The Impact of Art-Based Interventions on Emotional Regulation in Chinese Children with Autism: A Drawing Therapy Approach.
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| Title: | The Impact of Art-Based Interventions on Emotional Regulation in Chinese Children with Autism: A Drawing Therapy Approach. |
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| Authors: | An, Qi (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Jun2026, Vol. 56 Issue 6, p2461-2468. 8p. |
| Subjects: | Treatment of autism, Emotion regulation, Scale analysis (Psychology), Research funding, Children with disabilities, T-test (Statistics), Clinical trials, Social responsibility, Treatment effectiveness, Social perception, Descriptive statistics, Control groups, Pre-tests & post-tests, Motivation (Psychology), Research methodology, Communication, Asperger's syndrome, Art therapy, Interpersonal relations, Confidence intervals, Children |
| Geographic Terms: | China |
| Abstract: | Purpose: The study of effective measures to improve emotional regulation and social responsiveness in children with Autism Spectrum Disorder (ASD) is of significant importance for the adaptation of this group of children. The aim of this research was to evaluate the impact of a 6-month drawing therapy program on preschool-aged children with ASD. Method: It employed a quasi-experimental design with two groups: an experimental group participating in drawing therapy and a control group receiving no intervention. Emotional regulation was assessed using pre-test and post-test measures on the Social Responsiveness Scale (SRS). Results: The results indicated a significant improvement in social responsiveness in the experimental group post-intervention, as evidenced by paired and independent sample t-tests, indicating statistically significant differences between pre- and post-testing scores in the experimental group, as well as between the experimental and control groups. This study concludes that art therapy can significantly enhance the emotional-social responsiveness of children with ASD, highlighting its potential for practical application in therapeutic settings. Conclusions: The findings suggest the necessity of incorporating drawing-based therapeutic strategies into intervention programs for children with ASD, offering meaningful opportunities to enhance their social skills and overall quality of life. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Purpose: The study of effective measures to improve emotional regulation and social responsiveness in children with Autism Spectrum Disorder (ASD) is of significant importance for the adaptation of this group of children. The aim of this research was to evaluate the impact of a 6-month drawing therapy program on preschool-aged children with ASD. Method: It employed a quasi-experimental design with two groups: an experimental group participating in drawing therapy and a control group receiving no intervention. Emotional regulation was assessed using pre-test and post-test measures on the Social Responsiveness Scale (SRS). Results: The results indicated a significant improvement in social responsiveness in the experimental group post-intervention, as evidenced by paired and independent sample t-tests, indicating statistically significant differences between pre- and post-testing scores in the experimental group, as well as between the experimental and control groups. This study concludes that art therapy can significantly enhance the emotional-social responsiveness of children with ASD, highlighting its potential for practical application in therapeutic settings. Conclusions: The findings suggest the necessity of incorporating drawing-based therapeutic strategies into intervention programs for children with ASD, offering meaningful opportunities to enhance their social skills and overall quality of life. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-025-06727-w |
