Advertisement

Drama Education for Individuals on the Autism Spectrum

  • Parasuram Ramamoorthi
  • Andrew Nelson

Abstract

The drama-in-education community is facing a new and exciting challenge: providing meaningful drama and arts experiences for individuals on the autism spectrum. Autism Spectrum Disorder (ASD) is a neurological disorder that often profoundly affects a person’s communication, socialization, and play skills. One recent U.S. study concluded that approximately 1 in 150 people are on the autism spectrum (Centers for Disease Control and Prevention, 2007), and interventions range from behavior–based therapies to sensory integration techniques. More recently, drama and art education approaches have gained greater attention and the arts are being applied in a wide variety of ways and settings to help individuals with autism. Also, many adults and young people with ASD are finding their unique voice through the arts.

Keywords

autism drama masks communication social skills 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders-IV-TR. Washington, DC.Google Scholar
  2. Bloch, S., Orthous, P., Santibañez-H, G. (1987). Effector patterns of basic emotions: A psychophysiological method for training actors. Journal of Social and Biological Structures, 10(1), 1-19.CrossRefGoogle Scholar
  3. CDCP - Centers for Disease Control and Prevention. (2007). Autism information center. Retrieved July 30, 2009, from http://www.cdc.gov/ncbddd/autism/index.htmGoogle Scholar
  4. Fischer, B., & Breitmeyer, B. (1987). Mechanism of visual attention revealed by Saccadic eye movements. Neuropsychologia, 25(1), 73-83.CrossRefGoogle Scholar
  5. LaBerge, D., Carlson, R. L., Williams, J., & Bunney, B. G. (1997). Shifting attention in visual space: Tests of moving-spotlight models versus an activity-distribution model. Journal of Experimental Psychology: Human Perception and Performance, 23(5), 1380-1392.CrossRefGoogle Scholar
  6. Nelson, A. (2008). Social skills for individuals with asperger syndrome: A proven method using theatre and the arts. Hyderabad, India: Prachee Publications.Google Scholar
  7. Pollaczek, P. P. (1954). Use of masks as an adjunct to role-playing. Mental Hygiene, 38, 299-304.Google Scholar
  8. Ramamoorthi, P. (2008). ARTRAN: Conversation with Co-Founder Dr. Parasuram Ramamoorthi. Official Podcast of the Applied Theatre Research and Autism Network. Retrieved from www.autismtheatre.orgGoogle Scholar
  9. Schechner, R. (1977). Performance theory. London: Routledge.CrossRefGoogle Scholar
  10. Schneider, C. B. (2007). Acting antics: A theatrical approach to teaching social understanding to kids and teens with Asperger syndrome. London: Jessica Kingsley Publishers.Google Scholar
  11. Townsend, J., Harris, N. S., & Courchesne, E. (1996). Visual attention abnormalities in autism: Delayed orienting to location. Journal of the International Neuropsychological Society, 2(6), 541-550.CrossRefGoogle Scholar
  12. Van der Geest, J. N., Kemner, C., Camfferman, G., et al. (2001). Eye movements, visual attention, and autism: A saccadic reaction time study using the gap and overlap paradigm. Biological Psychiatry, 50 (8), 614-619.CrossRefGoogle Scholar

Copyright information

© Sense Publishers 2011

Authors and Affiliations

  • Parasuram Ramamoorthi
    • 1
  • Andrew Nelson
    • 2
  1. 1.Theatre Arts Madurai kamaraj UniversityMaduraiIndia
  2. 2.International Association of Theatre for Autism and West Virginia Autism Training CenterMarshall UniversityVirginiaUSA

Personalised recommendations