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What is theater-based intervention?
What is theater-based intervention?
Theater-based intervention has gained popularity as a way to support children with social and emotional aspects of communication
It is often used to aid individuals on the Autism Spectrum, but can be implemented with any child who has difficulties with these areas of language
Intervention primarily relies on role-play, improvisation, character exploration, and performance to aid adolescents and children (Corbett et al., 2010; Reading et al., 2015).
Core Components (Corbett et al., 2010)
Role Play: Practicing real-life interactions in safe settings and contexts
Improvisation: Encouraging flexible thinking and spontaneous communication
Modeling: Learning from peers, adults, or video examples
Rehearsal: Repeated practice of language, social cues, and nonverbal communication
Performance: Sharing scenes or shows to increase confidence and expressive skills
Why theater-based intervention works
Creates meaningful, authentic communication
Promotes generalization from rehearsal to everyday life (Corbett et al., 2014)
Uses embodied learning (i.e., viewing the physical movements, senses, and environment) to support emotion and social understanding
Encourages peers to be involved and interact in a collaborative learning environment (McDonald et al., 2022)
Offers a fun, enjoyable approach to therapy which can reduce resistance (Wu et al., 2020)
Across studies, theater-based interventions showed overall gains in:
Social communication (Corbett et al., 2014; Reading et al., 2015)
Peer interaction and reciprocity (Corbett et al., 2010; McDonald et al., 2022)
Nonverbal communication and pragmatic language (da Cruz et al., 2022)
Theory of mind and emotion recognition (Corbett et al., 2010; McDonald et al., 2022)
Engagement and participation (Wu et al., 2020)
Stress regulation measured through cortisol production (Corbett et al., 2010, 2014)
References:
Corbett, B. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., Schupp, C. W., & Rios, T. (2010). Brief report: Theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(4), 505–511. https://doi.org/10.1007/s10803-010-1064-1
Corbett, B. A., Key, A. P., Qualls, L., Fecteau, S., Newsom, C. R., Coke, C., & Yoder, P. (2014). Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Research, 7(1), 4–16. https://doi.org/10.1002/aur.1341
da Cruz, G. S., Deschamps, L. M., Blas, H. F., & de Oliveira, A. M. (2022). Theater activities: Contributions to pragmatic development in children’s language. CEFAC, 24(2), 1–10. https://doi.org/10.23925/2176-2724.2022v34i3e51726
McDonald, N. M., Hartmann, K., & Corbett, B. A. (2022). Performance- and theater-based interventions for supporting social cognition and social communication in autistic youth: A review and theoretical synthesis. Review Journal of Autism and Developmental Disorders, 9, 295–310. https://doi.org/10.1055/s-0042-1750763
Reading, J., Reading, R., Padgett, R., Pryor, S., & Edwards, J. (2015). The use of theatre to develop social and communication behaviors for students with autism. Journal of Educational Research and Practice, 5(1), 1–20. https://digitalcommons.butler.edu/cgi/viewcontent.cgi?params=/context/ccom_papers/article/1140
Wu, X., Lou, Y., Lin, C., & Chang, H. (2020). Early intervention for children with intellectual and developmental disability using drama therapy techniques. Research in Developmental Disabilities, 97, 103544. https://doi.org/10.1016/j.childyouth.2019.104689
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