Socio-dramatic affective-relational intervention for adolescents with asperger syndrome & high functioning autism:...

Area of Science:

• Developmental Psychology
• Clinical Psychology
• Special Education

Background:

• Adolescents with Asperger syndrome and high-functioning autism often exhibit social skill deficits.
• Targeted interventions are crucial for improving social functioning in this population.
• Dramatic training offers a unique approach to practicing social skills in a simulated environment.

Purpose of the Study:

• To evaluate the effectiveness of the socio-dramatic affective-relational intervention (SDARI) for enhancing social skills.
• To assess the maintenance of social functioning improvements post-intervention.
• To explore the application of dramatic arts in therapeutic settings for autism spectrum disorder.

Main Methods:

• A six-week summer program utilizing the SDARI approach was implemented.
• Participants included adolescents diagnosed with Asperger syndrome or high-functioning autism.
• Hierarchical Linear Modeling (HLM) analyzed child- and parent-reported social functioning data pre-, during, and post-intervention.

Main Results:

• SDARI participants demonstrated significant improvements in multiple measures of social functioning.
• These improvements were sustained six weeks after the intervention concluded, indicating treatment maintenance.
• No significant improvements were observed in the control group.

Conclusions:

• The SDARI program is an effective intervention for improving social skills in adolescents with Asperger syndrome and high-functioning autism.
• The use of dramatic activities provides a viable method for in vivo social skills practice.
• Further research should explore long-term outcomes and broader applicability of SDARI.