Table2_Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders.docx

BackgroundChildren 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.
AimThis 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.
ResultsThe 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.
ConclusionThis innovative project suggests that art-based interventions can potentially benefit students’ emotional expression, but further experimental studies are needed to substantiate these effects.

【背景】存在言语、语言及沟通障碍（speech, language, and communication disorders）的儿童，在情绪表达方面存在挑战，因此需要针对性的专业化支持。此类支持不仅是其成长发展的关键，更是保障其心理健康的必要条件。艺术创作（art making）作为一种极具价值的工具，可帮助这类儿童通过言语与非言语两种方式传递情绪，进而培育积极自我概念。以校园为场景的艺术干预手段，有望改善儿童的自我概念与情绪表达能力，更广泛而言，还能提升其生活质量。但目前针对该特定群体，关于手册化（manualized）校园创意艺术干预的可行性、可接受性及感知有效性的实证研究证据仍较为匮乏。
【研究目的】本研究旨在开发并评估一项针对言语、语言及沟通障碍小学生的艺术干预方案，同时通过质性研究方法收集多元视角，以检验该方案的可行性、可接受性及感知效益。
【研究结果】教师、学生及干预引导者的反馈均显示，该干预方案具备可行性且广受认可。参与对象还提及了该方案可能带来的多项积极成效，包括情绪表达能力提升、情绪成长，以及自主性、胜任感与归属感需求的满足。学生们认为此类艺术工作坊有助于他们分享情绪，并为创作过程感到自豪。教师则对学生有了更深入的了解，进而助力构建积极的课堂师生关系。观察数据对上述研究结果形成了三角互证。
【研究结论】本创新性研究项目表明，艺术干预手段或可有效改善学生的情绪表达能力，但仍需开展进一步的实验研究以验证此类效应。