Family‐centered creative arts therapies for children with autism: A configurative systematic review

Abstract

AbstractObjectiveThis configurative systematic review analyzed family‐centered creative arts therapies for children with autism to understand why and how they are done.BackgroundCreative arts therapies and family‐centered practice are both beneficial for children with autism. Research combining both approaches—that is, family‐centered creative arts therapies—is emerging, and reported findings are promising. A deeper understanding of the theoretical influences and mechanisms of these therapies may generate new ways of thinking and working with families with children with autism.MethodsFollowing registration with PROSPERO and in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses) guidelines, a literature search was performed, resulting in 17 studies. Thematic analysis considered the studies in terms of theoretical influences, creative arts therapy components, and family‐centered components.ResultsThe development‐in‐context perspective was a key theoretical influence. In addition to music and singing, body movement/physical activity was a prominent component of creative arts therapies. Verbal support as well as modeling behaviors and strategies to parents were salient family‐centered components.ConclusionThis systematic review reveals common principles, practices, and gaps in the existing literature and their relevance for families with children with autism.ImplicationsThese findings bear implications for families, therapists, Certified Family Life Educators, and other professionals working with families with children with autism.