ArticleFrontiers in child and adolescent psychiatry2024
Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders.
Article in Frontiers in child and adolescent psychiatry, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Trial
- "I want to talk about it, but at the same time, I don't want to, so it's just easier to draw it": perceived benefits of an arts-based intervention to support children's basic psychological needs and well-being.Frontiers in health services · 2026Article
- Promoting the mental health and well-being of vulnerable youth through art: an ethnographic evaluation of an art-based intervention for rural Canadian youth.BMC psychology · 2025Article
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Authors and funding
12 authors.
Funding
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Abstract
Background: Children with speech, language, and communication disorders require specialized support in response to their emotional expression challenges. Not only is such support key for their development, but it is also essential for their mental well-being. Art making emerges as a valuable tool for enabling these children to convey emotions both verbally and non-verbally, fostering a positive self-concept. School-based arts interventions have the potential to improve self-concept and emotional expression, and more generally, the quality of life. However, there is limited empirical evidence regarding the feasibility, acceptability, and perceived effectiveness of a manualized, school-based creative arts intervention for this specific group. Aim: This study aimed to develop and evaluate the feasibility, acceptability, and perceived benefits of an art-based intervention for elementary school students with speech, language, and communication disorders, using qualitative methods to obtain diverse perspectives. Results: The findings indicate that the intervention was feasible and well received, as reported by teachers, students, and facilitators. Participants also discussed potential positive outcomes, including emotional expression, emotional growth, and fulfilment of autonomy, competence, and relatedness needs. Students found the workshops conducive to sharing emotions and took pride in the creative process. Teachers gained deeper insights into their students, fostering positive classroom relationships. Observational data triangulated these findings. Conclusion: This innovative project suggests that art-based interventions can potentially benefit students' emotional expression, but further experimental studies are needed to substantiate these effects.
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