Drawing with Alternative Materials

Some children on the spectrum seek sensory input when I work with them in art therapy. One client that I work with can not use tradition drawing materials for any focused amount of time. I have found that there are other ways to "draw" images that keep him engaged better.

Wiki sticks are thin, bendable waxy materials that stick to surfaces and each other. We have been able to use them in image making quite successfully. This child loves the "stickiness" of the sticks and it encourages him to explore twisting and shaping them to create images on the paper. The sticks can be cut as well to help manage details in picture making. What is wonderful about this method, is that I am able to help the child learn some basic drawing skills; while at the same time engaing him and adapting to his sensory needs.

Model magic is another material that can be used for picture making. I think I have showcased this before, but can not emphasize its usefulness. This child was able to manipulate the modeling material into shapes thius creating the whole image. As he "practices" with engaing materials, his drawing skills improve and traditional media can be introduced gradually. 

Create Flash Cards to help Children with Autism Learn about Feelings

Children with Autism very often cannot fully comprehend feelings. They generally do not
understand how to read facial expressions on others and how these expressions
can indicate emotions. As a result, they have problems learning how to express
their own feelings and then can become frustrated. This frustration can turn
into meltdowns because they have difficulties communicating those feelings and
then frustration grows out of control. One of the best ways to teach children
with Autism to communicate feelings is to use or create visual aids so that they can begin to recognize these more fully.


Making flashcards together can be an effective way for children to relate and
recognize feelings. Gather magazines,stickers, scissors, index cards and glue to create your own flashcards. You can use pictures of favorite characters and actors and then cut out each one and paste it onto the card. You can also use stickers of different characters. Then
go through the flashcards with the child asking him how he feels about the
different pictures. See the nonverbal reactions as well. You can write the
correct emotion or feeling on the back and let him know what that emotion is.
Or you can write it on the front to encourage the verbal.

During your sessions,when emotions arise, ask the child for the appropriate card that corresponds to the feeling. Or model for him, for example when he gets angry, tell him that it
seems that he is angry and show him the right card. Do this for each card until
he starts to understand. Then you can praise or reward him for getting the
right card.

Use the words “I feel”along with the card, as in “I feel…” and then show the appropriate card. Or ifthe child is showing a particular emotion, say “I feel…” and show that card. Encourage the child to say the same phrase and show you the card. He doesn't have to verbally express the emotion yet, but try to have the child show you the emotion card
and if verbal, eventually say the phrase.

Continue to teach the child to say the emotion with the phrase. The goal would be that after sometime, he will be able to show you the appropriate card along with saying how he
feels. However, if verbal skills are limited, at least the cards will help him
communicate these feelings. You can use the cards less as the child is able to
express the emotions in other ways, but generally the visual aids can be useful
to keep on hand during all therapeutic activities.

Puppet Making: Imagination and Learning for Children with Autism

Most typical children naturally love to pretend play and intuitively use their imaginations at a relatively early age. We see this in normal development the strongest around 3-6 years of age. A child may pick up a toy car and “pretend” it is driving up and down the furniture; he may joyfully make sounds to indicate the car’s speed and motor. As the child becomes more mature and develops relationships in the world, he might race the car and tell us a story about who is in the car, where they are going and other details. Children learn about their world through play and then are able to develop healthy imaginations.

Children with Autism very often have challenges in developing healthy imaginations as well as engaging in purposeful or imaginative play. This, in addition to communication and socialization is an area that the creative therapies can help with. By engaging the child creatively and meeting them where they are, we can bring out their own interests and help them develop this skill in fun ways.

Puppet making is a great activity that combines art and play together! There are very simple ways to make puppets that can be executed by artists and novices alike. There is even pre-cut fabric or paper “blanks” that can be used as starters from various school supply or art supply vendors. There are a variety of styles such as paper bag puppets, sock puppets, finger puppets, stick puppets or glove puppets to name a few. Here is a link for a simple paper bag puppet in which all you need is a small brown bag, computer printer, scissors and glue: http://www.dltk-kids.com/crafts/teddy/mbearbag.html

There are many different styles and ways to create puppets and it really doesn’t matter which one you choose. The goal is to work together and encourage the child to be creative and imaginative with both the act of making the puppet and then with playing afterwards. A visual reference is always good to have, so making a sample puppet ahead of time might be helpful or having a picture. However, do try to promote creative changes as the child makes their own puppet. Verbal feedback is a good way to support the child’s efforts. Saying, “Oh, I like the way you used blue hair on yours instead of brown, it’s so fun and bright!” As you are creating the puppet with the child there may be opportunities to start “pretending” by making voices or giving the puppet a name.

