Autism, Art, and Accessibility to Theater

Corbett, Blythe A.

doi:10.1001/journalofethics.2016.18.12.imhl1-1612

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…Along with increased play, participants in the EXP group demonstrated less anxiety -specifically, Trait anxiety as measured by the STAIC. This replicated previous findings that children with ASD who participated in the intervention self-reported reduced anxiety following social play with novel peers (Corbett, 2016).…”

Section: Discussionsupporting

confidence: 88%

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Peer Actors and Theater Techniques Play Pivotal Roles in Improving Social Play and Anxiety for Children With Autism

et al. 2020

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Children with autism spectrum disorder (ASD) have significant difficulty in social functioning to include engaging in natural play with peers. Many children with ASD exhibit significantly less interactive play and more physiological stress during benign social encounters with same-age peers on a playground. Theatrical role-playing and performance with expert role models may provide a unique opportunity for children with ASD to learn to engage with other children in a safe, supportive environment. SENSE Theatre R is a peer-mediated, theater-based program aimed at improving social competence in youth with ASD. Previous studies have shown significant improvements in social and communication skills following SENSE Theatre R intervention. The current project examined play with novel peers and self-reported anxiety before and after participation in SENSE Theatre R . Participants included 77 children between 8 and 16 years with high-functioning (IQ ≥ 70) ASD. The combined sample of three cohorts was randomized to the experimental (EXP, N = 44) or waitlist control (WLC, N = 33) group. Participants in the EXP group received 40 h (10, 4-h sessions) of SENSE Theatre R . The Peer Interaction Paradigm (PIP), an ecologically valid measure of natural play, was administered before and after the intervention. Group Play and Self Play on the playground equipment during solicited (T4) and unsolicited (T1) play were used in the current study. The State Trait Anxiety Scale for Children (STAIC;Spielberger et al., 1983) was used to measure self-reported current and persistent anxiety, respectively. Following treatment, children in the EXP group engaged in significantly more Group Play with novel peers [F(2,73) = 7.78, p = 0.007] and much less Self Play [F(2,73) = 6.70, p = 0.01] during solicited play compared to the WLC group. Regression analysis revealed that pretreatment play and group status were significant predictors of solicited Group Play. Children in the EXP group reported significantly less Trait anxiety following intervention [F(2,71) = 6.87, p = 0.01]; however, State anxiety was comparable. Results corroborate

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Section: Discussionsupporting

confidence: 88%

“…Theater, like play, involves the use of social and imaginative skills (Kempe and Tissot, 2012;Corbett, 2016). For example, acting relies on perspective taking, and participation in theater has been shown to improve skills in theory of mind in TD youth (Goldstein and Winner, 2012) and children and adolescents with ASD (Corbett et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Peer Actors and Theater Techniques Play Pivotal Roles in Improving Social Play and Anxiety for Children With Autism

et al. 2020

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“…Art can support learning skills, leading to greater coping with new information, the enhancement of symbolic thinking and the development of imagination (691). Role play and modelling through theatre has also been found to support the social engagement of children with ASD (705,706). Further, preliminary evidence suggests music may help to increase exercise intensity in children with ASD (707).…”

Section: How the Arts Help To Support People With Neurodevelopmental ...mentioning

confidence: 99%

Artwork from military personnel, Veterans, and their family members

2022

Journal of Military, Veteran and Family Health

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Over the past two decades, there has been a major increase in research into the effects of the arts on health and well-being, alongside developments in practice and policy activities in different countries across the WHO European Region and further afield. This report synthesizes the global evidence on the role of the arts in improving health and well-being, with a specific focus on the WHO European Region. Results from over 3000 studies identified a major role for the arts in the prevention of ill health, promotion of health, and management and treatment of illness across the lifespan. The reviewed evidence included study designs such as uncontrolled pilot studies, case studies, small-scale cross-sectional surveys, nationally representative longitudinal cohort studies, community-wide ethnographies and randomized controlled trials from diverse disciplines. The beneficial impact of the arts could be furthered through acknowledging and acting on the growing evidence base; promoting arts engagement at the individual, local and national levels; and supporting cross-sectoral collaboration.

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