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Consequently, this mixed-methods systematic review synthesized existing international research on the outcomes and feasibility of art group interventions for children (\u226418 years old) with learning differences, such as autism spectrum disorder and attention-deficit\/hyperactivity disorder, and generated a framework to guide occupational therapists using art group interventions. Primary studies with a visual art group intervention, children with a neurodevelopmental disorder(s), and feasibility and\/or effectiveness outcomes were included with no limiters being applied. Eight electronic databases were screened and two independent reviewers were involved in article selection. Data heterogeneity prevented the meta-analysis of effectiveness outcomes. Analysis showed art group interventions can reduce \u201cproblem behaviors\u201d and improve social interaction, self-expression, well-being, general development, and caregiver attachment for children with learning differences. Guidelines: The AR\n                    <jats:sup>3<\/jats:sup>\n                    T Principles.\n                  <\/jats:p>","DOI":"10.1177\/15394492251340378","type":"journal-article","created":{"date-parts":[[2025,6,12]],"date-time":"2025-06-12T04:18:47Z","timestamp":1749701927000},"page":"389-401","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":7,"title":["Art Group Interventions for Children With Learning Differences: A Systematic Review"],"prefix":"10.1177","volume":"46","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2333-4321","authenticated-orcid":false,"given":"N. 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