Abstract
The major purpose of this study was to explore the possibilities of using the
kinesthetic imports of art to improve interaction among autistic children.
Specifically, the study exposed autistic children to the following; Drawing and
Colouring for psychotherapy, Assemblage Art for cognition, Kinesthetic Art for
interaction, and Re-test with the three art forms combined. It was an
experimental study. Population comprised 30 autistic children, treatment group;
(n=15) and control group; (n=15). The instruments developed and used for
treatment and data collection were; the Syllabus for Experimental Art Classes
(SEAC), which was the curriculum for interventions, and the Percentage Scoring
and Rating Chart (PSRC), which was used to rate responses to the two
interventions; School Treatment Art Classes (STAC) and the Home Re-test
Combined Art Classes (HRCAC). Direct observation was basis for progress
percentage rating. The results showed; (i) significant decline in screaming fits,
(ii) improvement on photo-sense, (iii) elongation of attention span, (iv)
development of assemblage skills, and (v) enormous drop in mood swing. It is
recommended that art and interactive learning be improved upon in special
schools, not just as a subject but a creative way of teaching other subjects. This is
mainly because art is a reliable kinesthetic strategy for managing autistic
children both at home and school.