Effectiveness of Art-Therapy-Based Intervention Programmes for Improving Social Communication in Children with Rett Syndrome

Abstract

The research into effective art-therapy-based interventions for improving the social communication skills of children with Rett syndrome is important for the adaptation of this group of children. This study aims to evaluate the effect of a 6-month art-therapy-based intervention program based on art therapy on improving social communication in children with Rett syndrome. The research employed a quasi-experimental method, direct (unstructured) observation, a standardized Social Responsiveness Scale, and mathematical and statistical data processing methods (Levene test, paired sample t-test). The results showed a significant improvement in social communication in the experimental group (EG) after the intervention, as evidenced by paired and independent sample t-tests. This indicates statistically significant differences between pre-and post-test scores in the EG (mean difference 14.525 with a standard deviation of 22.592). The standard error for this group was 3.572, and the 95% confidence interval for the mean difference ranged from 7.300 to 21.750. The Student's t-test reached 4.066 with 39 degrees of freedom, resulting in a two-tailed p-value of less than 0.001. It has been found that art therapy can significantly improve social communication and emotional regulation subscales in children with Rett syndrome. The obtained data indicate the need to include therapeutic strategies based on art therapy in intervention programs for children with Rett syndrome. Prospects for further research are based on studying the impact of art therapy and other interventions not only on social communication but also on the cognitive development of children with Rett syndrome