Painting Therapy in Improvement of the Symptoms of Children with Autism Spectrum Disorder

Abstract

Objective: Children with autism spectrum disorder suffer from problems such as qualitative impairment in the social interactions and stereotypical behaviors and the purpose of many interventions is the dynamic involvement of the families in the treatment and rehabilitation of these children. Therefore, the purpose of this study was to investigate the effect of educational application of family-centered painting techniques on social interactions and stereotypical behaviors of children with autism spectrum disorder. Methods: This applied experimental study was conducted using the pre-test-posttest with follow-up and control group design. In this study, 20children with autism spectrum disorder and their parents were selected by the available sampling method and then, they were randomly divided into experimental and control groups. Then, the Gilliam Autism Rating Scale-I questionnaire was applied at pre-test, posttest and follow-up stages and educational application of family-centered painting techniques was applied just for the experimental group. Then the data were analyzed by the ANCOVA and the repeated measures as statistical methods. Results: An alpha of 0.05 was considered as the significance level and the results showed a significant difference between experimental and control groups in social interactions and stereotypical behaviors of the children. Follow-up tests showed a significant difference and durability, as well. Conclusions: The results showed that educational application of family-centered painting techniques can play an effective and durable role in improvement of social interactions and stereotypical behaviors of the children with autism spectrum disorder.

Autism Spectrum Disorder: Learning Environments

“…It means that the information processing can be done rapidly. According to the researches and studies, the memory processing is different in children with autism spectrum disorder and also the visual memory is better [1,2,10]. In addition some evidence states that it is due to biological reasons and genetic patterns.…”

“…In a large study conducted on twins, the concordance rate in monozygotic twins was 92% [1,3]. To say more, relatives in families that have more than one person in them show more social and communication deficiencies [1,3].…”

“…In a large study conducted on twins, the concordance rate in monozygotic twins was 92% [1,3]. To say more, relatives in families that have more than one person in them show more social and communication deficiencies [1,3]. Also, abnormalities in chromosome 7, 15, 16 have caused a disorder in the brain structure of people with autism spectrum [11].…”

“…1. possible increase in non-neuronal tissue, 2. decrease in neuron death, 3. increase in neurogenesis [1,2].…”

Actividades creativas grupales para la mejora de competencias sociales y emocionales de jóvenes con TEA

“…Diversos estudios reportan las experiencias positivas de los terapeutas (Regev & Snir, 2013;Holmqvist, Roxberg, Larsson, & Lundqvist-Persson, 2017;Kazimi 2021). En particular, las intervenciones artísticas contribuyen a la relajación y evitan comportamientos disruptivos (Osborne, 2003;Regev & Snir, 2013;Durrani, 2014;Schweizer, Knorth, & Spreen, 2014;Kuo & Plavnick, 2015;Schweizer, Spreen, & Knorth, 2017, Durrani, 2020; mejoran la regulación emocional (Gabriels, 2003;Martin, 2009;Malchiodi, 2014); la autopercepción (Henley, 1999;Lu, Petersen, Lacroix & Rousseau, 2010;Goucher, 2012, Malhotra, 2019Mc-Cauley, et al, 2019;Schweizer, Knorth, van Yperen, & Spreen, 2020); mejoran la comunicación social (Elkis-Abuhoff, 2008;Isserow, 2008;Kornreich and Schimmel, 1991;Lu et al, 2010;Koo & Thomas, 2019;Moghaddam & Ravarian, 2019) así como las capacidades de aprendizaje (Evans & Rutten-Saris, 1998;Gabriels, 2003;Lu et al, 2010;Martin, 2009;Bragge & Fenner, 2009;Bi, Wu, & Lin , 2018) y la habilidad para procesar información nueva (Martin, 2009). En resumen, contribuyen positivamente a los dos aspectos antes señalados en el DMS-5: comunicación social y problemas de atención y concentración.…”