| More

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

Views: 564 Downloads: 273
Maria Mpella, Christina Evaggelinou
Maria Mpella, Christina Evaggelinou

Abstract


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.


Keywords


Theatrical play; cooperation; social skills; Autism Spectrum Disorders

Full Text:

PDF

References


Barak, B., & Feng, G. (2016). Neurobiology of social behavior abnormalities in autism and Williams’s syndrome. Nat Neurosci, 19(6), 647–655, DOI: 10.1038/nn.4276

Baron-Cohen, S., Leslie, M. A., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.

Brandalise, R. (2015). Music therapy and theatre: A community music therapy socio-cultural proposal for the inclusion of persons with autism spectrum disorders. Voices, 15(1). DOI: http://dx.doi.org/10.15845/voices.v1i1.7.

Brocke, J., Simons, A., Niehaves, B., Riemer, K., Plattfaut, R., & Cleven, A. (2009). Reconstructing the Giant: On the Importance of Rigour in Documenting the Literature Search Process. Paper presented at the 17th European Conference on Information Systems (ECIS 2009), Verona, Italy, pp. 2206-2217.

Chang, Y.C., Shih, W., Landa, R., Kaiser, A., & Kasari, C. (2017). Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 1-10.

Chee So, W., Yi Wong, M.K, & Yee Lam, K. (2016). Social and Communication Skills Predict Imitation Abilities in Children with Autism. Front. Educ, 1(3), 1-9.

Corbett, B., Key, A., Qualls, L., Fecteau, S., Newsom, C., Coke, C., & Yoder, P. (2016). Improvement in social competence using a randomized trial of a theatre intervention for children with autism spectrum disorder. Journal of Autism Developmental Disorder, 46(2), 658-672, DOI: 10.1007/s10803-015-2600-9.

D’amico, M., Lalonde, C. & Snow, S. (2015). Evaluating the efficacy of drama therapy in teaching social skills to children with Autism Spectrum Disorders. Drama Therapy Review, 1(1), 20-39.

Deganian, E. G. (2015). The Effects of Peer-led Interventions, "Stay, Play, Talk", on Social Skills with Student with Autism. ED.S Thesis, Georgia College and State University, USA.

Dogru, Y.S. (2015). The Effect of creative drama on pre-teaching skills and social communication behaviors of children with autism. Studies on Ethno-Medicine, 9(2), 180-189.

Doenyas, C. (2016). The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents. Journal of Autism and Developmental Disorders, 46(9), 3037–3053.

*-

El Achkar, C. M., & Spence, S.J. (2015). Clinical characteristics of children and young adults with co-occurring autism spectrum disorder and epilepsy. Epilepsy Behav, 47, 183-90, DOI: https://doi.org/10.1016/j.yebeh.2014.12.022.

Goldingay, S., Stagnitti, K., Sheppard, L., McGillivray, J., McLean, B., & Pepin, G. (2013). An intervention to improve social participation for adolescents with autism spectrum disorder: Pilot Study. Journal Developmental Neurorehabilitation, 18(2), 1-9.

Goldstein, T. R., Lerner, M. D., & Winner, E. (2017). The Arts as a Venue for Developmental Science: Realizing a Latent Opportunity. Child Dev, 88, 1505-1512, DOI: 10.1111/cdev.12884.

Gupta, A. (2008). Vygotskian perspectives on using dramatic play to enhance children’s development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 1-13.

Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40(9), 1154-1160, DOI 10.1007/s10803-010-0966-2.

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2011). Making the Connection: Randomized Controlled Trial of Social Skills at School for Children with Autism Spectrum Disorders. J Child Psychol Psychiatry, 53(4), 431–439.

Kempe, A., & Tissot, C. (2012). The use of drama to teach social skills in a special school setting for students with autism. British Journal of Learning Support, 27(3), 97-102.

Levy, Y., & Ellis, T. (2006). A Systems Approach to Conduct an Effective Literature Review in Support of Information Systems Research. Informing Science Journal, 9,181-211.

Locke, J., Williams, J., Shih, W., & Kasari, C. (2017). Characteristics of socially successful elementary school-aged children with autism. J Child Psychol Psychiatry, 58(1), 94-102, DOI: 10.1111/jcpp.12636.

McCusker, K., & Guanyin, S. (2015). Research using qualitative, quantitative or mixed methods and choice based on the research. Perfusion, 30(7), 537-542.

Meriano, O. (2016). Communication skills development after a drama program for children with social pragmatic communication difficulties. MSc thesis, University of British Columbia, Canada.

Minne, E. & Sermund-Clikeman, M. (2012). A social competence intervention for young children with high functioning autism and Asperger Syndrome: a Pilot Study. Autism, 16(6), 586-602.

Murdock, C. L., & Hobbs, Q.J. (2011). Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders. J Autism Dev Disord, 41, 870–878.

Nelson. A. & Ramamoorthi, P. (2011). Drama Education for Individuals on the Autism Spectrum. Key Concepts in Theatre/Drama Education, 177-182.

Pomeroy, R. (2016). Improv for autism: Using theatre to teach social communication skills to children and youth with autism. (Honor Thesis, Cal State University, California). Retrieved May 2016 from: http://csusm-dspace.calstate.edu/handle.

Sarantakos, S. (2012). Social research. London, UK: Palgrave Macmillan.

Schwebel, D., Rosen, C., & Singer, J. (1999). Preschoolers' pretend play and theory of mind: The role of jointly constructed pretense. British Journal of Developmental Psychology, 17, 333 - 348

Templier, M., & Paré, G. (2015). Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals. European Journal of Information Systems. DOI: 10.1080/0960085X.2017.1398880.

Tsao, Y.L. (2014). The Impact of PRT on Promoting Social Interactions of High functioning Autistic Child in Taiwan. International Journal of Educational Planning & Administration, 4(1), 85-94.

Wolfberg, M., DeWitt G. S. & Thanh Nguyen, Y. (2015). Integrated Play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Developmental Disorders, 45(3), 830-845.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.