Publication Cover
Art Therapy
Journal of the American Art Therapy Association
Volume 34, 2017 - Issue 4
7,536
Views
4
CrossRef citations to date
0
Altmetric
Articles

Exploring What Works in Art Therapy With Children With Autism: Tacit Knowledge of Art Therapists

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Babbie, E. (2001). The practice of social research (9th ed.). Belmont, CA: Wadsworth Thomson.
  • Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3–20). New York, NY: Oxford University Press.
  • Bartholomew, L. K., Parcel, G. S., Kok, G., & Gottlieb, N. (2001). Intervention mapping. Designing theory- and evidence-based health promotion programs. New York, NY: McGraw-Hill.
  • Boendermaker, L., Harder, A. T., Speetjens, P., Van der Pijll, M., Bartelink, C., & Van Everdingen, J. (2007). Programmeringsstudie Jeugdzorg [Programming study on child and youth care]. Utrecht/Groningen, The Netherlands: Dutch Youth Institute (NJi)/University of Groningen.
  • Bryant, A., & Charmaz, K. (2007). The Sage handbook of grounded theory. Los Angeles, CA: Sage.
  • Busschers, I., Boendermaker, L., & Dinkgreve, M. A. H. M. (2016). Validation and operationalization of intensive family case management: A Delphi study. Child and Adolescent Social Work Journal, 33(1), 69–78. doi:10.1007/s10560-015-0403-7
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, UK: Sage.
  • Chorpita, B. F., Daleiden, E. L., & Weisz, J. R. (2005). Identifying and selecting the common elements of evidence-based interventions: A distillation and matching model. Mental Health Services Research, 7(1), 5–20. doi:10.1007/s11020-005-1962-6
  • De Bildt, A. A., Blijd-Hoogerwijs, E. M. A., Dijkstra, S. P., Huizinga, P., Ketelaars, C. E. J., Kraijer, D. W., … Minderaa, R. B. (2007). Pervasieve ontwikkelingsstoornissen [Pervasive developmental disorders]. In F. Verheij, F. C. Verhulst, & R. F. Ferdinand (Eds.), Kinder- en jeugdpsychiatrie; behandeling en begeleiding (pp. 31–81). Assen, The Netherlands: Van Gorcum.
  • Doreleijers, T., Boer, F., Huisman, J., Vermeiren, R., & De Haan, E. (Eds.). (2006). Leerboek psychiatrie, kinderen en adolescenten [Handbook of psychiatry, children and adolescents]. Utrecht, The Netherlands: De Tijdstroom.
  • Elkins, D. E., & Deaver, S. P. (2010). American Art Therapy Association, Inc.: 2009 membership survey report. Art Therapy: Journal of the American Art Therapy Association, 27, 141–147. doi:10.1080/07421656.2010.10129665
  • Emery, M. J. (2004). Art therapy as an intervention for autism. Art Therapy: Journal of the American Art Therapy Association, 21, 143–147. doi:10.1080/07421656.2004.10129500
  • Fein, D. A. (Ed.). (2011). The neuropsychology of autism. Oxford / New York: Oxford University Press.
  • Gilroy, A. (2006). Art therapy, research and evidence based practice. London, UK: Sage.
  • Glaser, B. G., & Strauss, A. L. (1995). The discovery of grounded theory: Strategies for qualitative research. New Brunswick, NJ: Aldine.
  • Happé, F., & Frith, U. (2006). The weak central coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. doi:10.1007/s10803-005-0039-0
  • Iachini, A. L., Hock, R. M., Thomas, M., & Clone, S. (2015). Exploring the youth and parent perspective on practitioner behaviors that promote treatment engagement. Journal of Family Social Work, 18, 57–73. doi:10.1080/10522158.2014.974293
  • Kaiser, D., & Deaver, S. (2013). Establishing a research agenda for art therapy: A Delphi study. Art Therapy: Journal of the American Art Therapy Association, 30, 112–121. doi:10.1080/07421656.2013.819281
  • Kenet, T. (2011). Sensory functions in ASD. In D. Fein (Ed.), The neuropsychology of autism (pp. 215–224). New York, NY: Oxford University Press.
  • Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, NJ: Erlbaum.
  • Linesch, D., Aceves, H. C., Quezada, P., Trochez, M., & Zuniga, E. (2012). An art therapy exploration of immigration with Latino families. Art Therapy: Journal of the American Art Therapy Association, 29, 120–126. doi:10.1080/07421656.2012.701603
  • Lucangeli, D. (2007). Voorlopers van metarepresentatie bij kinderen met autisme [Precursors of metarepresentation in children with autism]. In I. Noens & R. van IJzendoorn (Eds.), Autisme in orthopedagogisch perspectief (pp. 104–114). Amsterdam, The Netherlands: Boom Academic.
  • Malchiodi, C. A. (2003). Handbook of art therapy. New York, NY: Guilford.
  • Martin, N. (2009). Art therapy and autism: Overview and recommendations. Art Therapy: Journal of the American Art Therapy Association, 26, 187–190. doi:10.1080/07421656.2009.10129616
  • Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum Qualitative Sozialforschung, 11(3), Article 8.
  • Metzl, E. S. (2015). Holding and creating: A grounded theory of art therapy with 0–5-year-olds. International Journal of Art Therapy, 20(3), 93–106. doi:10.1080/17454832.2015.1076015
  • Mottron, L., Dawson, M., Soulières, I., Hubert, B., & Burack, J. (2006). Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception. Journal of Autism and Developmental Disorders, 36(1), 27–43. doi:10.1007/s10803-005-0040-7
  • Nieweg, E. (2013). DSM, een zoektocht naar fantomen [DSM, a search for phantoms]. Medisch Contact, 69, 1052–1055.
  • Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105. doi:10.1111/j.1469-7610.1991.tb00351.x
  • Pénzes, I., Van Hooren, S., Dokter, D., Smeijsters, H., & Hutschemaekers, G. (2014). Material interaction in art therapy assessment. The Arts in Psychotherapy, 41, 484–492. doi:10.1016/j.aip.2014.08.003
  • Pioch, A. (2010). Vaktherapie in een leeromgeving: Projectverslag en onderzoekstraject [Arts therapies in a learning community: Report and research plan]. Groningen, The Netherlands: RENN4, Vaktherapie/Sensor.
  • Polanyi, M. (1967). The tacit dimension. London, UK: Routledge.
  • Raban, B., Ure, C., & Waniganayake, M. (2003). Multiple perspectives: Acknowledging the virtue of complexity in measuring quality. Early Years: An International Research Journal, 23(1), 67–77. doi:10.1080/0957514032000045591
  • Renty, J., & Roeyers, H. (2006). Satisfaction with formal support and education for children with autism spectrum disorder: The voices of the parents. Child: Care, Health and Development, 32, 371–385. doi:10.1111/j.1365-2214.2006.00584.x
  • Richard, D. A., More, W., & Joy, S. P. (2015). Recognizing emotions: Testing an intervention for children with autism spectrum disorders. Art Therapy: Journal of the American Art Therapy Association, 32, 13–19. doi:10.1080/07421656.2014.994163
  • Robey, R. R. (2004). A five-phase model for clinical-outcome research. Journal of Communication Disorders, 37(5), 401–411. doi:10.1016/j.jcomdis.2004.04.003
  • Rozga, A., Andersson, S. A., & Robons, D. L. (2011). Major current neuropsychological theories of ASD. In D. Fein (Ed.), The neuropsychology of autism (pp. 97–120). New York, NY: Oxford University Press.
  • Rubin, J. (2001). Approaches to art therapy: Theory and technique. New York, NY: Routledge.
