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What Works in Art Therapy with Children with Autism Spectrum
Disorders?2012 - 2016
Celine SchweizerPromotor Prof. E.Knorth
Co-promotor dr. M.Spreen
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PhD
Design:
Mixed Method
Aim:
Development of Practice Based Evidence about specific art therapeutic elements in art
therapy with children with autism
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Building Practice Based Evidence( Van Yperen & Veerman, 2008)
Niveau 4 Effectiveness: N=1, repeated case study and/ or experimental study
Niveau 3Indicating: Efficacious, Causality
Niveau 2Theoretical: Review, Meta analysis
Niveau 1Descriptive: Observation, Document analysis, Interviews
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PhD
min. 4 publications in scientific, international, peer reviewed journals, about:
- Tacit knowledge of art therapists: Pilot, practice based evidence.
- Systematic review: theoretical evidence.- Standardizing of theoretical concepts:
Delphi study.- Validation of treatment program: 10 case
studies.- Validation of observationlist.
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Child with autism
Problems with:
Flexibility
Social and communicative skills
Self image
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Pilot: Practice Based Evidence
Submitted to ‘Focus on Autism and other DevelopmentalDisabillitities’:
Exploring What Works in Art Therapy with Childrenwith Autism: Tacit Knowledge of Art Therapists
Celine Schweizer, Marinus Spreen, Stenden University of Applied Sciences
Erik J. KnorthUniversity of Groningen
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Results Pilot
Pilot Results
COAT model: Context and Outcomes in Art Therapy
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Results
Pilot Results
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Systematic Review
Schweizer, C., Knorth, E. J., & Spreen, M. (2014). Art therapy with children with Autism Spectrum Disorders: A review of clinical case descriptions on ‘what works’. The Arts in Psychotherapy, 41(5), 577-593, doi: 10.1016/j.aip.2014.10.009.
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Selection and Findings
• Dutch and English language
• 18 studies, (6 in databases, 12 handsearch)
• Incl. grey literature (onpublished theses)
2 group AT studies (2x n=25)
1 x case study
15 x practice examples in theoretic
frame, about total 19 children
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AT means and expressions
1 Varied tactile visual sensory experiences of the child
to encourage child to make variations and
to show flexibility and expressivity
2. Shapes and themes in the beginning often
stereotyped, and both
representative and pre-representative.
3. Development of personal art work
4. Increasing verbal and non-verbal communication during art making
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Art Therapist Behavior
1. Attunement on clients needs, both non-
directive and directive.
2. Sharing experiences.
3. Stimulating visual and tactile sensoricexperiences.
4. Supporting shaping process.
5. Verbal support and stimulation.
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Context
1. Settings of treatment
2. Referrals and Aims
3. Duration and frequency of treatment
4. Transfer
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Outcomes
1. More flexible and more relaxed.
2. Improved social and communication skills.
3. Improved self image.
4. Improved learning skills.
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Delphi study
• Standardizing theoretical concepts
• Consensus of 20 art therapists and referrersabout theoretical evidence
• 3 rounds
• Agreement in numbers (0 – 10, Gower)
as well as descriptive.
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Next steps
• Writing of treatment program and observationlist, based on Delphi results.
• Testing treatment program in 9 AT practiceswith video feedback of parents and teachers
• Validating observationlist with video’s (students? international?)
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New possibillities with fruitfulknowledge
Thank you foryourattention!