Creative Freedom: Why Process Art Empowers Neurodivergent Minds
When I think about July, I think about freedom, freedom to move, to feel, to create. And honestly, what better way to give our kids a sense of freedom than through art?
At Joyscape, we’re always looking for ways to support our clients in expressing themselves, feeling safe in their bodies, and building confidence. Lately, process art has been a big hit not just because it’s fun and creative, but because it gives kids space to lead the way.
🎨 What Even Is Process Art?
If you’re new to the idea, process art is all about the experience of making something not the final product. There’s no example to copy, no “right” way to do it. Just open-ended materials and the chance to explore.
This could look like:
Mixing paints to see what happens
Squishing clay with your hands
Making a collage out of scraps and textures
Scribbling with crayons while listening to music
There’s no pressure to explain what it is or what it’s supposed to look like. That alone can take a lot of stress off a child (and let’s be real off the adult, too).
🧠 Why It’s Especially Great for Neurodivergent Kids
If you work with or raise a neurodivergent child, you probably already know that traditional art projects the ones that involve a lot of steps, specific outcomes, and “make it look like this” expectations can be frustrating. That’s where process art really shines.
Here’s what I’ve seen and what the research backs up:
✅ Autonomy & Choice-Making
Process art gives kids the chance to make real choices about color, tools, where to start, and when they’re finished. This supports independence and a sense of control.
✅ Sensory Regulation
The textures, movements, and repetitive motions of process art can help kids regulate their bodies. For kids with sensory sensitivities, this can be grounding in the best way.
✅ Low-Pressure = Low Anxiety
Since there’s no “right” outcome, there’s less anxiety. Mistakes don’t exist here — everything is part of the process.
✅ A Form of Communication
For kids who aren’t always verbal, art can be a powerful way to share thoughts, emotions, or preferences. You can learn a lot from watching how and what they choose to create.
🧩 How This Fits with ABA
As a BCBA, I understand the need for structure, data, and function-based approaches. But that doesn’t mean everything we do has to be rigid. In fact, process art can fit beautifully into an ABA framework if we’re intentional about it.
Here are some ways I’ve incorporated it into sessions:
ABA Concept
Process Art Example
Reinforcement
Using favorite art supplies as reinforcers
Task Analysis
Breaking down multi-step activities (like gluing, then painting)
Prompting
Using gestural or visual prompts for turn-taking or requesting
Data Collection
Tracking increased engagement, longer task duration, or spontaneous language
Generalization
Practicing known skills (like labeling or waiting) in a new, creative setting
What I love about blending the two approaches is that we’re not giving up on meaningful goals, we're just meeting them in a way that feels natural and empowering to the child.
🔍 What the Research Says
There’s growing evidence that process art is not only helpful but impactful when used with neurodivergent learners. A 2022 review of creative art interventions found improvements in sensory regulation, communication, and participation especially when these activities were used alongside more structured therapies like ABA.
Another study from 2019 emphasized that the multisensory nature of art materials can help support emotional regulation, communication, and even social engagement. For professionals who want to incorporate more structure and data into creative sessions, tools like the OAT-A (Observational Art Therapy Assessment) can be helpful. The OAT-A provides a framework for observing and documenting behaviors like focus, decision-making, and social interaction during art-making activities. So yes, this can absolutely be data-driven if you want it to be, while still honoring the child’s freedom and creativity.
📌 Quick Note on the OAT-A:
The OAT-A was developed to give therapists and educators a structured yet flexible way to observe and assess how individuals engage in art-making. It looks at things like:
Time on task
Independence vs. prompted behavior
Use of materials
Emotional expression or regulation
Social engagement (when done in groups)
It doesn’t score "art quality" it tracks behavioral indicators that matter in therapeutic or educational goals, which makes it very compatible with ABA-style documentation or clinical progress tracking.
I’ve included some of these resources below if you’re the type who likes to dig into the science (same!).
🖌️ Try It for Yourself
Here are a few of my favorite low-prep, high-impact process art ideas:
Paint to music – Fast, slow, loud, soft… let the music guide the brush or sponge
Nature collage – Go outside, gather leaves or flowers, and let your child decide how to arrange them
Frozen paint cubes – Messy, sensory, and totally irresistible in the summer heat
Sticker story scenes – Use stickers and crayons to create open-ended storytelling opportunities
“My Safe Place” drawing – Invite your child to draw or paint a place that feels good to them
Pro tip: try to resist the urge to say “What is it?” Instead, ask “Tell me about what you made,” or just say, “Wow, I love those colors!” Trust me it goes a long way.
📚 Want to Read More?
Here are some of the studies and articles I’ve found helpful:
Bernier et al. (2022) – Art Interventions for Children with Autism Spectrum Disorder: A Scoping Review
Read it on PubMedDurrani (2019) – A Case for Art Therapy as a Treatment for Autism Spectrum Disorder
Free PDF on ResearchGateDurrani (2020) – Sensory-Based Relational Art Therapy Approach (S-BRATA)
Download hereSchweizer et al. (2019) – Using Art Therapy Observation Tools to Evaluate Progress in ASD Interventions
AJOT Abstract
Final Thoughts
At the heart of it, process art gives kids something many of us are still learning how to give ourselves permission to explore. It’s not about the end result. It’s about the joy of doing, the freedom to choose, and the safety of knowing there’s no wrong way to create.
So if you’re looking for a way to build connection, encourage independence, or just have a calm, creative moment with your child or client, give process art a try. Let them take the lead you might be surprised by what you learn! 😉☺️
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Bernier, M., Lanovaz, M. J., Duquette, S., & Poulin-Lord, M.-P. (2022). Art interventions for children with autism spectrum disorder: A scoping review. Journal of Autism and Developmental Disorders, 52(12), 5525–5540. https://doi.org/10.1007/s10803-021-05369-2
Durrani, S. (2019). A case for art therapy as a treatment for autism spectrum disorder. Journal of Art Therapy, 36(2), 54–62. https://www.researchgate.net/publication/333226042
Durrani, S. (2020). Sensory-Based Relational Art Therapy Approach (S-BRATA): A framework for art therapy with children with ASD. Journal of Art Therapy, 37(1), 25–33. https://www.researchgate.net/publication/339086606
Schweizer, C., Knorth, E. J., & Spreen, M. (2019). Evaluating art therapy processes with children diagnosed with autism spectrum disorders. The Arts in Psychotherapy, 62, 28–37. https://doi.org/10.1016/j.aip.2018.11.002
Autistic Self Advocacy Network. (n.d.). About identity-first language. https://autisticadvocacy.org/about-asan/identity-first-language/