자폐스펙트럼장애 예술 중재연구 동향 분석

Abstract

The purpose of this study was to analyze domestic art-based intervention studies for autism spectrum disorder patients to observe existing trends and to determine further directions and objectives going forward. We analyzed 116 scholarly articles on music education, music therapy, arts education, arts therapy, dance education, and dance/movement therapy published between 2000 and 2017. Articles that had independent variables related to intervention theory and practice and dependent variables related to mediation were analyzed. The results were as follows: First, when analysis was conducted with independent variables set as relationship- based interventions, assistive and adaptive technology, motor sensory interventions, applied arts interventions, or other interventions, we found that music technique- centered music education (26 articles [63.4%]), and music therapy (19 articles [76.0%]) appeared most frequently. Arts technique-centered interventions appeared most frequently within the art intervention category. There were 4 articles (40.0%) on art education and 21 articles (65.6%) on art therapy. For relationship-based intervention alone, there were two art education studies (20.0%) and six art therapy studies (18.8%). Dance/movement techniques were the most frequently practiced of dance interventions; there were three (57.0%) studies on dance education and four (100%) studies on dance therapy. Secondly, to verify the efficacy of autism spectrum disorder art-based intervention programs/techniques, we revised evidence-based practice and capacity to include sociability, communication skills, ego, exercise, awareness, problematic behaviors, participation in activities, collective interest, competence in practicing art-based techniques, development, stress and efficiency, and mother-child interventions. As a result, within the category of music education, problematic behaviors appeared most frequently (15 studies [27.8%]). For music therapy, studies on sociability appeared most frequently (14 studies [38.9%]). With regard to art education and art therapy as dependent variables, sociability appeared most frequently (4 studies [40.0%] and 14 studies [41.2%], respectively). Sociability, awareness, problematic behaviors, and development (dependent variables for dance education and dance therapy) each appeared in one article (25.0%) as dependent variables for dance education and dance therapy. With regard to dance therapy, two (33.3%) studies on ego were identified. Further direction of the study was discussed based on this evidence.