The effect of painting-based art therapy on teacher-child relationship, aggression and social interactions of children with autism spectrum disorder

Nasim Nozohour (Choghoosh)

doi:10.63053/ijhes.72

Authors

Nasim Nozohour (Choghoosh) Master of General Psychology, Azad University of North Tehran, Tehran

DOI:

https://doi.org/10.63053/ijhes.72

Keywords:

painting-based art therapy, teacher-child relationship, aggression, social interactions, autism disorder

Abstract

The purpose of this applied research was to determine the effectiveness of painting-based art therapy on the teacher-child relationship, aggression and social interactions of children with mild autism spectrum disorder. The current research was conducted using a semi-experimental method of pre-test-post-test type with a control group. The statistical population of the research included all the children with autism disorder of the second April Autism Center in Tehran, 30 of whom were selected by the available sampling method and were randomly assigned to two experimental and control groups. To collect information, Nielson's Aggression Questionnaire (2000), Pianta's Teacher-Child Interaction Questionnaire (1992), and the Autism Scale Questionnaire in the Social Interactions Subscale (1993) were used, and Martin's art therapy educational package (2009) was used for therapeutic intervention. became Collected data was analyzed using SPSS-27 software and analysis of variance test. The findings showed that art therapy based on painting has a significant effect on the teacher-child relationship, aggression and social interactions of children with autism spectrum disorder (p<0.5). The child-teacher has reduced children's aggression.

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