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Art making can be a particularly effectivetherapy for people with autism. Because they tend

to have difficulty processing sensory input and areoften non-verbal, autistics respond well to visual,concrete, hands-on therapies. Many people whowork with this population know this, and, whetheror not they have art therapy training, include artmaking in their clients' activities. There arelimitations to our knowledge of why and howtherapeutic art making actually works for autistics.These limitations of understanding result from thedifficulty of standardized assessment, the nearimpossibility of quantifying the experience ofmaking art, and the small number of art therapistspublishing on the topic. Nonetheless, the abundantamount of research literature explicates that artmaking is an effective, clinically-sound treatmentoption for autism when supplemented with studiesfrom the fields of art, art education, psychology,and other creative arts therapies. (Martin, 2009).

With regards to autistic children, arttherapy can help to increase communication andsocial skills, develop a sense of individuality, buildof relationships, and facilitate sensory integration(Betts, 2005). Children on the autism spectrumstruggle with these challenges to varying degrees,

but communication in general is probably the mostdifficult challenge of all. To understand how arttherapy assists communication, we need tounderstand precisely what communicationmeans for the autistic child. It does not just meanlanguage, but rather the totality of thecommunicative framework that appears frominfancy onward (Evans & Dubowski, 2007). Theexpressive aspects of art therapy thus help autisticchildren communicate by providing an additionalmethod for interpersonal interaction.

Determining the appropriate therapeutic

interventions for any given autistic child relies onaccurately assessing the childs developmentallevel. Within the broader developmental context,art therapy can be used to engage an autisticchilds relationships to communication,socialization, and imagination. Of course, arttherapy can also tap into emotional issues;however, the client will probably need to work inthe above three domains first, before being able tosuccessfully access deeper emotions. This can besomewhat counter-intuitive for art therapists who

have extensive experience with other populations;and so it is important that the therapist recognize

this at the beginning of treatment of an autisticchild. One must also keep in mind that childrenwith autism do not shut out others intentionally,but in order to help them make sense of their worldand regulate their over- or under-stimulatedsensory channels. Therapists need to respect thisplain fact, and resist any impulse to try andchange the process. In my experience, the autisticchild will eventually allow for joint interactions asthe therapeutic relationship continues.

When working with groups, it is just asimportant to always remain flexible and to adapt tothe different levels of functioning displayed byeach child. Sometimes providing a theme to the artmaking helps give the children a focus while stillallowing for changes and flexibility. Here is anexample of a group art therapy directive with thatincorporates all three key treatment areas(communication, socialization, and imagination).This format can be adapted to other art activities.The session is structured to have a beginning,middle and end, with clear boundaries. Thisstructure is especially effective for children withautism because it serves as a comforting routine.

Aides or volunteers are used in a ratio appropriatefor the level of functioning and the individual needsof each group member.

Art Therapy and Children with Autism: Gaining Access to Their World through Creativity

Pamela Ullmann, MS, ATR-BC, LCAT, CCLS

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Theme: Friendship

Directive: Create images related to friendship,friends, and children. Group project (mural) willbe included.

Beginning of session: Have children sit at tableand introduce theme/project. Show picturesrelated to friendship and see verbal and non-verbal reactions to photos. Ask children todesign their own friend (using multiculturaloutlines of gingerbread style figures). Offer avariety of pre-cut papers, fun googly-eyes anddrawing materials as well. Encourage sharing ofmaterials, and recognizing each others work.

Middle of session: Invite children to helpdecorate a group friendship poster/mural byadding their friend to the paper and continue tofill in the environment where the friends can play.Offer starters (such as some outlines of treesor grass) and direct aides to help children.

Assess how children are working together whether they are staying contained in work areaor are becoming over-stimulated. Allow childrento take short breaks with their aides if needed.

Closure: Offer children some free time to playcreatively with sensory materials such as modelmagic or some drawing with crayons or markers.Then, if the group is still focused (and there are

verbally-expressive children participating),conduct a sharing circle where they will beencouraged to describe their friend to the groupor ask about another group members work.

Goals and Outcomes:

1. Children will learn about working together.2. Children will learn social skills and group

awareness by sharing materials andcomments.

3. Children will experience the sensoryaspects of collage, texture, and art

materials.4. Children will have choices and be able to

express creatively.

Bear in mind that working with this populationcan be very challenging. What works for onesession or child may not for another. It is importantto remain open-minded and aware of each childsstatus in each moment; in essence, we areconstantly assessing, adapting, and co-creating

our sessions with the children with whom we work.

References

Autism Speaks (2011). What is Autism? Retrievedfrom http://www.autismspeaks.org/whatisit/index.php

Betts, D. J. (2005). The art of art therapy: Drawingindividuals out in creative ways. Advocate:Magazine of the Autism Society of America, 26-27.

Evans, K., & Dubowski, J. (2001).Art Therapy withchildren on the Autistic Spectrum: BeyondWords.London, UK: Jessica Kingley.

Martin, N. (2009). Art Therapy and Autism:Overview and recommendations.ArtTherapy: Journal of the American Art Therapy

Association, 26 (4), 187-190.

Pamela Ullmannis an art therapist working withchildren and families in New Jersey and the NewYork Metropolitan area. She has a private practice/consulting agency called Colors of Playand hasrecently founded the non-profit, Healing ArtsFamily Connection. Links to Pamelas blogs are:http://colorsofplay.blogspot.comand http://creativefamilies.wordpress.com . She is also aregular contributor to Our Journey Through

Autism. Email comments or questions to:Pamela@colorsofplay.com

Editors Note: Pamela is also moderator of The Art

Therapy Alliances subgroupArt Therapy & Autismon LinkedInfor community members who areinterested in discussing and learning more autism.

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