The Effect of Creative Drama on Pre-teaching Skills and Social Communication Behaviors of Children with Autism

Doğru, Süleyman

doi:10.1080/09735070.2015.11905433

Cited by 4 publications

(6 citation statements)

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“…This situation provides the possibility for significant learning, allowing the experience to encourage the child to develop an understanding of the situation from the 'opposite' point of view. Some questions from PKBS form B, which were used to measure collaboration, interaction, and interdependence by Dogru (2015), showed that this technique has benefits for ASD students because reflects the real life as a model to their playing.…”

Section: The Role-playing Techniquementioning

confidence: 99%

“…the Social Responsiveness Scale (SRS) to identify social deficits in the sample and Dogru (2015) used the Preschool and Kindergarten Behaviour Scale (PKBS). All of these six studies had positive results that relate to the specific theatrical playing training described, and it can be an advantage for students with ASD in developing their social skills when applied.…”

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confidence: 99%

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Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

Mpella

Evaggelinou

2018

Ppej

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This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

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Section: The Role-playing Techniquementioning

confidence: 99%

mentioning

confidence: 99%

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

Mpella

Evaggelinou

2018

Ppej

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“…A plausible explanation of this hypothesis is that the issue of socialization and the ability to interact with others appropriately and productively is essential at all stages of life. Based on research results of Dogru (2015), Mpella et al (2019), Beadle-Brown et al (2018, Trudel andNadig (2019), D'Amico et al (2015), and Conn (2017), play and drama can enhance the social skills and motivation associated with it in children with autism. If they continue, they keep the children interacting together and with the instructors.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Drama Therapy on Social Skills of Autistic Children

Pordanjani

2021

Pract. Clin. Psychol.

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Objective: Autism spectrum disorder severely damages children’s social skills, cognitive functions, and emotional self-regulation. This study aimed to determine the effectiveness of drama therapy on the social skills of children with high-functioning autism. Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later. Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05). Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.

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“…This repetition allows children to better comprehend the connection between cause and effect, acquire a sense of shared responsibility, flexibility in problem resolution, and to repeat a skill until such time as they own it (Bailey, 1997). Consequently, drama in education allows those participating in its actions to deepen their level of thought, helps them ask questions about how and why, urges them-through innocent tests-to engage in the negotiation of the world that surrounds them, experience the satisfaction of belonging to a group, focus their attention over prolonged periods on developing their skills of listening to and observing the other, and to ultimately communicate with their peers more easily (Dogru, 2015).…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

The Contribution of Drama in Education to the Development of Skills Improving the Interpersonal Relations of Multicultural Classroom Students

Mavroudis

Bournelli

2019

JEI

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The aim of this study is to demonstrate the contribution of a drama in education programme, implemented among students of a multicultural elementary school, to advance skills promoting personal empowerment, develop empathy and collaboration, and to improve their interpersonal relationships. The research is a case study, the tools of which are interviews, observation, researcher’s log, as well as the assessments and self-assessments of students who participated in the processes. The participants are 21 children with various cultural origins, from the lowest financial strata of Greece. The results of this study highlight drama in education as a valuable pedagogical tool that develops a series of qualitative skills necessary in many aspects of everyday life.

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The Effect of Creative Drama on Pre-teaching Skills and Social Communication Behaviors of Children with Autism

Cited by 4 publications

References 1 publication

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

Effectiveness of Drama Therapy on Social Skills of Autistic Children

The Contribution of Drama in Education to the Development of Skills Improving the Interpersonal Relations of Multicultural Classroom Students

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