A Case Study of How Group Art Therapy Helps Children with Special Needs to Develop Executive Functions

• Main Authors: Seck-Yin Lau, 劉淑晶
• Other Authors: Su-Sian Tzen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/80019940188207177099

碩士 === 中原大學 === 特殊教育研究所 === 103 === Executive function is referred to a series of cognitive abilities. Though the operation of executive function, we are able to convert our thoughts into specific action. Therefore, executive function is very important and essential during children’s development process. According the literature, most children with special needs have deficits in executive function. Therefore, the aim of this study is to explore how group art therapy helps children with special needs develops their executive function. This study adopts the qualitative research approach. Three children between the ages of 4 and 6 participated in an art therapy group in an early intervention center are involved in this study. Data were collected from interviews, video recordings as well as questionnaire from the weekly sessions for eight weeks. The results showed that three children have made obvious improvement on their abilities of planning, inhibition, and also communication abilities. Besides, we have noticed the trust relationship between the therapist and their parents have some important influence . For example, during the early stage of the study, children tended to give up when they faced difficulties. Through therapist’s guidance, children gradually acquire the flexibility to take specific action according to different situations. Also, when they faced situation that needs cooperation and coordination with others, they could respond and adjust in a very short period of time.