupational Therapy Capstone Student, Olivia Fields, when the students were all seated at their art table at the beginning of art class and 10-15 minutes prior to the art-class ending.

The data was collected from February-March of 2022 and the results for each grade level are presented below.

Third Grade Alert Program Data

There are a total of 13 students in the Third Grade Class at AJC. Art Class Time: Tuesdays at 8:30am- 9:30am

* Important to note that AJC changed their COVID-19 masking guidelines for students to optional on Week 4 and changed the masking guidelines for teachers to optional on Week 5.

Third Grade students' reports of being in a "Low Engine Speed State" decreased after participating in an art experience per-week, across 7-weeks.

Third Grade had consistent high reports of "Low Engine Speed" Pre and Post art experience, possibly due to the time of their art class. The Third Grade class attended art from 8:30am-9:30am.

Also, students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "Low Engine Speed States."

Third Grade students' "Just-Right Engine Speed" reports increased after participating in an art experience for 6/7 weeks (85.7%), per-week, across 7-weeks.

Week 4 and Week 5 Post- Art Experience Just-Righ Engine Speed reports were at lower percentages (9.09%; 23.08%), when compared to other weeks, possibly due to the alterations in the COVID-19 masking requirements at AJC.

Third Grade students' "High Engine Speed" reports decreased after participating in an art experience for 3/7 weeks (42.86%), across 7-weeks.

Third Grade students' "High Engine Speed" reports increased after participating in an art experience for 4/7 weeks (57.14%), across 7-weeks.

Third Grade "High Engine Speed" reports began to substanitally increase during Week 4- Week 7, possibley due to the alterations in the COVID-19 masking requirements at AJC.

On average a one-hour, once per- week art experience across 7-weeks....

Decreased the percentage of students' reporting being in a "Low Engine Speed State" (Pre-Art: 60%-Post-Art: 35%)
- An art class experience could have influenced the students' to feel balanced, happy, and attentive, which may have caused the average reduction in "Low Engine Speed" reports, post-art experience.
Increased the percentage of students' reporting being in a "Just-Right Engine Speed State" (Pre-Art: 19%- Post-Art: 43%)
- Participation in art class could have influenced the students to feel positive emotions, such as happiness, pride, grattitude, attentiveness, belonging, and hope.
Increased the percentage of students' reporting being in a "High Engine Speed State" (Pre-Art: 20%-Post-Art: 28%)
- Art class may have increased the rate of High Engine Speed reports because art is an extracurricular activity at AJC; therefore, the students percieve this experience as an exciting escape and opportunity away from academic classes. It is one of the few "free-times" the students recieve throughout their school day.
- Also, students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "High Engine Speed States."

Across 7-weeks, Third Grade students' most common reports during pre-post art experiences were Low Engine Speed (pre-art) to Low Engine Speed (post-art), which occurred 71.4% of the time. This trend could be due to the time of day the Third Grade class attended their art class (8:30am-9:30am); therefore, they are feeling very slow and tired during this time of day.

The second most common reports for the Third Grade class during their pre-post art experiences were Just-Right Engine Speed (pre-art) to Just-Right Engine Speed (post-art) and Low Engine Speed (pre-art) to Just-Right Engine (post-art). Each of these trends occurred 14.3% of the time, across 7-weeks.

For 28.6% of the time, an art experience possibly contributed to the students' moving from feelings of tiredness, low, and slow to feeling just-right and "balanced" and it possibly contributed to assisting students' in maintaining a just-right engine speed state.

Fourth Grade Alert Program Data

There are a total of 18 students in the Fourth Grade Class at AJC. Art Class Time: Tuesdays at 9:30am- 10:30am

* Important to note that AJC changed their COVID-19 masking guidelines for students to optional on Week 4 and changed the masking guidelines for teachers to optional on Week 5.

Fourth Grade students' reports of being in a "Low Engine Speed State" decreased for 6/7 weeks (85.7% of the time) after participating in an art experience, across 7-weeks.

Note note that "Low Engine Speed" reports decreased pre and post art experience throughout Week 4- Week 7, possiblly due to the new school COVID masking requirements.

