Acting on the Autism Spectrum

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Limitations Discussion Results Methodologies

D., CCC-SLP Eastern Michigan University ASHA

1 Limitations Discussion Results Methodologies Please Stand Review of the Literature Acting on the Autism Spectrum USING DRAMA TO IMPROVE SOCIAL SKILLS Olivia Rhoades, B.S. Ana Claudia Harten, Ph.D., CCC-SLP Eastern Michigan University ASHA Convention, Orlando, FL November 20, 2014

2 Disclosure The authors have no relevant financial or nonfinancial relationships within the products or services described, reviewed, evaluated, or compared in this presentation.

3 Please Stand

4 Review of the Literature

5 Review of the Literature Literature Based Drama Activities (Peter, 2009) Pre-existing literature (e.g. picture books) Creative literature (e.g. social stories) Drama Activities (Kempe & Tissot, 2012; Blythe, et al., 2011; Peter, 2009; Roy, 2007) Mantle of the expert Teacher-in-role Rehearsal Performance Supportive Learning Environment (Notbohm, 2012; Iseminger, 2009) Routine and physical structure Ease into the drama Consider sensory needs

6 Research Questions

7 Research Questions Will parents report improved social skills in their child with autism spectrum disorder after daily, intensive exposure to theatre activities? What types of social skills changes will be reported? Will parents reports be congruent with instructors reports on the children s social skills observed throughout the camp?

8 Methodology

9 Methodology Instructor Demographics Instructor Arts Experience ASD Experience L.M. Studying arts management Director/stage manager for youth theatre company Local theatre house manager Community leisure program for adults and teens with special needs. J.D. Recreational participant in local theatre and dance programs. Significant (not primary) caregiver of brother on the autism spectrum. M.C. Youth choir director at church Para-educator of students on the autism spectrum for 15 years. B.G. Director/stage manager for youth theatre company Professional actor for local theatre companies. Studying elementary education.

10 Camper Demographics and Corresponding Parents and Instructors Parent Camper s Age Camper s Pre-Camp Communication Camper s Previous Arts Experience Services Camper Receives Instructor P1 12 Extremely verbal One play at the local arts council. Occupational Therapy (OT) Psychiatry Psychology Methodology Childhood apraxia of speech (unintelligible output) P2 10 Large vocabulary electronic devices for communication None OT speech language pathology (SLP) PLAY Project Applied Behavior Analysis L.M. M.C. P3 10 Verbal movie dialogue in conversation None SLP social work OT resource room M.C. P4 9 Verbal speaking, drawing, and electronics for communication P5 12 Verbal talking and drawing for communication None OT SLP None special education-1 hour per day counseling-1 hour per week M.C. J.D. P6 12 Verbal movie dialogue in conversation 3 years of boys hip hop dance Para-educator resource room SLP social group J.D. P7 11 nonverbal (some 2-3 word sentences) gesture, touch for communication Piano lessons, music therapy, school musicals with para-educator OT SLP Music Therapy B.G. P8 8 nonverbal (single words, grunting) communication not consistent A production of Goldilocks with her SLP OT SLP resource room B.G.

11 Data Analysis and Results

12 Data Analysis and Results Interviews Transcribed and analyzed for common themes. 7 themes emerged Rating Scales Analyzed Descriptively Congruency Reports of instructors and parents reporting on the same child were analyzed for agreement and disagreement.

13 Data Analysis and Adjusting to Routines Results Changes in Caregiver Interaction Overall Social Change COMMON THEMES Changes in Peer Interaction Positive Experiences Continuing Drama Education Recommendations

14 Data Analysis and Results Usually, he never wants to tell us about his day, but he kept taking about camp (P6)

15 Data Analysis and Results Just in one week we were able to see things we didn t know he could do (P2)

16 Data Analysis and Results I could see it in his face. When the parents walked in to watch the show I ll never forget that moment. (P7)

17 Data Analysis and Results Analysis of Congruency between Matched Parents and Instructors Theme Congruency Rate Changes in Caregiver Interaction 100% Changes in Peer Interaction 100% Adjusting to Routines 100% Overall Social Change 57% Positive Experiences 100% Recommendations 50% Continuing Drama Education 72%