  • Schothorst, P. F., Van Engeland, H., Van der Gaag, R. J., Minderaa, R. B., Stockmann, A. P. A. M., Westermann, G. M. A., … Ketelaars, C. E. J. (2009). Richtlijn diagnostiek en behandeling Autisme Spectrum Stoornissen bij kinderen en jeugdigen [Guideline on assessment and treatment of autism spectrum disorders in children and adolescents]. Utrecht, The Netherlands: de Tijdstroom.
  • Schweizer, C. (2014). Beeldende therapie bij kinderen met een Autisme Spectrum Stoornis [Art therapy with children with autism spectrum disorders]. Wetenschappelijk Tijdschrift Autisme, 13(1), 28–35.
  • Schweizer, C., De Bruyn, J., Haeyen, S., Henskens, B., Rutten-Saris, M., & Visser, H. (Eds.). (2009). Handboek beeldende therapie. Uit de verf [Handbook of art therapy: Painted out]. Houten, The Netherlands: Bohn Stafleu van Loghum.
  • 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, 577–593. doi:10.1016/j.aip.2014.10.009
  • Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140–149. doi:10.1177/10883576050200030201
  • Slayton, S. C., D'Archer, J., & Kaplan, F. (2010). Outcome studies on the efficacy of art therapy: A review of findings. Art Therapy: Journal of the American Art Therapy Association, 27, 108–118. doi:10.1080/07421656.2010.10129660
  • Smeijsters, H. J. M., & Cleven, G. (2006). The treatment of aggression using arts therapies in forensic psychiatry: Results of a qualitative inquiry. The Arts in Psychotherapy, 33(1), 37–58. doi:10.1016/j.aip.2005.07.001
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). London, UK: Sage.
  • Swaab, H. (2007). Neuropsychologie en neuropedagogiek bij Autisme Spectrum Stoornissen [Neuropsychology and neuropedagogy in case of autism spectrum disorders]. In I. Noens & R. van IJzendoorn (Eds.), Autisme in orthopedagogisch perspectief (pp. 92–103). Amsterdam, The Netherlands: Boom Academic.
  • Tausendfreund, T., Metselaar, J., Conradie, J., De Groot, M. H., Schipaanboord, N., Knot-Dickscheit, J., … Knorth, E. J. (2015). Self-reported care activities in a home-based intervention programme for families with multiple problems. Journal of Children's Services, 10(1), 29–44. doi:10.1108/JCS-07-2014-0034
  • Teeuw, H. (2011). Resultaten in beeld: Onderzoekslijn procesevaluatie. Een onderzoek naar resultaten die beeldend therapeuten behalen bij kinderen met PDDnos van 8–12 jaar [Outcomes in the picture: Research program process-evaluation. A study on outcomes of art therapists working with 8–12 years aged children diagnosed with PDDnos] (Unpublished bachelor's thesis). Stenden University of Applied Sciences, Leeuwarden, The Netherlands.
  • Van Yperen, T. A., & Veerman, J. W. (Eds.). (2008). Zicht op effectiviteit. Handboek voor praktijkgestuurd effectonderzoek in de jeugdzorg [A view on effectiveness: Handbook of practice-based research on outcomes in child and youth care]. Delft, The Netherlands: Eburon.
  • Veerman, J. W., & Van Yperen, T. A. (2007). Degrees of freedom and degrees of certainty: A developmental model for the establishment of evidence-based youth care. Evaluation and Program Planning, 30, 212–221. doi:10.1016/j.evalprogplan.2007.01.011
  • Verheij, F., Westermann, G. M. A., & Maurer, J. M. G. (2014). Adviseren en plannen van jeugdhulp [Advising on and planning of youth care]. Amsterdam, The Netherlands: SWP.
  • Whitaker, P. (2002). Supporting families of preschool children with autism: What parents want and what helps. Autism, 6, 411–426. doi:10.1177/1362361302006004007

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.