Exploring the Effectiveness of Art Therapy in Emotional Recognition and Management for Children with ASD

Purpose: This study is designed to see the effectiveness of arts therapy in emotional recognition, regulation, and expression on one hand, and its respective effects on socialization and anxiety control on the other.Design/Methodology/Approach: Following a survey design, the population comprised teachers, therapists, and psychologists directly involved with managing issues of ASD through arts therapy. Following a survey design, the population comprised professionals who were directly involved with managing issues through arts therapy. Eighty such professionals were randomly selected as a sample. Later, they were subjected to a self-made tool, i.e., a questionnaire, to gauge their perception about the efficacy of arts therapyFindings: The statistical findings found no significant differences between emotional-recognition and emotional-management, in terms of gender of the respondents, experience, profession, and institution. However, a significant difference was found in emotional-management ratings according to highest qualification, F (4, 75) = 2.572, p = .045; however, post hoc testing would be required to identify the groups responsible for this difference. The study divulges art therapy as a practical and complementary approach for supporting the emotional development of children with ASD.Implications/Originality/Value: Taken together, the findings support structured AT as a promising complementary approach for children with ASD. The strongest perceived benefits were found in emotional stability, reduction of outbursts, calmer responses to redirection, positive peer interaction, and the recognition of emotions through visual materials. The findings also have practical implications for Pakistani special education settings. Art materials are often more accessible than specialized therapeutic technologies, and activities can be adapted to different communication levels.