ABOUT US! Who we are Easter Seals Metropolitan Chicago Autism Therapeutic School Services

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2 OVERVIEW Intellectual disabilities, emotional disabilities including mood-disorders, as well as behavioral challenges of special needs communities may be characterized by deficits in communication and social skills, as well as patterns of behavior, interests and activities. Identify core deficits related to intellectual disabilities, emotional disorders and behavioral challenges related to special needs communities Define Expressive Arts Therapies as related to the Individual Educational Plan, as well as Evidence Based Practices Review case-studies of client work/session experiences Identify resources related to Expressive Arts Therapies and Special Needs communities

3 ABOUT US! Who we are Easter Seals Metropolitan Chicago Autism Therapeutic School Services

4 SPECIAL NEEDS COMMUNITIES: SPECIFIC CONSIDERATIONS Intellectual Disabilities Communication Deficits Social Skills Deficits Restricted Behavior Repetitive Patterns Behaviors Interests Activities Attention Deficits Time on Task Motor Coordination Deficits Fine and Gross Motor Impairments Potential Physical Health Issues Under Reported Health Issues Digestions

5 PHILOSOPHY OF EXPRESSIVE ARTS PROGRAM At Easter Seals Autism Therapeutic Schools, the Expressive Arts services provide students with opportunities to work on academic, communication, social, physical, cognitive, and sensory-motor skills. Purposeful directives and individualized structures equip students with the necessary support to meet group and individual goals. The multi-sensory and integrative elements of the expressive arts provide a unique access point for all individuals to live, learn, work and play with in their communities.

6 DEFINITION/PHILOSOPHY OF ART THERAPY Art therapy utilizes the creative process of art making to improve, and enhance the physical, mental and emotional well-being for those seeking treatment (American Art Therapy Association, 2014). The art therapy program utilizes the creative process of art making to improve, and enhance the physical, mental and emotional well-being of our students. Research in the field confirms that the creative process involved in artistic self-expression helps people to become more physically, mentally and emotionally healthy and functional, resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, handle life adjustments, and achieve insight. Selfempowerment is a direct result of these creative opportunities.

7 THERAPEUTIC GOALS AND THE IEP Academic/Cognitive Skills: Imagination/Self- Expression/Independence Communication: Communication Motor/Perceptual Skills: Sensory Exploration Independence Prevocational/Vocational Skills: Self-Expression Self-Help: Independence Social Emotional: Socialization/Emotional Literacy

8 MASLOW HIERARCHY OF NEEDS

9 EVIDENCE BASED PRACTICES: DEFINITION Randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies or Single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies or Combination of evidence. One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies).

10 NAVIGATING DEFICITS WITHIN SPECIAL NEEDS COMMUNITIES: EVIDENCE BASED PRACTICES Differential Reinforcement ABI Prompting Structured Work Systems PECS Visual Supports Social Skills Naturalistic Learning Opportunities

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12 CASE PRESENTATIONS: ART THERAPY Case One: Keller 17 y/o African American Male Diagnosed with Autistic Disorder Intermittent Explosive Disorder Unspecified Intellectual Disability ADHD ODD Case Two: Mary 15 y/o Caucasian Female Diagnosed with PDD ADHD Anxiety Hypertonia Epilepsy

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17 MATERIAL CONSIDERATIONS Scented Markers Paint Dots Thick Construction Paper Thin Markers Stencils Adapted Scissors, Brushes and Crayons Glue Sticks Foam Paint Incorporation of Toys (musical instruments/toy cars) Coloring sheets/visual Supports

18 MUSIC THERAPY IS Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. (American Music Therapy Association, 2013) Music Therapy is an established health profession in which music is used within a therapeutic relationship to address physical, emotional, cognitive, and social needs of individuals. After assessing the strengths and needs of each client, the qualified music therapist provides the indicated treatment including creating, singing, moving to, and/or listening to music. Through musical involvement in the therapeutic context, clients' abilities are strengthened and transferred to other areas of their lives.

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20 MUSIC THERAPY VERSUS MUSIC EDUCATION? Music Therapy Teach functional skills Focus on generalizing skills to environment Collaborates with therapeutic/education team Utilizes instruments, movement-based interventions, singing, technology, and performances Music Education Teach music Focus on developing musical skills for performance Targets music goals Traditionally focuses on once specific instrument or voice to build proficiency

21 GOALS IN MUSIC THERAPY Motor Fine Gross Communication Receptive Expressive Social Emotional Sensory Academic Cognitive Attention Executive Functioning Problem Solving Leisure/Recreation Relaxation Behavioral Creative

22 RELATING TO THE IEP TRANSFORMATIONAL DESIGN MODEL Assessment Transform/ Transfer Goals/ Objectives Therapeutic Musical Exercises Non-Musical Intervention

23 EVIDENCED BASED PRACTICES Prompting Antecedent-based intervention Naturalistic Intervention Time delay Reinforcement Task analysis Functional Communication Training Response interruption/redirection Differential Reinforcement Social Narratives Peer Mediated Intervention Pivotal Response Training Visual supports Speech Generated Devices Picture Exchange Communication Extinction

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27 EXPLORING CREATIVITY THROUGH EXPERIENCES TO LEARN (EXCEL) Pillars of EXCEL Explore Engaging with new materials/topics Create Using new information/materials to grow Experience Observe topics/materials in the world Learn Combine knowledge to gain understanding EXCEL Curriculum Development of program Implementation Documentation Assessment Accommodations Technology

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29 REVIEW Identify core deficits related to intellectual disabilities, emotional disorders and behavioral challenges related to special needs communities Define Expressive Arts Therapies as related to the Individual Educational Plan, as well as Evidence Based Practices Review case-studies of client work/session experiences Identify resources related to Expressive Arts Therapies and Special Needs Communities

30 TEXT/JOURNAL RESOURCES Art Therapy Evans, K. & Dubowski J. (2001). Art therapy with children on the autistic spectrum. London: Jessica Kingsley Publishers. Martin, N. (2009). Art as an early intervention tool for children with autism. London: Jessica Kingsley Publishers. Moriya, D. (2006). Ethical issues in school art therapy. Journal of the American Art Therapy Association, 23 (2), Osborne, J. (2003). Art and the child with autism: therapy or education? Early Child Development and Care, 173 (4), Wheeler, M.M., (2007). Combining art therapy and tomatis listening therapy program: Unpublished master s thesis, MA School of the Art Institute of Chicago.

31 Music Therapy American Music Therapy Association. (n.d.). Retrieved September 23, Coleman, K., & Brunk, B. (2003). SEMTAP, Special Education Music Therapy Assessment Process, handbook (2nd ed.). Grapevine, TX: Prelude Music Therapy. Darrow, A. (2004). Introduction to approaches in music therapy. Silver Spring, Md.: American Music Therapy Association. SAGE Publications/Psychology of Music. (2009, March 16). Music Education Can Help Children Improve Reading Skills. ScienceDaily. Retrieved September 23, 2014 from

32 WEB RESOURCES Autism Speaks AutismSpeaks.org American Art Therapy Association ArtTherapy.org Illinois Art Therapy Association: IllinoisArtTherapy.org Art Therapy And Autism ArtTherapyAndAutism.com Art Therapy Blog Artthearpyblog.com Discount School Supply DiscountSchoolSupply.com American Music Therapy Association Musictherapy.org Illinois Association for Music Therapy Musictherapyillinois.org

33 CONTACT US Maia Wheeler, MAAT, ATR, LPC Bryan Lindskog, MT-BC