The Science Behind the Program

At the time of this writing, there are no known pharmaceutical treatments that have been 
shown to improve the core symptoms of ASD deficits in reciprocal social communication. Thus, behaviorally based interventions designed to improve social skills are essential. There are
 a variety of social skills interventions available including direct skills training, applied behavior analysis, social skills groups, video modeling, and peer-training (Charlop-Christy, et al., 2000; Corbett, 2003; Kamps et al., 2002; Solomon, et al., 2004; Strain & Schwartz, 2001; Zanolli, et al., 1996). Many training programs produce positive outcomes in children with ASD. However, only a few meet strict criteria for empirical support (e.g., inclusion of control groups and randomisation) (Corbett et al., in press; Solomon et al., 2004) in order to distinguish observed effects attributed to the intervention from natural improvements over time (Chan et al., 2009; et al., 2008; White, et al., 2007).

Teaching appropriate social skills to children with ASD by direct didactic training in either a group or one-on-one format has received empirical support (Bellini & Peters, 2008; Mesibov, 1984; Solomon et al., 2004). Usually, qualified psychologists and paraprofessionals teach these training sessions in clinic settings, which have resulted 
in immediate, in-context gains for targeted skills. While participating children with ASD may learn specific social skills such as initiating interaction using priming (Zanolli et al., 1996), improving conversation skills through direct instruction 
with caregivers (Chin & Bernard-Opitz, 2000),
 or enhancing perspective taking from teaching theory of mind and social skills (Feng, et al., 2008), acquired skills often do not generalise across people, contexts, or everyday environments (Bellini, et al., 2007; White et al., 2007). Thus, the strong context-dependent learning in children with ASD is the most common barrier to behavioral change in children and adolescents with ASD (Qian & Lipkin, 2011). Thus, the inclusion of typically developing peers in the training and active practice of social skills can significantly contribute to the acquisition, maintenance, and generalisation of sociability. Moreover, the context in which treatment is delivered also can impact social skill development.

Research Publications

Publication 1

Brief Report: Theatre as Therapy for Children with Autism Spectrum Disorder

Publication 2

Peer-mediated theatrical engagement for improving reciprocal social interaction in autism spectrum disorder

Publication 3

Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder

Publication 4

Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder

Publication 5

Treatment Effects in Social Cognition and Behavior following a Theater-based Intervention for Youth with Autism

Publication 6

Peer Actors and Theater Techniques Play Pivotal Roles in Improving Social Play and Anxiety for Children With Autism

Publication 7

The Unfulfilled Promise of the N170 as a Social Biomarker