Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder

Abstract

The efficacy of a peer-mediated, theatre-based intervention on social competence in participants with autism spectrum disorder (ASD) was tested. Thirty 8-to-14 year-olds with ASD were randomly assigned to the treatment (n = 17) or a wait-list control (n = 13) group. Immediately after treatment, group effects were seen on social ability (d = .77), communication symptoms (d = −.86), group play with toys in the company of peers (d = .77), immediate memory for faces as measured by neuropsychological (d = .75) and ERP methods (d = .93), delayed memory for faces (d = .98), and theory of mind (d = .99). At the 2-month follow-up period, group effects were detected on communication symptoms (d = .82). The results of this pilot clinical trial provide initial support for the efficacy of the theatre-based intervention.

Impact of an implicit social skills training group in children with autism spectrum disorder without intellectual disability: A before-and-after study

“…For instance, Corbett showed efficacy on social competence of a theater-based intervention with young, trained peer actors [75]. Barber demonstrated efficacy of the Stay Play Talk procedure: a neurotypical child was paired with a child with ASD and was taught to stay, play and talk with him during 20-min weekly sessions about communication skills [76].…”

Autism, Art, and Accessibility to Theater

“…For example, studies we have conducted have shown that SENSE Theatre ® , a theatrical intervention program in which youth with ASD learn a variety of acting techniques with peer actors who model communication and behavioral skills, contributes to significant changes in participants' social competence, communication, cognition, and interaction skills [27][28][29][30]. Whether people with autism are onstage or in the audience, published and anecdotal reports [21,28] suggest that the theater provides a distinctive setting where they may thrive. The supportive context, active role-playing, and dynamic learning environment of the theater foster the development of key social skills that children with autism most need to learn.…”

Effects of socially appropriate singing on the vocal stereotypy of children with autism spectrum disorder

“…Engaging in singing instead of vocal stereotypy may allow individuals with ASD to be involved in several related social activities, such as choir, glee club, or musical theater. Participation in such groups would provide more opportunities for children with ASD to develop singing or performing skills as well as increase occasions for social interaction and improve social competence (Corbett et al, ; Corbett et al, ), which may in turn facilitate the formation of friendships. For example, Donald T., the first individual diagnosed with ASD, was reported to display frequent and various forms of vocal stereotypy across his youth (Kanner, ), and this later developed into membership in his college a capella choir (Donvan & Zucker, ).…”