Art Group Interventions for Children With Learning Differences: A Systematic Review.

This study looked at art group activities for children with learning differences like autism and ADHD. The researchers found that art groups can help reduce challenging behaviors and improve social skills, self-expression, wellbeing, and the bond between children and their caregivers. The study created guidelines called 'The ART Principles' to help therapists run art groups more effectively.

This systematic review examined art group interventions for children (≤18 years) with learning differences, including autism spectrum disorder and ADHD. Analyzing international research, the study found that art group interventions can reduce problem behaviors and improve social interaction, self-expression, well-being, general development, and caregiver attachment. The review identified a lack of evidence-based practice in this area and developed 'The ART Principles' framework to guide occupational therapists. Data heterogeneity prevented meta-analysis of effectiveness outcomes, highlighting the need for more standardized research approaches in this field.

The ART Principles framework provides evidence-based guidance for occupational therapists implementing art group interventions. These interventions offer a creative, engaging approach to address behavioral, social, and developmental goals in children with neurodevelopmental conditions, though more standardized research is needed.

Data heterogeneity prevented meta-analysis of effectiveness outcomes, limiting the ability to quantify treatment effects. The review noted a general lack of evidence-based practice in this intervention area, suggesting variable research quality and methodology across included studies.

There is a lack of evidence-based practice to support the development of children with learning differences via art group interventions. Consequently, this mixed-methods systematic review synthesized existing international research on the outcomes and feasibility of art group interventions for children (≤18 years old) with learning differences, such as autism spectrum disorder and attention-deficit/hyperactivity disorder, and generated a framework to guide occupational therapists using art group interventions. Primary studies with a visual art group intervention, children with a neurodevelopmental disorder(s), and feasibility and/or effectiveness outcomes were included with no limiters being applied. Eight electronic databases were screened and two independent reviewers were involved in article selection.

Data heterogeneity prevented the meta-analysis of effectiveness outcomes. Analysis showed art group interventions can reduce "problem behaviors" and improve social interaction, self-expression, well-being, general development, and caregiver attachment for children with learning differences. Guidelines: The ART Principles.