Art therapy may improve social interaction in the ages of children from 3-6 with autism

Art Therapy may improve Social Interaction in the Ages of Children from 3-6 with Autism
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Art Therapy may improve Social Interaction in the Ages of Children from 3-6 with Autism
Research Methodology
The research methodology applied in this study was the case study. The researcher used case studies of many children aged between three and five years. The case studies involved the description of the birth, communication, and development histories of the children. Specifically, the researcher identified whether there were any problems or complications when the children were being delivered, how the child developed speech and communication, behaviors in the school in regards to the interaction with other kids, and the use of verbal and nonverbal means of communication (McPheeters et al., 2016). The Communication Symbolic and Behavior Scales Development Profile instrument was applied to find out communicative competence and relevant data about social communication advancement for children below six years. Again, the Picture Exchange Communication System tool was applied to offer the children with a consistent communication structure to determine their symbolization (McPheeters et al., 2016).
Results
Sample populations from the studies pertinent to this literature review were obtained and summarized. The focus of the study was the use of art therapy as a way to enhance the social interaction for children between three and six years with autism.

The aspects of autism in children included the social interaction difficulty, communication problems, self-expression challenges, and applying the cognitive skills and abstracts ideas (Romski & Sevcik, 2003).The art therapy method was administered to see how the children improve in regards to these aspects. A half of the children in the case study included those who were especially diagnosed with the problem of social interaction. The remaining percentage was children diagnosed with the self-expression and communication concerns. The duration of the medication programs also differed across the case studies involving the children. It seemed that the study saw children involving in art therapy within a span of months or weeks. Nonetheless, it was difficult to determine the exact duration of the art therapy. About 70 percent of the studies offered no details about the duration of the healing intervention. The majority of the results from the case study found out that the art therapy was an effective treatment method for improving the social interaction among children aged between three and six years with autism (Rosnow & Rosenthal, 2005). Generally, art therapy encourages emotional and mental development via art production. The art therapy is carried out with the view of improving life skills, tackling discrepancies and problem actions, and facilitating healthy self-expression. The sample patients are encouraged to examine and express themselves through the use of art items.
Discussion
The review of literature explains that autism is a neurodevelopmental infection that impacts social interaction and communication. It is frequently linked with several stereotypes. Children with Autism suffer from poor or an absence of social skills. Previous studies show that there is a relationship between art therapy and improved social skills. Children exposed to the art therapy treatment over a span of more than one year depict an improvement in social behavior to supplement their connection concerns (Romski & Sevcik, 2003). Furthermore, art therapy is a natural fit for autism for many reasons. The impaired communication is one of the symbols of autism. Language and verbal self-expression are frequently particularly difficult. Art provides a means for children who have difficulty expressing their abstract with words to express themselves straight, with no words (Rubin, 2016). Children with autism are always highly pictorial thinkers, and it has been reported that many of them they think in pictures. It is natural for a child to express the emotions and ideas via pictures, and this can be a solution to the day-to-day struggle to apply words efficiently (Rosnow & Rosenthal, 2005).
Children with autism are also inclined to struggle with social concerns, including interpreting voice tone and facial expression and can be uncomfortable socializing with other children. The in-person interactions, such as playing, are frequently profoundly threatening and traumatic. For such children, working together with a therapist can be much happier. When the therapist and the child exchange the attention on the child’s art production, a strong bond is established with no initial urge for direct, in-person interaction (Rafferty-Bugher, 2016). Art therapy can be a pleasing promoter in creating links with fellow children. Collaboration, acknowledging disparities, turn-taking, and other social capabilities can be exercised in a natural and enjoyable context (Rafferty-Bugher, 2016). Children with autism can also experience difficulty in understanding other children’s viewpoints. When they see a fellow child’s artwork, they will receive a solid means of comprehending another child’s perspective (Rubin, 2016). Art therapy helps make the children work mutually on group programs, which nurture collaboration, teamwork, and a feeling of recognition. Art therapy is preferably appropriate for handling problems associated with sensory processing, which is a pervasive problem of autism that leads to a significant amount of complicated feelings and actions. Superficially bland impressions, such as the carpet texture, shining light, or crispy foods, can be exasperating and severe to children with autism (Rubin, 2016). Therefore, when these sensations are overstimulated, children with autism may become nervous, avoidant and become expressionless to avoid the nasty stimulus.
The data given from the reviewed literature was encouraging. The studies revealed that there is a relationship between the art therapy and social interaction for children with autism. It is certain that art therapy should be given practical focus, with therapists and researchers continuing to exploit the best that the methodological instruments can offer to understand the efficacy of the therapy. Also, the tools used to determine the communication competence and social interaction ability of the children were effective. The tools were utilized in identifying the gaps in the self-expression skills in regards to the children with autism. Ultimately, it seemed that the research methodology, the case study, applied was suitable for the completion of the study. The methodology provided a means of obtaining the expected results by exploring on the case studies of a population of children below six years.
Increasing tolerance for nasty stimuli, while directing self-inducing action into more innovative activity, is one of the most common aims of art therapy (Rafferty-Bugher, 2016). Since art is, of course, pleasant for nearly all children, with autism or without, they are more are more probable to endure scents and textures they might otherwise escape when they participate in a pleasurable art activity. Aside from the art therapy being efficient in enhancing social, sensory, and emotional processes, it is a superb medication for autism since it is naturally strengthening. Children obtain pleasure, are relieved out of stress, and receive a boost to their self-assurance from handling art activities or just examining art items (Rosnow & Rosenthal, 2005). Art therapy is a distinct type of medication for autism in children because it assists in alleviating symptoms, while, at the same time, also directing autistic actions into a communicative and artistic channel. It encourages communication, sensory incorporation, and emotional growth while also nurturing social interaction in an enjoyable context.

References
McPheeters, M. L., Weitlauf, A., Vehorn, A., Taylor, C., Sathe, N. A., Krishnaswami, S., & Warren, Z. E. (2016). Screening for Autism Spectrum Disorder in Young Children.Rafferty-Bugher, E., Brown, J., Hastings, B., Arndt, C., & Hesse, M. (2016). Benefits of Art Therapy as Treatment for Autism Spectrum Disorder: An Exploratory Review. The Journal of Special Populations, 1(1).Romski, M. A. & Sevcik, R. A. (2003). Augmented Input: Enhancing Communication Development. In Light, J., Beukelman, D., & Reichle, J. (Eds.) Communicative Competence for Individuals who Use AAC (pp. 147–162). Baltimore, MD: Paul H. Brookes.
Rosnow, R. L., & Rosenthal, R. (2005). Beginning Behavioral Research: A Conceptual Primer. New Jersey: Prentice Hall.
Rubin, J. A. (Ed.). (2016). Approaches to Art Therapy: Theory and Technique. Routledge.