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Developing Social-Emotional Reciprocity in Elementary Age Children on the Autism Spectrum through an Art Therapy Intervention Plan

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Developing Social-Emotional Reciprocity in Elementary Age Children on the Autism Spectrum through an Art Therapy Intervention Plan

Schmidt, Kathryn (2016) Developing Social-Emotional Reciprocity in Elementary Age Children on the Autism Spectrum through an Art Therapy Intervention Plan. [Graduate Projects (Non-thesis)] (Unpublished)

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Abstract

With increased sophistication in diagnostic tools, children with Autism Spectrum Disorder (ASD) are getting diagnosed at earlier ages, causing a greater demand for intervention (Steever, 2011). Social-emotional reciprocity is a defining feature of ASD which can prevent the child from making deep connections and responding empathetically to others (American Psychiatric Association, 2013). Children on the Spectrum are naturally drawn to the creative arts because of their visual strengths and desire for sensory stimulation (Martin, 2009). However, current art therapy literature is lacking in specific step-by-step intervention plans to address the needs of this population. Using the steps laid out by Fraser, Richman, Galinsky and Day (2009), this paper examines current literature on ASD, child development, empathy, and art therapy in order to develop an art therapy intervention plan to increase social-emotional reciprocity in elementary aged children on the Spectrum.

Divisions:Concordia University > Faculty of Fine Arts > Creative Arts Therapies
Item Type:Graduate Projects (Non-thesis)
Authors:Schmidt, Kathryn
Institution:Concordia University
Degree Name:M.A.
Program:Creative Arts Therapies (Art Therapy Option)
Date:1 September 2016
ID Code:981602
Deposited By: KATHRYN SCHMIDT
Deposited On:09 Sep 2016 13:24
Last Modified:10 Apr 2018 17:10

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  • Developing Social-Emotional Reciprocity in Elementary Age Children on the Autism Spectrum through an Art Therapy Intervention Plan. (deposited 09 Sep 2016 13:24) [Currently Displayed]
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