Students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "Low Engine Speed States."

Fourth Grade students' reports of being in a "Just-Right Engine Speed State" increased for 5/7 weeks (71.43% of the time) after participating in an art experience, across 7-weeks.

Fourth Grade students' maintained their "Just-Right Engine Speed State" post art experience for 2/7 weeks (28.57% of the time), across 7-weeks.

Fourth Grade students' reports of being in a "High Engine Speed State" increased for 6/7 weeks (85.7% of the time) after participating in an art experience, across 7-weeks.

Pre and Post art experience "High Engine Speed" reports substantially increased throughout Week 4- Week 6, possibly due to the COVID-19 maksing guideline alterations.

Fourth Grade students' possibly had high rates of "High Engine Speed" reports post-art experience due to art being an extracurricular activity at AJC; therefore, the students perceive this experience as an exciting escape and opportunity from academic classes. It is one of the few "free-times" the students recieve throughout their school day.

Also, students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "High Engine Speed States."

Across 7-weeks, Fourth Grade students' most common reports during pre-post art experiences were "Just-Right Engine Speed" (pre-art) to "Just-Right Engine Speed "(post-art), which occurred 44.44% of the time. Therefore, an art experience possibly assisted students' in maintaining a "Just-Right Engine Speed State".

The second most common reports for the Fourth Grade class during their pre-post art experiences were "Just-Right Engine Speed" (pre-art) to "High Engine Speed" (post-art), which occurred 33.33% of the time. Therefore, an art experience could have been perceived as an exciting, fun opportunity for the students, which could have influenced hyper-active feelings and behaviors.

Also, students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "High Engine Speed States."

On average a one-hour, once per-week art experience across 7-weeks....

Decreased the percentage of students' reporting being in a "Low Engine Speed State" (Pre-Art: 25%-Post-Art: 10%)
- An art class experience could have influenced the students' to feel to feel positive emotions, such as happiness, grattitude, and joy, which may have caused the average reduction in "Low Engine Speed" reports, post-art experience.
Increased the percentage of students' reporting being in a "Just-Right Engine Speed State" (Pre-Art: 57%- Post-Art: 64%)
- Participation in art class could have influenced the students to feel positive emotions, such as happiness, pride, grattitude, attentiveness, belonging, and hope.
Increased the percentage of students' reporting being in a "High Engine Speed State" (Pre-Art: 14%-Post-Art: 27%)
- Art class may have increased the rate of High Engine Speed reports because art is an extracurricular activity at AJC; therefore, the students percieve this experience as an exciting escape and opportunity away from academic classes. It is one of the few "free-times" the students recieve throughout their school day.
- Also, students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "High Engine Speed States."

Fifth Grade Alert Program Data

There are a total of 18 students in the Fifth Grade Class at AJC. Art Class Time: Tuesdays at 12:10pm- 1:10pm

* Important to note that AJC changed their COVID-19 masking guidelines for students to optional on Week 4 and changed the masking guidelines for teachers to optional on Week 5.

Fifth Grade students' reports of being in a "Low Engine Speed State" decreased for 6/7 weeks (85.7% of the time) after participating in an art experience, across 7-weeks.

Note that "Low Engine Speed" reports increased post art experience throughout Week 4- Week 7, possiblly due to the new school COVID masking requirements.

Students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "Low Engine Speed States."

Fifth Grade students' reports of being in a "Just-Right Engine Speed State" increased for 5/7 weeks (71.43% of the time) after participating in an art experience, across 7-weeks.

Fifth Grade students' maintained their "Just-Right Engine Speed State" post art experience for 1/7 weeks (14.3% of the time), across 7-weeks.

Fifth Grade students' reports of being in a "Just-Right Engine Speed State" decreased during Week 4. This could have possibly been due to the altered COVID-19 masking guidelines at AJC, which was implemented during this week.

Fifth Grade students' reports of being in a "High Engine Speed State" increased for 2/7 weeks (28.6% of the time) after participating in an art experience, across 7-weeks.

