RESEARCH

Horticultural Therapy Program for the Improvement of Attention and Sociality in Children with Intellectual Disabilities

Horticultural therapy improves social skills in children with intellectual disabilities, fostering cooperation, responsibility, and self-control through structured plant-based activities.

Program Types: Therapeutic

Population Groups: Neurodevelopmental Differences

Setting or Context: Healthcare Centre

Health and Wellness Outcomes: Improved Cognitive Function

Allied Profession Intersections: Education

Type of Activity: Indoor Plant Care, Outdoor Gardening, Nature-Based Arts & Crafts

Evidence Type: Case Studies

Measurement and Evaluation: Program Effectiveness

Access: Free

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Summary

A 6-month horticultural therapy (HT) program for 24 children (ages 7-9) with intellectual disabilities in South Korea assessed its impact on attention and social skills. While no significant improvement in attention was observed, children in the HT group showed notable gains in sociality, including self-assertion, self-control, and cooperation compared to the control group.

The program incorporated individual and group gardening activities, following B.F. Skinner’s behavior modification theory to reinforce positive behaviors. Teachers and parents reported significant improvements in social skills, suggesting HT as an effective intervention for social development in children with disabilities

Link

Kim, B.-Y., Park, S.-A., Song, J.-E., & Son, K.-C. (2012). Horticultural Therapy Program for the Improvement of Attention and Sociality in Children with Intellectual Disabilities. HortTechnology, 22(3), 320–324.

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