Creative drama as an intervention to enhance social and communication skills of children with autism

Creative drama as an intervention to enhance social and communication skills of children with autism

<p>This study aimed to investigate the use of creative drama as intervention to enhance</p><p>social and communication skills of learners with autism. Objectives of the study were to identify</p><p>the social and communication ski...

Full description

Saved in:
Bibliographic Details
Main Author: Cerbo, Shirley N.
Format: thesis
Language:eng
Published: 2019
Subjects:
Online Access:https://ir.upsi.edu.my/detailsg.php?det=7358
Tags: Add Tag
No Tags, Be the first to tag this record!
id oai:ir.upsi.edu.my:7358
record_format uketd_dc
institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic
spellingShingle
Cerbo, Shirley N.
Creative drama as an intervention to enhance social and communication skills of children with autism
description <p>This study aimed to investigate the use of creative drama as intervention to enhance</p><p>social and communication skills of learners with autism. Objectives of the study were to identify</p><p>the social and communication skills of learners with autism, develop a creative drama module,</p><p>determine the effectiveness of the activities in the module and identify the changes in the skills</p><p>of learners with Autism spectrum Disorder (ASD) as they undergo the activities. The case study was</p><p>conducted at Jose Fabella Memorial School (JFMS), Mandaluyong City, Philippines. Purposive sampling</p><p>was used involving six learners with ASD whose age ranged from 8 to 11 years old. Samples also</p><p>involved six parents and six teachers. Data were collected through interviews, observations,</p><p>checklists and field notes. Inter-rater checklist results were taken from the six teachers and the</p><p>researchers responses. Data were analyzed using thematic and narrative analysis. The themes that</p><p>emerged from the interviews were interaction with others, showing appropriate behavior and giving</p><p>appropriate verbal response. Findings showed learners social skills difficulties such as</p><p>disinterest in people, a choice of solitary activity over contact with others, doing socially</p><p>inappropriate things, and the inability to readily exchange social smile. Communication skills</p><p>difficulties were lack of initiative to talk with others, inability to ask questions and take turns</p><p>in conversations, lack of clarity in speaking and lack of eye contact and facial expression. Most</p><p>activities in the drama module were useful in enhancing, in varying degrees, the social and</p><p>communication skills of the learners. In conclusion, creative drama could be used as intervention</p><p>to enhance social and communication skills of children with ASD. Implication of the study provides</p><p>significant input and information on the use of drama activities as an alternative intervention to</p><p>help improve social and communication skills of learners with ASD.</p><p></p>
format thesis
qualification_name
qualification_level Doctorate
author Cerbo, Shirley N.
author_facet Cerbo, Shirley N.
author_sort Cerbo, Shirley N.
title Creative drama as an intervention to enhance social and communication skills of children with autism
title_short Creative drama as an intervention to enhance social and communication skills of children with autism
title_full Creative drama as an intervention to enhance social and communication skills of children with autism
title_fullStr Creative drama as an intervention to enhance social and communication skills of children with autism
title_full_unstemmed Creative drama as an intervention to enhance social and communication skills of children with autism
title_sort creative drama as an intervention to enhance social and communication skills of children with autism
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=7358
_version_ 1747833385575776256
spelling oai:ir.upsi.edu.my:73582022-08-26 Creative drama as an intervention to enhance social and communication skills of children with autism 2019 Cerbo, Shirley N. <p>This study aimed to investigate the use of creative drama as intervention to enhance</p><p>social and communication skills of learners with autism. Objectives of the study were to identify</p><p>the social and communication skills of learners with autism, develop a creative drama module,</p><p>determine the effectiveness of the activities in the module and identify the changes in the skills</p><p>of learners with Autism spectrum Disorder (ASD) as they undergo the activities. The case study was</p><p>conducted at Jose Fabella Memorial School (JFMS), Mandaluyong City, Philippines. Purposive sampling</p><p>was used involving six learners with ASD whose age ranged from 8 to 11 years old. Samples also</p><p>involved six parents and six teachers. Data were collected through interviews, observations,</p><p>checklists and field notes. Inter-rater checklist results were taken from the six teachers and the</p><p>researchers