Fifth Grade students' reports of being in a "High Engine Speed State" decreased for 2/7 weeks (28.6% of the time) after participating in an art experience, across 7-weeks.

Fifth Grade students' maintained a "High Engine Speed State" pre-post art experience for 3/7 weeks (42.86% of the time), across 7-weeks.

This class consistently arrived in the art room already in "High Engine Speed States;" therefore, an art experience potentially influenced the students to maintain a "High Engine Speed State" due to the students perceiving this experience as an exciting escape and opportunity away from academic classes. It is one of the few "free-times" the students receive throughout their school day.
The Fifth Grade class consitently began their art experience in a "High Engine Speed State" possibly due to attending art class soon after their lunch time.

Across 7-weeks, Fifth Grade students' most common reports during pre-post art experiences were "High Engine Speed" (pre-art) to "HighEngine Speed "(post-art), which occurred 33.33% of the time. As discussed previously, the Fifth Grade class consistently began their art experience in a "High Engine Speed State" possibly due to attending art class soon after their lunch time. Also, the art experience potentially influenced the students to maintain their "High Engine Speed States" due to the students perceiving this art experience as an exciting escape and opportunity away from academic classes.

An art experience could have been perceived as an exciting, fun opportunity for the students, which could have influenced hyper-active feelings and behaviors.

The second most common reports for the Fifth Grade class during their pre-post art experiences were "Low Engine Speed" (pre-art) to "Just-Right Engine Speed" (post-art), which occurred 25% of the time.

An art experience possibly contributed to the students' progressing from feeling tired, low, and potentially sad, to feeling positive emotions, such as hope, happiness, attentiveness, joy, and grattitude.

On average a one-hour, once per-week art experience across 7-weeks....

Decreased the percentage of students' reporting being in a "Low Engine Speed State" (Pre-Art: 30%-Post-Art: 16%)

- An art class experience could have influenced the students' to feel positive emotions, such as happiness, grattitude, and joy, which may have caused the average reduction in "Low Engine Speed" reports, post-art experience.
Increased the percentage of students' reporting being in a "Just-Right Engine Speed State" (Pre-Art: 37%- Post-Art: 47%)
- Participation in art class could have influenced the students to feel positive emotions, such as happiness, pride, grattitude, attentiveness, belonging, and hope.
Maintained the students' reports of "High Engine Speed State" (Pre-Art: 37%; Post-Art: 36%)
- The Fifth Grade students attended art class in a "High Engine Speed State," possibly due to having lunch time right before art class. The art class could be perceived as a fun opportunity for the students to express and to enjoy themselves outside of the classroom, which influenced the students' to maintain this "High Engine Speed State."

Seventh Grade Alert Program Data

There are a total of 14 students in the Seventh Grade Class at AJC. This data only includes the Seventh Grade Girls. Art Class Time: Tuesdays at 1:30pm- 2:30pm

* Important to note that AJC changed their COVID-19 masking guidelines for students to optional on Week 4 and changed the masking guidelines for teachers to optional on Week 5.

After participating in an art experience, Seventh Grade students' reports being in a "Low Engine Speed State" decreased for 5/6 weeks (83.3% of the time), across 6-weeks.

The art experience could have influenced the students to feel positive emotions, such as happiness, pride, hope, and grattitude, which influenced the students' to lower their reportings of being in a "Low Engine Speed State," post art experience.

Seventh Grade students' reports of being in a "Just-Right Engine Speed State" increased for 5/6 weeks (83.3% of the time) after participating in an art experience, across 6-weeks.

As discussed previously, participation in the art class could have provided the students with the calming or alerting experience needed to help them to maintain a "Just-Right Engine Speed State" or to go from a "High/Low Engine Speed State" to a "Just-Right Engine Speed State."

Seventh Grade students' reports of being in a "High Engine Speed State" decreased for 1/6weeks (16.6% of the time) after participating in an art experience, across 6-weeks.

Seventh Grade students' reported being in a "High Engine Speed State" for 3/6 weeks (50% of the time) after participating in an art experience, across 6-weeks.

