Drama: a medium to enhance social interaction between students with and without mental retardation

Twenty-four fifth grade (or equivalent age) students were assigned to one of two treatment conditions consisting of equal numbers of students from regular and special education classes. One group was involved in a dramatic games condition culminating in a theatrical performance planned by the group. The second group was involved in a noncompetitive games condition culminating in a demonstration of games developed by the group. Observational data recording initiations and receptions of prosocial bids were collected for all subjects receiving special education services within both groups. A sociometric measure was used to assess the perceived quality of friendships both before and after the interventions. Results showed that students with mental retardation in the drama condition were targeted for positive social interactions by peers without mental retardation significantly more and were more highly regarded as friends than were those in the games condition.