An Autistic Child's Painting Story

• Main Authors: Ho, Meng-Hsuan, 何孟嬛
• Other Authors: Wu, Yi-Cheng
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/brrkbf

碩士 === 臺北市立大學 === 視覺藝術學系視覺藝術教學碩士學位班 === 105 === Abstract Keywords: autistic children, emotional reactions, painting characteristics, case study, action research This study focuses on a child with a mild level of autism for a 24 weeks art learning process. The purposes of this research are to investigate (1) the changes of his painting characteristics, (2) if he could accept the changes of painting contents, colors, and shapes, (3) his emotional reactions in the class, (4) if he could improve in listening to instructions (5) if he could interact and share his art works with the researcher. The action research includes observation, interview, and various evaluation methods. The conclusions are the followings: (1) The child has continued on some of his preschool painting characteristics, but has come up with some new painting characteristics. (2) The fixation behavior of the child has been improved; the child no longer rejects new painting contents, colors, and shapes as he used to; his anxiety was not so obvious as before; and he can complete the art work following the teacher’s instruction even if the painting contents did not interest him. (3) The child’s emotional reactions has calmed down with less screaming, crying, and leaving his seat; occasionally he would repeat nonsense words in hyperactive emotion, which however did not affect much on the class; the researcher has been able to control and transfer his emotional fluctuation gradually; and gradually his mother did not have to accompany him and the child could stay alone with the researcher in the room. (4) The child responses to the researcher; the researcher notice that he has improved in following instructions; and the researcher can ask the child one question at a time and confirm the child response to each one. (5) As the child could gradually speak, his thoughts could be understood and his needs could be satisfied; therefore his screaming, crying and running around behaviors has decreased and sometime even disappear; the researcher do not need to guess what the child needs anymore; and the interaction and communication between the researcher and the child has improved significantly.