Art Therapy and its impact on Communicative Skills of a Kindergarten student on Autism Spectrum in A Language Immersion Setting
How can art therapy improve the communication skills and self-efficacy (or self-confidence) of a kindergarten student on an autism spectrum c in a language immersion setting?
List Topics to Research in the Literature Review
Setting & Participants
The language School in the St. Louis Charter Schools System. One participant in the case study: “Anna”: a white, English speaking, Kindergarten student with autism and speech and language deficiencies
Data Collection ( List all data sources and types) and explain how they would answer your RQ:
Review of Archival data: student’s IEP – individual education program will be relevant to the current strategy which I am going to apply, it will allow me to build a close interaction within a team of those who care about a child parents, school, teachers but more importantly, to learn about the student’s immediate needs and goals to be able to develop helpful strategies/interventions.
Art work – student art work.. It can be examined carefully to measure art therapy results in relevance to the set of goals. Art work an observation assessment. The progress can be recorded after each art therapy session. It will help me to track progress regarding communication and self-confidence checking accordance to the strategy each time.
Lesson plans: all your activities/with goals, objectives, materials and accommodations developed.
• Observational Data
Personal Journal: I will field notes of my interactions with Anna during art therapy, to see if her utterances of English and Spanish vocabulary improve as a result of the therapies what is working? What isn’t? What does she like? How is she responding to the therapies? Tracking progress with Anna through each meeting. It will help to track the effectiveness of the art therapy. In addition, such objective knowledge can be easily shared with other autism experts, so that they can make assessment and recommend alternatives.
• Inquiry Data
Informal/regular conversations with Anna, classroom teacher and Anna’s mother: to learn more about the student and her needs and goals and check on progress and effectiveness of strategies