This practicum designed and implemented a program using art therapy to improve the social competency of elementary-aged children with attention deficit hyperactivity disorder and oppositional/defiant disorder. Students were in a special class for children with severe emotional disturbances. The children met once a week in art therapy sessions either individually or in pairs and were observed in structured and unstructured situations. A combination of art therapy, verbal associations, and role playing were used to help children interpret social cues, generate solutions to social dilemmas, and apply this learning in social settings. Analysis of projective drawings, interviews, and observations suggested that the children improved in the areas of interpreting social cues and generating solutions to social problems. However, application of learned social behaviors was observed only when students were first given a verbal reminder. Appendixes include a letter to parents and samples of students' drawings. (Contains 23 references.) (DB)