| Abstract [eng] |
Autism and autism spectrum disorders (ASD) are complex developmental disorders characterized by difficulties in communication and social relations with other people. It is one of the most complex developmental disorders of a child, manifested in qualitative features of social interaction, communication and behavior. According to public health monitoring conducted by the World Health Organization, autism is widespread worldwide, and the number of children with ASD is increasing rapidly every year. As the number of children with ASD in the world grows rapidly, so does the variety of services provided. Art therapy is becoming an increasingly popular field. Research shows that art therapy can be an effective intervention that develops communication, social interaction, sensorimotor skills, promotes self-awareness and emotion regulation. During the study, three children of preschool age with childhood autism were subjected to an art therapy intervention at the VRSAR service located in the Centro Clinic in Vilnius. A total of 28 individual art therapy sessions were performed. Data for the study were collected in two ways:sessions were filmed and the footage was observed,transcribed and then analyzed. Children’s drawings have been documented and evaluated. The case study analysis was examined under two main topics: 1)sensory dysfunction, 2)communication and social interaction disorder. Based on the theories of Jean Piaget, Judith Rubins, Frances Anderson, a questionnaire for the assessment of a child's creative skills,up to the age of six year, was compiled. The child's creative skills were assessed before and after the art therapy sessions. Case analysis of the content and evaluation of the child's drawings revealed that the short-term intervention was meaningful in developing the child's skills necessary to engage in meaningful creative experiences. The results of the study recorded positive dynamics in the areas of sensory dysfunction,communication and social interaction disorders of all study participants. By satisfying the need for sensory sensations and reducing the level of anxiety, children could engage in meaningful creative activities. During the sessions, not only the functional game with art tools became important, but also the process oriented towards the creation of the work. The children's drawings became more expressive and diverse, elements of imagination began to appear more and more often when communicating with the therapist, and the children began to initiate a role-playing game. A slight improvement in fine motor skills and strength gradation difficulty was also observed. |
