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Theater program may improve social outcomes among children with autism

A 10-week, 40-hour, theater-based program significantly improved social ability among children with autism spectrum disorder, according to study findings in the Journal of Autism and Developmental Disorders.

To assess efficacy of a peer-mediated, theater-based intervention on social competence, researchers randomly assigned 30 children aged 8 to 14 years with autism spectrum disorder (ASD) to the program (n = 17) or a control group (n = 13). In the theater-based program, children utilized theater techniques such as role-playing and improvisation and were paired with typically developing children trained to provide a supportive, engaging and dynamic learning environment for children with autism.

“We measured many aspects of social ability and found significant treatment effects on social cognition, social interaction and social communication in youth with autism,” study researcher Blythe A. Corbett, PhD, of Vanderbilt University, said in a press release.

Immediately following the program, researchers observed group effects regarding social ability (d = .77); immediate memory of faces as measured by neuropsychological (d = .75) and event-related potential methods (d = .93); delayed memory of faces (d = .98) and theory of mind (d = .99).

At the 2-month follow-up, group effects were observed regarding communication symptoms (d = .82)

“Peers can be transformative in their ability to reach and teach children a variety of fundamental social skills,” Corbett said in the release. “And, combined with acting techniques that enhance our ability and motivation to communicate with others, the data suggest we may be setting the stage for lasting changes in how our children with autism perceive and interact with the social world.” – by Amanda Oldt

Disclosure: The study was funded by the NIMH. Please see the full study for a list of all authors’ relevant financial disclosures.