After the art making, the play can begin. At first, some children on the spectrum may not join in but rather observe the play, or just not be paying attention at all. This is ok; you may have to play for them instead of with them in the beginning. Eventually, they may become curious and try some things with the puppet. Even if it doesn’t seem to make sense, follow their lead and go with it.

At some point, the puppets may be a projection for the child’s feelings and thoughts. Although some children with ASD may not have the verbal skills to express it fully, they may be able to have the puppet make a sound, or do a dance or gesture. The storytelling or the imaginative play can very often reflect some real issues ultimately. So, while having fun and letting the child explore with the puppet, the therapist or parent may be able to pick up on some things that otherwise may have not been noticed. But ultimately, it will be a fun activity that can open up the child’s creativity and help develop imagination and play skills.

"Art As Therapy": Sensory Activities for the Child with Autism

Very often my goals as an art therapist will focus on the creative expression in developing the child’s imagination, communication and socialization skills. These are all areas that the child with Autism Spectrum Disorder is working on in school, home and other therapies as well. However, sometimes art can simple be used in a more non-directed way and purely allow the child to experience the sensory elements of the materials.


In the field of Art Therapy, using the model of “Art as Therapy” is a process that allows individuals to experience the art making with little direction. This then allows them to gain insight and open up to their feelings in their own time. However, with the population of Autism, I see the “Art as Therapy” model more about the intrinsic sensory processes and believe that it can benefit the child that needs to “just have fun” with the creative activities. Having fun and engaging in this experience can then ultimately regulate the senses, emotions and behaviors.

Let’s explore some techniques and materials that both professionals and parents can use to help their children have this experience. These are some activities that can be adapted for any functioning level by either limiting the amount of materials presented and/or limiting the time allotted

Cornstarch Goo

This activity can be a little messy, but often will be a fun way to build a tolerance to wet materials. It is more a “play” activity rather than an art making one, because there is no product at the end. Sometimes the simplest of ingredients can create a great tactile experience- cornstarch and water is a great example of that. Combining these two ingredients makes a fun “goo” that acts like a solid and a liquid at the same time. It’s a great learning activity that will fascinate the kids about how things work.

Making the goo: In a medium size bowl, start with 1 cup of cornstarch and add the water one tablespoon at a time. Stir carefully and add a bit more water or cornstarch as needed to get the right consistency. You’ll know the right consistency when you see it — you won’t quite be able to stir it, but it will still look liquid.

The mixture will act like a solid when you squeeze it or press on it, but when you let it relax; it turns into liquid-like goo. Have the child scrape some up out of the bowl and squeeze it in their hand and watch the material form shapes. Then tell them to relax their hand and watch the shape melt between their fingers and drip back into the bowl. Make a game out of it by seeing how long the shape can stay solid before dripping back to liquid.

Colored Rice Mosaics

This is a project that can be both tactile as well as creative. The senses are engaged, while the goal will be to produce a work of colorful art. The preparation should be done before presenting to the child.

Ingredients: 1 cup dry white rice, 1 teaspoon rubbing alcohol or white vinegar, 3 to 4 drops food coloring, medium size bowl and spoon, and waxed paper or aluminum foil.

Making the Colored Rice: Measure the dry rice into a bowl. Add the rubbing alcohol or vinegar, and stir well to coat. Drop on the food coloring, stirring between each drop. Add food coloring, and keep mixing until the rice is your desired color. Place a sheet of waxed paper or foil on a flat surface. Pour the colored rice onto the waxed paper or aluminum foil. Allow the colored rice to dry completely. This usually takes about 30-60 minutes. Repeat steps to make additional colors of rice.

Making Art with the Colored Rice: To make a mosaic, have the child draw a simple a design onto a piece of cardstock or thin cardboard. Add glue to the design, one area at a time, and then sprinkle on the colored rice. Children with ASD might become over stimulated if given too much rice at once, so it is best to put the rice in small paper cups (bathroom size works well). Also, when applying the glue, give children a small amount with a paintbrush- this helps with the “over squeeze” we often see children engaging in when given the glue container. This activity can be a nice way to teach shapes and colors for younger children by filling simple outlines. For older children, more intricate designs can be incorporated.

Musical Shakers

By making a musical shaker, children can learn how the tactile elements create sound; allowing them to experiment and feel the items as they are used in fun ways.

