Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Art Therapy and Autism: A Picture of the Literature

Caroline Guardino, Ph.D., Rebekah Wallis, M.Ed., Arien Peppers Harrison, M.Ed., Morgan Green, M.Ed.
  • Caroline Guardino, Ph.D. (Author) The University of North Florida image/svg+xml
    Caroline Guardino, Ph.D. is a Professor of Exceptional Student and Deaf Education at the University of North Florida. Her research interests involve technology and deafness as well as inclusive learning environments for students with disabilities. She enjoys research and teaching in both disciplines, Exceptional Student and Deaf Education, as this combined knowledge provides a platform for her passion to provide professionals with better strategies and resources when working with students who are Deaf with Disabilities and/or Deaf Multilingual Learners.
  • Rebekah Wallis, M.Ed. (Author) The University of North Florida
    Rebekah Wallis, M.Ed. is the supervisor of student information and instruction with the department of Exceptional Education and Student Services at Duval County Public Schools, and adjunct faculty at the University of North Florida (UNF). She earned both her B.A.E. and M.Ed. in Special Education from the UNF and began her career as a varying exceptionalities teacher. In addition to her teaching experience, she serves as the secretary for the Exceptional Student Education Advisory Committee, an organization that facilitates collaboration between the school district, families, and the surrounding community and is an active member of the Council for Exceptional Children.
  • Arien Peppers Harrison, M.Ed. (Author) The University of North Florida
    Arien Peppers Harrison, M.Ed. received a Master’s degree in Special Education with a concentration in Disability Services from the University of North Florida. After graduation she began work in the Field of Assistive Technology before pursuing a career in Applied Behavior Analysis. Currently, she is studying to become a Board Certified Behavior Analyst while working as a Behavior Specialist in a Florida school district. Arien also works as an adjunct professor for the University of North Florida where she helps prepare students to become disability service providers.
  • Morgan Green, M.Ed. (Author) The University of North Florida
    Morgan Green, M.Ed. holds a Master’s degree in Special Education with a concentration in Applied Behavioral Analysis and a Bachelors in Deaf Education with a minor in American Sign Language. She has a wide variety of experience working with students with sensory differences and needs. She is working towards becoming a Board Certified Behavioral Analyst, and researching how different styles of art can positively affect her clientele and their individual needs.
DOI
https://doi.org/10.64546/jaasep.531
Abstract
Art therapy is an alternative therapeutic intervention implemented with individuals with autism spectrum disorders (ASD). Researchers, therapists, and parents suggest that art therapy is an effective treatment for targeting social and communicative behaviors. However, there is a paucity of evidence-based research to support this claim. A systematic literature review of peerreviewed studies was conducted to determine the effect of art therapy on students with ASD,ages 4-21 years. Nineteen studies met the inclusion criteria. A summary and analysis of the research are presented with specific strategies and outcomes of art therapy identified as an effective treatment method. Nine of the studies reviewed are of qualitative design: observational case studies with one or two participants; with the remaining six studies using quantitative research methods. Implications for researchers and practitioners are discussed.
Keywords
Art Therapy, Autism Spectrum Disorders, Communication Skills, Elementary Secondary Education, Intervention, Language Skills
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How to Cite
Guardino, C., Wallis, R., Harrison, A. P., & Green, M. (2024). Art Therapy and Autism: A Picture of the Literature. Journal of the American Academy of Special Education Professionals, 18(3), 60-81. https://doi.org/10.64546/jaasep.531

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