Effects of sensory art curriculum on joint attention in students with autism

Children with Autism Spectrum Disorders (ASD) exhibit challenges in developing joint attention, which is significant as a precursor to social interaction and an integral part of communication development. Research suggests that children with ASD benefit from inclusion with typical peers while supported in creative activities that are intrinsically motivating and draw on their strengths as visual learners. The purpose of this study was to investigate the effects of a sensory-based art curriculum on joint attention in students with moderate autism while included with typically developing peers in the intervention program. Throughout the intervention program, participants with ASD used many social communication strategies to engage with typically developing peers. Implications are discussed in terms of areas of possible further research