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

Abstract

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 AR 3 T Principles.

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