Here are some things you can collect to make a variety of shakers: coffee cans, plastic yogurt containers, spice bottles, paper towel rolls. Inside materials: dried peas, popcorn, pennies, dried macaroni, dried beans, and other materials that child may be drawn to. (* this activity should be highly supervised with children who are very oral)

Steps for making shakers: Wash and dry all the empty containers. Have child pick out and choose one to decorate. They can use a variety of art materials to cover the container depending on their age and functioning level. Construction paper is usually a nice way to cover any lettering or labels that have not come off. Offer markers, crayons or glitter glue. Allow the container to dry before filling it.

Experiment with the dried materials by having child reach into the bowl and feel around. Ask child what they think adding that to a shaker would sound like? Let them do this with a few different textures.

When ready, fill each container between one half and two thirds full with the dried beans, macaroni, peas, popcorn seeds or rice. You can mix a couple of the dried ingredients together with some pennies to create different sounds. Attach the lids of the containers, making sure they are tightly sealed. Let them shake, shake, shake, and then you can turn on their favorite songs and let them play to the music.

Before the Meltdown: Sensory, Emotional and Behavioral Interplay

Most children who are diagnosed on the autism spectrum have difficulty regulating their emotions and maintaining a calm state as we know. Children with autism and special needs go through similar emotional challenges as typical children do, but it takes them longer to get through them and it may take some creative techniques. In addition, it is sometimes difficult to recognize which emotions may be prominent in the child with ASD because sensory needs may look like an emotional or behavioral reaction.

Parents, teachers and therapists can help by recognizing the emotions and offering empathy when behaviors escalate. De-escalation is the key. By learning about the child’s sensory issues, and behavioral triggers we can begin to recognize the signs before hand; and thereby help the child regulate and avoid an emotional meltdown.


If and when emotions become overwhelming to the child, try to acknowledge those feelings and not stop them from being expressed. Tell the child that when he cries it is caused by a feeling and that it will pass like a dark cloud. The sun will come out again, even though it feels like the sky is falling. Help him learn to take a few slow deep breaths when he first begins to feel upset.


In our creative arts therapy groups or in any other social skills or therapeutic groups, we can address these issues both in neutral times, when there is no upset as well as when a child in the group starts have difficulties. We can praise the children when we see them regulating themselves and we can offer mirroring for when we notice that negative behaviors are escalating.


Example
A child may start banging the table and fidgeting, so we need to recognize this behavior whether out of frustration or another sensory need and take it as a “sign”. We may reflect back to the child either verbally, “I see you are banging the table Johnny, sometimes it is hard to stay in our seats…. And you are doing so well…..” Or perhaps, non-verbally bang along with the child and create a playful interchange. (I have offered clay or model magic and that seems to work wonders for frustration control) However, that banging on the table could have in fact been a sensory need to move, or hear sound, or just feel the table against his hands. We may not always get it right, but we are still recognizing the need. In any case, as we get to know the children in our classes or groups we can distinguish their needs, emotions and behaviors.


Taking breaks and using sensory toys and art materials may help a child regulate when frustration levels seem overwhelming within the group. When a child needs that break, have an aide work with them for a set amount of time a little bit away from the group; not leaving the room entirely unless necessary. Then allow that child to slowly rejoin the activity when ready and then praise them for their efforts.

Integrating Art Therapy and the DIR/Floortime Model

In recent years, there has been a great effort to meet a rising need and demand for innovative and therapeutic services that can give children on the Autism Spectrum the best chance to develop intellectually and socially; to discover their talents and to cope with their challenges. There are more creative art therapists offering services for this population, but are seeking effective and imaginative ways to work without compromising the goals of the field.

Art Therapy can help the child with Autism in many ways. Some main areas that art therapists focus on include: increasing communication and social skills, developing a sense of individuality, building of relationships, and facilitating sensory integration (Betts, 2005). Children on the Autism Spectrum struggle with all these challenges in varying degrees however communication is an area that will affect them the greatest. We need to define what communication is for the child with Autism. It is not just language as a form of communication, but rather the totality of the communicative framework that appears from infancy onward which experts such as Daniel Stern and Donald Winnicott theorize. (Evans and Dubowski, 2007). We need to understand these basic areas and become aware of the level which the child with Autism is functioning developmentally in order to provide appropriate therapeutic interventions.

