The Effects of Gardening on University Campus on Problem Behaviors of Children with Developmental Disabilities

Background and objective: This study was conducted to investigate the effect that a gardening program based on a gardencreated on a university campus has on problem behaviors of children with developmental disabilities. Methods: The participants were 13 children with developmental disabilities (10 male and 3 female) with an average age of10.5 years. The study was conducted from August 21 to November 27, 2021 by implementing a gardening program withtotal 30 sessions held twice a week. The research sites were three types of spaces created for children with developmentaldisabilities on D University campus: the healing garden, forest trail, and cherry road. Discrete Trial Training (DTT) wasapplied to the activities when implementing the gardening program, which was used as an intervention to reduce problembehaviors. The assessment tool was the Child Behavior Checklist for Ages 6-18 (CBCL6-18) with which the parents andthe primary caregivers assessed changes in problem behaviors. Results: Externalizing behaviors including aggressive behavior and rule-breaking behavior scored 9.9 before the program,7.6 during the program, and 7.0 after the program (p < .01), and problem behaviors scored 39.3 before the program, 32.9during the program, and 31.8 after the program (p < .05), showing a significant change. Conclusion: The gardening program on campus could reduce problem behaviors of children with developmental disabilities. Various activities in the garden are considered to have utility value as a social welfare service and education program.