Objective: This quasi-experimental study examines the impact of art therapy techniques on social development in students with intellectual disabilities. Method: The sample includes 36 educable students with intellectual disability, ranging from 9 to 11 years of age, were selected by simple random sampling in 3 groups, each consisted of 12 students, as 2 for experimental, and 1 for control groups. Raven Black & White Test for Children and Vineland Social Development Scale were respectively utilized to measure intelligence and social development. Results: Findings showed that dramatic educational techniques could improve social development. Accordingly, making-believe trainings were more effective than doll-playing. Conclusion: The findings stress that some art therapy techniques could be used to facilitate and improve social development in students with intellectual disabilities.
Larijani Z, Razeghi N. Impact of Art Therapy on Social Development in Students with Intellectual Disabilities. JOEC 2008; 8 (1) :43-52 URL: http://joec.ir/article-1-359-en.html