Art Therapy as an Educational and Therapeutic Intervention for Children with Autism Spectrum Disorder: A Comprehensive Review of International Findings

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by challenges in social communication, restricted interests, repetitive behaviors, and sensory processing differences. As contemporary approaches to autism increasingly emphasize holistic, individualized, and strengths-based frameworks, the role of art therapy has received substantial attention within educational and therapeutic contexts. This article presents a comprehensive narrative review of international studies on the application of art therapy for children with ASD, drawing upon empirical, theoretical, and clinical literature published between 2014 and 2025. The review synthesizes evidence across diverse modalities including visual arts therapy, music therapy, drama therapy, and dance/movement therapy. Findings highlight consistent improvements in emotional expression, social interaction, sensory regulation, imaginative development, and adaptive behavior. Moreover, art therapy appears particularly beneficial for children with limited verbal communication, those experiencing high levels of anxiety, or those with pronounced sensory needs. Although results across studies are promising, significant methodological limitations persist, such as small sample sizes, heterogeneity of interventions, limited use of standardized assessment tools, and uneven availability of trained art therapists—especially within educational systems. The article discusses implications for inclusive education, clinical practice, and cultural accessibility, emphasizing the need for integrated, multidisciplinary approaches. Recommendations for future research include the development of standardized intervention protocols, longitudinal designs, and culturally responsive frameworks to enhance the evidence base and expand access to art therapy for autistic children worldwide.