Integrating play in art activities to enhance the social skills of children with autism

• Main Author: Tumang, Pamela Cristina C.
• Format: text
• Language: English
• Published: Animo Repository 2016
• Subjects: Autistic children—Education; Children with autism spectrum disorders; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5078
• Institution: De La Salle University

The main purpose of the study was to determine if integrating play in art activities can enhance the social skills of three children with Autism Spectrum Disorder (ASD) aged 4-6 years old. This research employed the case study methodology. Quantitative data was collected using teacher-made checklists. Qualitative data were collected from interviews from the children's parents and classroom teachers, direct observation, analysis of the videotaped recordings of the intervention, and physical artifacts of the art products. The intervention period was done over group sessions for six weeks. Anecdotal records of each student disclosed their behavior as they engaged in the integrated play in art activities. The results showed that there has been an improvement in the social skills of the children during Free Play after the activities had been implemented. These skills include: (1) participation in simple group activities, (2) initiating peer interaction, (3) taking turns in games, (4) interacting and participating in shared activities with other children, (5) playing with other children than alone, (6) participation in group play, and (7) starting a conversation with peers. Based on the findings, the following conclusions were drawn: (1) integrating play in art activities can enhance the social skills of young children with ASD, (2) children with ASD thrive in rhythm and routine, and (3) it is important to incorporate children's interests when planning for activities for children with ASD.