Art therapy with an autistic person with learning disabilities: communication and emotional regulation

ABSTRACT

Background

Art therapy with an autistic person with learning disabilities: communication and emotional regulation.

Context

This study focuses on a six-week art therapy programme with an autistic adult, who also has a learning disability, anxiety, and sensory processing disorder. Can art therapy be an effective therapeutic modality to help them develop their communication and emotional regulation abilities?

Approach

A single-case study approach was used and contextualised using the ‘Interactive Square approach’ introduced by Bragge and Fenner ([2009]. The emergence of the ‘interactive square’ as an approach to art therapy with children on the autistic spectrum. International Journal of Art Therapy, 14(1), 17–28.). An open-ended interview was conducted and utilised an arts-based narrative inquiry to code the data from the interview. Using Lieblich et al. ([1998]. Narrative research: Reading, analysis, and interpretation. Sage Publications, Inc.) model of narrative analysis.

Outcomes

The study found that art therapy could contribute to the development of communication skills for the client and assist with emotional regulation strategies. While humour and the spontaneous element of the art materials also had a beneficial impact.

Conclusions

Art Therapy can thus reduce the need for avoidant coping strategies and cognitive suppression, which lead to increased anxiety and externalising behaviour.

Implications for Research

These findings highlight important conclusions, and more art therapy research with autistic people with learning disabilities is warranted.

Plain-language summary

This article examines the initial impact of art therapy with an adult diagnosed with Autism Spectrum Disorder (ASD). The study investigated whether art therapy could be an effective way of helping that person with communication and managing their emotions.

The first part of the research was to gather data from the art therapy sessions. Based on the interactive square analysis method introduced by Bragge and Fenner ([2009]. The emergence of the ‘interactive square’ as an approach to art therapy with children on the autistic spectrum. International Journal of Art Therapy, 14(1), 17–28.). The second part of the research was to hold an audio interview with the client and analyse the recording using Liebmann’s ([2008]. Art therapy and anger. Jessica Kingsley Publishers.) model of narrative analysis.

The findings found that art therapy contributed to the development of communication skills. The sensory qualities of the art materials encouraged communication. Art therapy could help a person to understand and manage their emotions.

This study highlights important conclusions that can help autistic people with learning disabilities.

KEYWORDS:

• Art therapy
• autism
• communication
• emotional regulation
• sensory

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Correction

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/17454832.2023.2275927)

Additional information

Notes on contributors

Andrew Christopher Wright

Andrew C Wright is a trained Art Psychotherapist, UK licensed and registered, who trained at Goldsmiths College, University of London UK in 2002 and he has completed a Masters in Educational research at the University of London in 2019. Andrew has worked in London, Singapore, and Dubai. He is now based in Bournemouth, Dorset, working in private practice, and provides art therapy services to children, adolescents, and adults. He is also an approved private practitioner and clinical supervisor for BAAT.