The intricacy of managing a child with autism has posed primary caregivers to seek assistance in addressing the child’s repetitive behaviors, inattentiveness, social skills deficit, and communication impairments. However, there is still a lack of knowledge on how to address their manifestations. This study investigates how Narrative, Art, and Play (NAP) therapy affects their behaviors in terms of Unsociable-Sociable (US), Restless-Settled (RS), and Inattentiveness-Attentiveness (IA) dimensions. A quasi-experimental one-group pre-test post-test design was applied to 20 children diagnosed with mild autism aged 6-13 years old, and with performance level of grade 2-3. Each session consisted of a pre-test activity about hygiene; a 25-30 minutes NAP therapy (narrative story about hygiene and clay therapy); and a post-test activity with same contents of pre-test. Primary caregivers were asked to fill-out the Rowe Behavioral Rating Inventory (RBRI) before and after each 7 sessions. One-Way Repeated-Measures Analysis of Variance (ANOVA), was used in comparing RBRI scores, showed significant differences in sociableness (p-value=0.000) and attentiveness (p-value=0.000), and insignificant difference in restlessness (p-value= 0.061) dimensions of behaviors. Based from the data, NAP therapy improved their social and attentive behaviors and did not improve their restlessness behavior. Interestingly, results also showed improvements in their memory recall and memory retention as seen in their 1st session and last session pre-test and post-test activity scores (p-value= 0.049 and 0.018 respectively).
[1]
Hazel Vera D. Tan, College of Nursing, University of Santo Tomas, Manila, Philippines.
[2]
Colleen Antoniette F. Tadeja, College of Nursing, University of Santo Tomas, Manila, Philippines.
[3]
Allan Rousis F. Tadeo, College of Nursing, University of Santo Tomas, Manila, Philippines.
[4]
Princess Reida P. Talledo, College of Nursing, University of Santo Tomas, Manila, Philippines.
[5]
Gabriel Jacob Z. Tampos, College of Nursing, University of Santo Tomas, Manila, Philippines.
[6]
Alyssa Marie D. Tan, College of Nursing, University of Santo Tomas, Manila, Philippines.
[7]
Florence C. Navidad, College of Nursing, University of Santo Tomas, Manila, Philippines.
[1]
Mak, W., & YT, K. (2010). Internalization of stigma for parents of children with autism spectrum disorder in Hong Kong. Social Science and Medicine, 2045-2051.
[2]
Soraya, L. (April 1, 2012). Stigma and the “Othering” of Autism. Asperger's Diary.
[3]
Naeem, W. (2013, April 2). Autism: An unwarranted stigma. Retrieved May 21, 2013, from The Express Tribune News Network: http://tribune.com.pk/story/529812/world-autism-awareness-day-an-unwarranted-stigma/
[4]
Strock, & Margaret. (2007). Autism spectrum disorders (pervasive developmental disorders). Bethesda, MD: National Institute of Mental Health, National Institutes of Health U. S.Department of Health and Human Services.
[5]
Keltner, N., Bostrom, C., McGuiness, T., & Davadilla, N. (2012). Psychiatric Nursing Philippine Edition. Singapore: Elsevier.
[6]
Lutz, H. R., Patterson, B. J., & Klein, J. (2012). Coping With Autism: A Journey Toward Adaptation. Journal of Pediatric Nursing, 206–213.
[7]
Klein, S., & McCabe, H. (2007). From Mother to Disability Professional: Role Change, Resilience, and Rewards. Journal of Early Intervention, 306–319.
[8]
Kokina, A., & Kern, L. (2010). Social Story Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis. Journal Autism Developmental Disorder, 812–826.
[9]
Looyeh, M. Y., Kamali, K., & Shafieian, a. R. (2012). An Exploratory Study of the Effectiveness of Group Narrative Therapy on the School Behavior of Girls With Attention-Deficit/Hyperactivity Symptoms. Archives of Psychiatric Nursing, 404–410.
[10]
Carlson, R., & Arthur, N. (1999). Play therapy and Therapeutic Use of Story. Canadian Journal of Counselling, 212-226.
[11]
Malchiodi, C. A. (2012). Developmental Art Therapy. In C. A. Malchiodi, Handbook of Art Therapy, Second Edition (pp. 114-129). New York: Guilford Press.
[12]
Perry, B. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children. In N. B. Webb (Ed.), Working with traumatized youth in child welfare (pp. 27–52). New York: Guilford Press.
[13]
Parker, N., & O'Brien, P. (80-87). Play therapy - reaching the child with autism. International Journal of Special Education, 2011.
[14]
Pullen, L. C. (2008). The P.L.A.Y. Project: a revolutionary treatment approach for children with autism. EP MAGAZINE, 42-43.
[15]
Sholt, M., & Gavron, T. (2006). Therapeutic Qualities of Clay-work in Art Therapy and Psychotherapy: A Review. Art Therapy: Journal of American Art Therapy Association, 66-72.
[16]
White, P. (1898). CLAYtherapy®: The Clinical Application of Clay with Children. Weebstar Press.
[17]
Foundation, A. R. (2013). The Autism Research Foundation. Retrieved April 18, 2013, from The Autism Research Foundation: http://theautismresearchfoundation.org/
[18]
Navidad, F., Tan, H., Tan, A., Tampos, G., & Talledo, P. (2013). Touch Therapy and Therapeutic Listening: An Approach to Improve Attention Span and Behaviors of People with Autism. Education and Management Innovation II, 9-14.
