Investigating the Impact of Color-Based Painting Therapy on Enhancing Self-Regulation and Reducing Behavioral Challenges in Students With ADHD: A Quasi-Experimental Design (Étude de l’incidence de la thérapie par la peinture basée sur la couleur sur l’amélioration de l’autorégulation et la réduction des troubles du comportement chez les élèves atteints de TDAH : une conception quasi expérimentale)

This quasi-experimental study examined the effectiveness of color-based painting therapy as a culturally relevant, nonpharmacological intervention to support self-regulation and enhance positive classroom engagement in elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Grounded in the frustration–aggression hypothesis and color–emotion theory, the intervention aimed to offer a structured and expressive outlet for emotional growth and regulation. Fifty children aged six to nine were randomly assigned to either an experimental group, which received 10 weekly sessions of painting therapy, or a control group that received no additional intervention. Behavioral outcomes were assessed using standardized teacher-report measures, including the Buss and Perry Aggression Questionnaire (1992) and the Conners’ Teacher Rating Scale (1998), before and after the program. Results demonstrated clinically meaningful improvements in emotional regulation and classroom participation in the intervention group, including reductions in anger, hostility, and hyperactivity. These preliminary findings underscore the therapeutic potential of structured color use within strengths-based, art-based interventions, especially in under-resourced schools in non-Western settings such as Iran. The study offers practical guidance for applying culturally appropriate and affordable methods to empower children and support holistic ADHD management.