18 Data Analysis and Results Descriptive Analysis of the Rating Scales Campers Previous arts experience More complex social needs Social Skills Eye contact Social cues Initiation of peer interaction Response to peer interaction

19 Discussion

20 Discussion Social Skill Present Study Current Literature Changes in Caregiver Interaction Changes in Peer Interaction More complex utterances Asking questions Sharing information Awareness of peers Improved initiation Kempe & Tissot (2012) Kempe & Tissot (2012) Roy (2007) Social Perceptions Response and reaction to others behaviors Overall Change Attention to interactions and activities Increased cooperation and confidence. Peter (2009) Blythe, et.al. (2011) Kempe & Tissot (2012) Peter (2009)

21 Discussion Activity Present Study Current Literature Rehearsal Improved peer interactions throughout rehearsals. Improved sharing at home due to excitement about rehearsals. Blythe, et. al. (2011) Peter (2009) Roy (2007) Performance Pride about performance contributed to social awareness and perceptions. Blythe, et. al. (2011) Peter (2009) Roy (2007)

22 Conclusions

23 Conclusions Changes in Caregiver Interactions Attributed by instructors to drama and theatre activities. Changes in Peer Interaction Attributed by parents to drama and theatre activities. Adjusting to Routines Attributed by one instructor to drama and theatre activities. Overall Change Attributed by parents and instructors to drama and theatre activities and the general camp experience.

24 Conclusions Clinical Implications Inclusion in school and community theatre and drama programs. Use theatre and drama activities in social skills lesson planning.

25 Limitations and Directions for Future Study

26 References American Speech-Language-Hearing Association (2014). Clinical topics: Autism overview. Retrieved from: Blythe, C. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., Rios, T. (2011). Brief report: theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, Brownell, M. (2002). Musically adapted social stories to modify behaviors in students with autism: four case studies. Journal of Music Therapy, 39(2), Dubie, M. (2009). Teaching social skills through theatre. The Reporter, 14(3), 8 Fisher, J. (2011). Positive behavior support for students with autism. Principal, 91(2), Gray, C. (2010). The new social story book, revised and expanded 10th anniversary edition: Over 150 social stories that teach every day social skills to children with autism or asperger's syndrome, and their peers. Arlington: Future Horizons, Inc.. Hartigan, P. (2012). Using theater to teach social skills: researchers document improvements for children with autism. Harvard Education Letter, 28(1-3), Hedge, M., & Maul, C. (2006). Language disorders in children. Boston: Pearson Education, Inc.. Iseminger, S. H. (2009). Keys to success with autistic children. Teaching Music, 16(6), Kelin, D.A. (2007). The perspective from within: drama and children's literature. Early Childhood Education Journal, 35(3), 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), Notbohm, E. (2012). Ten things every child with autism wishes you knew (2nd ed.).arlington: Future Horizons, Inc.. Peter, M. (2003). Drama, narrative and early learning. British Journal of Special Education, 30(1), Peter, M. (2009). Drama: narrative pedagogy and socially challenged children. British Journal of Special Education, 36(1), Roy, B. (2007). How community theatre can enrich the life of a person with special needs. The Exceptional Parent, 37(12), Schiller, A. (2008). Drama for at risk students: A strategy for improving academic and social skills among public middle school students (Master's Thesis). Available from Education Resources Information Center database. (ERIC No. ED50268) Schneider, N., & Goldstein, H. (2009). Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12(3), Wolf, A. (2005). Acting for kids on the autism spectrum. Lincoln: iuniverse.

27 Thank You Mr. and Mrs. Brehm Forever After Productions The Parent and Instructor Participants Contact: Olivia Rhoades Ana Claudia Harten

Autism centered theatre: The use of drama to improve social skills for children on the autism spectrum

Eastern Michigan University DigitalCommons@EMU Master's Theses and Doctoral Dissertations Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects 2014 Autism centered theatre: The use