The psychological benefits of artwork: The case of children with learning disorders

Regev, Dafna; Guttmann, Joseph

doi:10.1016/j.aip.2005.02.001

Cited by 20 publications

(18 citation statements)

References 6 publications

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“…Higher scores represent greater loneliness. The LSDQ been validated with young adolescents with typical development, intellectual disabilities, learning disorders and ASD [Caputi, Pantaleo, & Scaini, ; Regev & Guttmann, ]. The internal consistency of the LSDQ for this sample, calculated at T1, was α = 0.80.…”

Section: Methodsmentioning

confidence: 99%

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS^® intervention: Behavioral and questionnaire‐based outcomes

et al. 2018

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Social interaction deficits form a core characteristic of ASD that is commonly targeted through social-skill groups. The Program for the Education and Enrichment of Relational Skills (PEERS ) is a well-established parent-assisted intervention for adolescents, which addresses key areas of social functioning. PEERS has been mainly studied in North-America and its evaluations were mostly questionnaire based. The aim of the current study was to test the effectiveness of the adapted and translated Hebrew version of the PEERS intervention in a randomized controlled trial, using behavioral measures of peer interaction, in addition to self, parent, and teacher reports. Forty-one participants with ASD and no intellectual impairment, aged 12-17 years, were randomly assigned to an immediate intervention or a delayed-intervention group. All participants were assessed before and after the immediate intervention, and again at follow up, after the delayed intervention took place. Results revealed intervention-related behavioral improvements on adolescents' engagement, question-asking, and physical arousal. Parental reports indicated improved social skills, and reduced ASD symptoms. Adolescents reported on more social encounters, greater empathy, and scored higher on social-skill knowledge. Most of these effects maintained at a 16-week follow-up. Teacher reports' yielded effects only on pre-post intervention analysis. Adolescents' improvement on behavioral engagement predicted parent-reported social skills improvement. Our findings support the effectiveness of the adapted Hebrew version of PEERS for adolescents with ASD, through significant behavioral and questionnaire-based outcomes, which maintained at follow-up. Autism Res 2018, 11: 1187-1200. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Social-skills groups, which facilitate key social deficits characteristic of ASD, are a popular intervention for adolescents with ASD. Indeed, many treatment protocols have been published, and some have also been research validated. However, there have been inconsistent findings regarding the effectiveness of different protocols, in addition to limited findings of improvement beyond questionnaire reports. This study evaluated the Hebrew adaptation of the PEERS intervention, a 16-weeks long program, which involves the parents as their adolescents' social coaches. Following the intervention, adolescents improved their social-skills, participated more in social encounters, reported greater empathy, and demonstrated higher social-skill knowledge. A live play-role assessment with an unfamiliar peer indicated that adolescents showed greater involvement, asked more questions and were more physically relaxed during the conversation. Improvements maintained 16 weeks after the intervention was completed.

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Section: Methodsmentioning

confidence: 99%

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS^® intervention: Behavioral and questionnaire‐based outcomes

et al. 2018

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“…The Regev & Guttmann study (2005) aimed to examine the effects of engaging in artwork on 4 emotional-social traits within 109 primary-school children, who had 'learning disorders': Self-concept; Locus of Control; Coherence; and Social Loneliness (Regev & Guttmann, 2005).…”

Section: Paper 2: the Psychological Benefits Of Artwork: The Case Of mentioning

confidence: 99%

“…had 'reading disability', 10 had 'writing disability', 10 had 'math disability', and 48 had 'multiple disabilities'. In this study 'learning disorder' is described as a 'soft' emotional diagnosis with the main features being functional rather than emotional difficulties (Regev & Guttmann, 2005).…”

Section: Paper 1: 36 Children Assessed As Having 'Behaviour Problems'mentioning

confidence: 99%

“…All 4 studies examined group art therapy interventions rather than one-to-one art therapy. It appears that there were 4 different approaches to primary-school-based art therapy group interventions included within the 4 studies; 'Cognitive-behavioural art therapy' (Rosal, 1993); 'Traditional art therapy' (Rosal, 1993); 'Nondirective art therapy' (Regev & Guttmann, 2005); 'Art therapy based on painting therapy' (Khadar et al, 2013a(Khadar et al, , 2013b). The interventions are described with varying degrees of detail.…”

Section: The Art Therapy Interventionsmentioning

confidence: 99%

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Primary-school-based art therapy: a review of controlled studies

McDonald¹,

Drey²

2017

International Journal of Art Therapy

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“…Furthermore, through imagination and creative ability, children can express themselves with greater ease and satisfaction in a group, and this becomes an important issue of Inclusive Education. In that way, many countries are increasing the interventions through Expressive Arts as promoters of development in several areas and skills in the field of Special Needs Education or Inclusive Education (Regev & Guttmann, 2005;Peter,2009;Karkou,2010;McFerrana, Thompsona & Bolgerb, 2015;Carvalho, 2013;Mayesky, 2009;Rees, 2005;Gilberstson & Aldridge, 2008). Ho et al (2012) refer that an additional feature of Expressive Arts in education is their therapeutic origins as non-judgmental and supportive which potentially transforms the classroom into a learning community where everyone has a contribution.…”

Section: Expressive Arts and Inclusive Educationmentioning

confidence: 99%

Artes expresivas en la capacitación de docentes para la educación inclusiva: realidad portuguesa

Santos

Cid

Carvalho

2018

IJNE

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The psychological benefits of artwork: The case of children with learning disorders

Cited by 20 publications

References 6 publications

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS^® intervention: Behavioral and questionnaire‐based outcomes

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS^® intervention: Behavioral and questionnaire‐based outcomes

Primary-school-based art therapy: a review of controlled studies

Artes expresivas en la capacitación de docentes para la educación inclusiva: realidad portuguesa

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The psychological benefits of artwork: The case of children with learning disorders

Cited by 20 publications

References 6 publications

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS® intervention: Behavioral and questionnaire‐based outcomes

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS® intervention: Behavioral and questionnaire‐based outcomes

Primary-school-based art therapy: a review of controlled studies

Artes expresivas en la capacitación de docentes para la educación inclusiva: realidad portuguesa

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A randomized controlled trial evaluating the Hebrew adaptation of the PEERS^® intervention: Behavioral and questionnaire‐based outcomes

A randomized controlled trial evaluating the Hebrew adaptation of the PEERS^® intervention: Behavioral and questionnaire‐based outcomes