The DIR®/Floortime™ Model( Developmental, Individual Difference, Relationship-based) is a systematic way of working with the child that enables him to climb the developmental ladder and takes him back to the milestones that may have been missed earlier on (Greenspan and Weider, 1998). The six milestones within the model include: 1) Self regulation and interest in the world, 2) Intimacy, 3) Two-way communication, 4) Complex communication, 5) Emotional ideas, and 6) Emotional thinking. This model is a framework that helps clinicians, parents and educators perform a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders and other developmental challenges. Greenspan explains that the five activities to engage children in Floortime are to observe, approach, follow the child's lead, extend and expand play, and let the child close the circle of communication.

The Creative Arts Therapies combined with the DIR®/Floortime™ Model creates a unique and comprehensive approach that accomplishes these tasks. The blend of a child-centered focus along with creative and expressive modalities brings together a dynamic and integrative model that children thrive on. Art Therapy can help children with sensory issues or deficits “play” with materials in their own way and at their own pace; then develop a system of regulation to participate in artistic expression. Dance and Movement Therapy has been incorporated successfully as well; using the kinesthetic qualities to help children move purposefully and engage socially in sensorial activities. Dr. John Carpente, a music therapist has incorporated the DIR®/Floortime™ Model into his work as well. He states that the therapist’s task is to improvise music built around the child’s responses, reactions, responses, and/or movements to engage him or her in a musical experience that will facilitate (musical) relatedness, communication, socialization, and awareness (Carpente, 2009).

Art Therapy has unique qualities that help the child with Autism. Many children with Autism tend to be visual learners and traditional methods of instruction can often be quite challenging. Therefore, visual art directives and projects are a great way to help children with Autism learn and communicate, as well as interact and function in the world.

References


Betts, D. J. (2005). The art of art therapy: Drawing individuals out in creative ways. Advocate: Magazine of the Autism Society of America, 26-27.

Carpente, J (2009). The Effectiveness of Nordoff-Robbins Music Therapy within a Developmental, Individual-Differences, Relationship-based (DIR®)/Floortime™ Framework to the Treatment of Children with Autism. Dissertation, Temple University.

Evans, K., & Dubowski, J. (2001). Art Therapy with children on the Autistic Spectrum: Beyond Words. London, UK: Jessica Kingley.

Greenspan, S. and Wieder, S. (1998). The child with special needs. USA: Da Capo Press.

“Hands-on” Learning for ASD Through Visual and Creative Modalities

Many children with autism tend to be visual learners and traditional methods of instruction can often be quite challenging. For example, while the average child learns language through social interactions by mimicking the words they hear in everyday conversations, children with autism spectrum disorder may not absorb speech and language skills as readily. Often, children with autism do not imitate others in the same way that average children do, making it necessary to take a more direct approach. Signed speech, which uses sign language in conjunction with spoken language to visually reinforce new words and concepts, is a hands-on approach to teaching speech and language skills.

Hands on projects use that same principle of multisensory learning, combining visual, tactile, and verbal stimuli to teach new skills and concepts, appealing to the learning characteristics of many autistic children. Hands on projects can be integrated into nearly any learning experience. For example, you can tell a story while working together to illustrate it with simple drawings that can aid in comprehension, while keeping children engaged in social interaction. Paper cutouts, used to act out a story as it is read can be great literacy and comprehension reinforcement, and having the child participant in creating them offers another hands-on activity.

• Drawing and coloring flashcards can help in the development of fine motor skills while teaching letter and number recognition, or decorating them with fabrics and objects of varying textures can add tactile elements to the lesson.
• Mixing instant puddings or homemade play dough can help children learn to follow simple instructions with the help of tactile stimulation to maintain attention.
• Older children can benefit from cooking or baking projects, learning math skills through measuring ingredients and gaining competency in following directions. Also, getting to eat the finished product is a tangible reward for a job well done.
• Art projects that correspond with lesson plans for the day can be very helpful in reinforcing academic subjects, such as making clay models of animals or objects learned about earlier in the day.
• Model building, painting, or drawing projects can bring history or social studies lessons firmly into focus for autistic children, and lessons on plant biology can be brought home with a plant growing project.

Short attention spans are common in children with autism, another issue that is often eased with the use of hands on projects for autistic students. Active learning can be a great help in keeping children focused, alert, and engaged, making it easier to stay on task. If attention span becomes an issue when hands on projects are underway, divide each project into small steps with breaks given after each one. Lengthening those intervals between breaks gradually can help the child slowly build a more appropriate attention span.

Hands on projects are a great way to teach children on the spectrum. In fact, all child can benefit from the combination of activity and education that these modalities offer. In an integrated learning environment, hands on projects can help children with autism interact and cooperate with other children, promoting understanding and fostering those vital social and communication skills. And of course hands on projects are much more fun for all involved.