Students' frequently reported that they were not satisfied with their art work or they were frustrated with the art-making process, when they were in "High Engine Speed States."

It is important to note that the rate of "High Engine Speed State" reportings post-art experience substantially decreased to 0% on Week 4 and it continued to yield low reportings throughout subsequent weeks. The COVID-19 masking guidelines were altered on Week 4, which could have affected the students' social-emotional well-being.

Across 6-weeks, Seventh Grade students' most common reports during pre-post art experiences were "Just-Right Engine Speed" (pre-art) to "Just-Right Engine Speed" (post-art), which occurred 62.5% of the time. Therefore, an art experience possibly assited students' in maintaining a "Just-Right Engine Speed State".

The second most common reports for the Seventh Grade class during their pre-post art experiences were "Low Engine Speed" (pre-art) to "Just-Right Engine Speed" (post-art), which occurred 25% of the time.

An art experience possibly contributed to the students' progressing from feeling tired, low, and potentially sad, to feeling positive emotions, such as hope, happiness, attentiveness, joy, and gratitude.

On average a one-hour, once per-week art experience across 6-weeks....

Increased the percentage of students' reporting being in a "Low Engine Speed State" (Pre-Art: 42%-Post-Art: 50%)
- Many students who reported being in a "Low Engine Speed State" were not happy with their art-work and/or were frustrated with the art-making process. It was observed that all students desired to embody the skills and abilities to create their vision, especially the Seventh Graders. When they could not perform up to their own, personal standards, then it potentially influenced them to feel sad and disappointed in themselves.
Increased the percentage of students' reporting being in a "Just-Right Engine Speed State" (Pre-Art: 7%- Post-Art: 26%)
- Participation in art class could have influenced the students to feel positive emotions, such as happiness, pride, grattitude, attentiveness, belonging, and hope.
Decreased the percentage of students' reporting being in a "High Engine Speed State" (Pre-Art: 63%-Post-Art: 10%)
- Participation in the art class could have provided the students with the calming experience needed to help them to progress from a"High Engine Speed State" to a "Just-Right Engine Speed State."

Art Experience's Impact on Third-Fifth Grade and Seventh Grade At-Risk Youth

As you can see in the graphs above, the average percentage of "Just-Right Engine Speed" reportings from all of the students (Third-Fifth and Seventh Grade) increased after the students participated in an art experience. There is a potential correlation that an arts experience can positively impact at-risk youths' social-emotional well-being. An art experience may provide the students with the calming and/or alerting strategies/experiences needed to bring their emotions, bodies, and mind into a state of calm, peace, and happiness.

Also, pictured in the graphs above, you can see that the impact of participating in an art experience varies by grade level, in regards to "Low and High Engine Speed State" average reportings. On average, the Seventh Graders decreased their "High Engine Speed" reporting rates and the Third, Fourth, and Fifth Graders increased their "High Engine Speed" reporting rates. Possibly, the younger students perceived their art class similar to a recess or lunch experience because it is one of the limited non-academic opportunities they have on Tuesdays. Having the freedom to express themselves, talk to their friends, the art teacher, and volunteers could influence them to have hyper-active feelings and behaviors. Although, some of the students who reported that they were in a "High Engine Speed State" after an art experience communicated that they were not satisfied with their artwork and/or their art-making abilities.

On average, after an art experience, the Seventh Graders increased their "Low Engine Speed" reporting rates, while the Third, Fourth, and Fifth Graders decreased their "Low Engine Speed" reporting rates. For the younger students, an art experience could have influenced them to feel happy, overly excited, content, confident, and attentive, due to having the opportunities to express themselves and to talk to their friends, the art teacher, and volunteers. The Third, Fourth, and Fifth Grade students who arrived to art in a "Low Engine Speed State" frequently left the art room in a "Just-Right or High Engine Speed State." The Seventh Graders possibly increased their "Low Engine Speed" reporting rates, after an art experience, due to them possessing high personal standards. For instance, when they could not perform in alignment to their own personal standards, then attempting to make artwork potentially influenced them to feel sad and disappointed in themselves and their art-making abilities.

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