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Art as an Early Intervention Tool for Children With Autism by Nicole Martin

By Nicole Martin

The early years are the main serious interval of studying for a kid with autism. healing art-making could be a useful gizmo to faucet into their imaginations and support them to precise their concepts and emotions. "Art as an Early Intervention device for kids with Autism" contains functional suggestion on supporting a baby circulate past scribbling, organizing the kid's setting for optimum convenience and rest, and delivering actual and sensory aid. This ebook is full of suggestions and proposals for a way to supply artwork treatment for kids with autism - masking subject matters equivalent to the fundamental fabrics required, issues of safety, tips to organize a workspace, and ideas for coping with tricky habit. the writer writes from a certified and private viewpoint - Nicole Martin is a professional artwork therapist focusing on operating with kids with autism, and she or he additionally has a brother with autism. This publication is ideal for busy mom and dad and as a pragmatic reference for pros resembling psychologists, academics, occupational therapists, sensory integration therapists and somebody operating with a toddler at the autism spectrum.

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There are many cases to the contrary of artist savants who were able to improve their overall functioning and behaviors without any tarnishing of their talent. The case of Nadia often just stirs up myths of incompatibility between art-making and behavioral therapies. In my experience, behavioral interventions improve the quality of the child’s artwork and, conversely, making art can sometimes improve behaviors. In the art world, unusual is good. Artwork made by artist savants with autism, often described as “methodic”, “quirky”, “intense,” or “primitive,” is in high demand in the “outsider” art market (the term “outsider” refers to art made by non-professionals often with little or no formal training, sometimes with neurodevelopmental disabilities or mental illness).

The tendency to include an unusually high amount of detail in his or her drawings is typically first noticed once a child is drawing at the preschematic level. Children who draw in this manner appear unable to filter out extraneous detail and compulsively include it in their artwork; these children usually develop reputations as artists. This behavior is often described as hyperfocus or “high fidelity attention” (Rimland 1978) in artistic savants. The need for high detail may be related to perceptual/sensory issues, perseveration and obsessivecompulsive behavior, or the need for order and organization, particularly if it involves drawing maps or floor plans.

Neurotypical children experiment quite a bit with drawing designs and schemas and often seek out new and unfamiliar sensory experiences; this hands-on experimentation behavior is often lacking in children with ASD. It is most likely related to sensory issues and atypical development. Difficulty with non-veridical representations. “Non-veridical” means “not real”. This characteristic is described in a study by Craig, Baron-Cohen, and Scott (2001) that used a variety of imaginative drawing tasks to isolate an autism-specific imagination deficit.

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