{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,25]],"date-time":"2026-06-25T15:48:20Z","timestamp":1782402500439,"version":"3.54.5"},"reference-count":66,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T00:00:00Z","timestamp":1780444800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Child Adolesc. Psychiatry"],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Attentional deficits remain a significant barrier to learning among pupils with intellectual disability, particularly in resource-constrained educational settings where access to specialised interventions is limited. This study examined the effect of a structured art-based intervention on attention span and explored the moderating role of disability severity among pupils with intellectual disability.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A quasi-experimental pre-test-post-test control group design with a 2\u2009\u00d7\u20092 factorial structure was employed. Twenty pupils with mild and moderate intellectual disability were purposively selected and assigned at the school level to intervention and control groups. The intervention consisted of 24 structured sessions integrating painting, clay modelling, music, and guided reflection activities designed to promote sustained attentional engagement. Attention span was measured using the Moss Attention Rating Scale, while data were analysed using analysis of covariance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Results revealed a statistically significant improvement in attention span among pupils exposed to the intervention, with a large effect size. Pupils with mild intellectual disability demonstrated higher post-test attention scores than those with moderate disability, although the interaction effect was not statistically significant.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings suggest that structured art-based intervention may enhance attentional engagement among pupils with intellectual disability and provide a low-cost, teacher-implemented strategy for inclusive classrooms in low-resource contexts. However, findings should be interpreted cautiously due to the small sample size and cluster-based design.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/frcha.2026.1798631","type":"journal-article","created":{"date-parts":[[2026,6,3]],"date-time":"2026-06-03T06:07:53Z","timestamp":1780466873000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Beyond expression: structured art-based therapy and attention span in pupils with intellectual disability"],"prefix":"10.3389","volume":"5","author":[{"given":"Udeme Samuel","family":"Jacob","sequence":"first","affiliation":[{"name":"Postdoctoral Research Fellow, Department of Inclusive Education, School of Educational Studies, College of Education, University of South Africa","place":["Pretoria, South Africa"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sri","family":"Nurhayati","sequence":"additional","affiliation":[{"name":"Department of 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