The Effects of a Theatrical Play Programme on Social Skills Development for Young Children with Autism Spectrum Disorders

Autor/inn/en	Mpella, Maria; Evaggelinou, Christina; Koidou, Eirini; Tsigilis, Nikolaos
Titel	The Effects of a Theatrical Play Programme on Social Skills Development for Young Children with Autism Spectrum Disorders
Quelle	In: International Journal of Special Education, 33 (2019) 4, S.828-845 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Theater Arts; Play; Autism; Pervasive Developmental Disorders; Physical Education Teachers; Elementary School Students; Foreign Countries; Interpersonal Competence; Check Lists; Cooperation; Attention; Anxiety; Risk; Empathy; Behavior Change; Compliance (Psychology); Program Descriptions; Inclusion; Children; Intelligence Tests; Student Characteristics; Outcomes of Education; Teaching Methods; Greece; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Spiel; Autismus; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Interpersonale Kompetenz; Checkliste; Co-operation; Kooperation; Aufmerksamkeit; Angst; Risiko; Empathie; Inklusion; Child; Kind; Kinder; Intelligence test; Intelligenztest; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Griechenland
Abstract	The purpose of this study was to examine the effects of a theatrical play programme on social skills development for young children with Autism Spectrum Disorders (ASD). Six children with ASD were selected by purposive sampling (M=10.6 years), and their typically developing peers (N=132) (M=10.3 years), attending general primary schools in Greece participated in the study. All participants, both ASD and typical children, attended a theatrical play programme with the physical education regular school programme alongside. A physical education teacher and six integration classroom teachers of six different classes recorded the social skills of six children with ASD after every theatrical play session (16 educational sessions) for eight weeks. Social skills were evaluated using the "Social and Play Skills" checklist of the Collaborative Model for Promoting Competence and Success (COMPASS) by Ruble, Dalrymple, and McGrew (2012). This checklist is composed of three parts: social awareness, joint attention skills and play that facilitate teachers to observe different aspects of social interactions including social skills. Results showed improvement in cooperation, attention, obedience, and empathy in four of the six participants. All six children reduced anxiety risk and repeatability giving a potential promise in improving the social functioning in children with ASD through the cooperation with their peers. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01