responses. Data were analyzed using thematic and narrative analysis. The themes that</p><p>emerged from the interviews were interaction with others, showing appropriate behavior and giving</p><p>appropriate verbal response. Findings showed learners social skills difficulties such as</p><p>disinterest in people, a choice of solitary activity over contact with others, doing socially</p><p>inappropriate things, and the inability to readily exchange social smile. Communication skills</p><p>difficulties were lack of initiative to talk with others, inability to ask questions and take turns</p><p>in conversations, lack of clarity in speaking and lack of eye contact and facial expression. Most</p><p>activities in the drama module were useful in enhancing, in varying degrees, the social and</p><p>communication skills of the learners. In conclusion, creative drama could be used as intervention</p><p>to enhance social and communication skills of children with ASD. Implication of the study provides</p><p>significant input and information on the use of drama activities as an alternative intervention to</p><p>help improve social and communication skills of learners with ASD.</p><p></p> 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=7358 https://ir.upsi.edu.my/detailsg.php?det=7358 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Adiguze, O. (2017). Creative drama in education (Egitimde yaratici drama) (10th ed.) Ankara: Pegem</p><p>Academy.</p><p>Retrieved from https://doi.org/10.14527/9786053644675</p><p></p><p>Agran, M., Hughes, C., Thoma, C. A., & Scott, L. A. (2016). Employment social skills: What skills</p><p>are really valued? Career Development and Transition for Exceptional Individuals, 39(2),111-120</p><p></p><p>Alvior, Mary G. (July 29, 2014). Thesis writing: What to write in Chapter 5.</p><p>In SimplyEducate.Me. Retrieved from</p><p>http://simplyeducate.me/2014/07/29/thesis-writing-what-to-write-in-chapter- 5]</p><p>American Psychiatric Association (2013)</p><p></p><p>American Psychological Association (2013)</p><p></p><p>Anderberg, S. & Kratochvil, K. (2005). Rationale for creative dramatics and formal</p><p>theatre in the classroom. The California Arts Project n.p.: 1999. ERIC, EBSCOhost</p><p></p><p>Anderson, C. M., Smith, T., & Iovannone, R. (2018). Building capacity to support students with</p><p>autism spectrum disorder: A modular approach to intervention. Education</p><p>& Treatment of Children, 41(1), 107-138.</p><p></p><p>Annarella, L. A. (1999). Using creative drama in the multicultural classroom.</p><p>Autism Encyclopedia (2005)</p><p></p><p>Bailey, E. & Montgomery, R. (2012). The Essential Guide to Aspergers Syndrome: Penguin Group (USA)</p><p>Inc.</p><p></p><p>Bandura, A. (1976). The role of modeling processes in personality development.</p><p>National Association for the Education of Young Children.</p><p></p><p>Bandura, A. (1971). Social learning theory. General Learning Press. New York City.</p><p></p><p>Barnes, C.M. (2008). Educational Psychology. Retrieved from</p><p>http://www.cbteaching.dandelilystudios.com/links/education/CMB- PiagetandVygotskyPaper.pdf</p><p></p><p>Battaglia, A. A., & Radley, K. C. (2014). Peer-mediated social skills training for children with</p><p>autism spectrum disorder. Beyond Behavior, 23(2), 4-13.</p><p></p><p>Bauminger-Zviely, N., Eden, S., Zancanaro, M., Weiss, P., & Gal, E. (2013). Increasing social</p><p>engagement in children with high-functioning autism spectrum disorder using collaborative</p><p>technologies in the school environment. Autism: the international journal of research and</p><p>practice (Vol. 17). https://doi.org/10.1177/1362361312472989</p><p></p><p>Bell, T. H. (1970). Model programs. Childhood Education: Dubnoff School for Educational Therapy.</p><p>American Institutes for Research. Palo Alto, California. ERIC.</p><p></p><p>Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham:</p><p>SRHE/OU Press.</p><p></p><p>Blacher, J., & Howell, E. (2008). Becoming social: Interventions with youth who have</p><p>high-functioning autism and asperger syndrome. Exceptional Parent, 38(10), 56-57.</p><p></p><p>Bordova, E. & Leong, D. J. (2015). Vygotskian and Post-Vygotskian Views on Childrens Play.</p><p>American Journal of Play, Volume 7, number 3. ERIC. Retrieved from</p><p>https://files.eric.ed.gov/fulltext/EJ1070266.pdf</p><p></p><p>Bracken-Roche, D., Bell, E., Macdonald, M. E., & Racine, E. (2017). The concept of 'vulnerability'</p><p>in research ethics: an in-depth analysis of policies and guidelines. Health research policy </p><p>and systems, 15(1), 8. doi:10.1186/s12961-016-0164-6</p><p></p><p>Brojerdi, F.S. (2017). Social interaction in learners with autism. University of Gothenburg</p><p>Department of Applied Information Technology Gothenburg, Sweden. Retrieved from</p><p>https://core.ac.uk/download/pdf/95665696.pdf</p><p></p><p>Cadette, J. N. (2015). The effectiveness of direct instruction in teaching students with autism</p><p>spectrum disorders to answer Wh- questions. (Doctoral dissertation, Florida Atlantic University,</p><p>2015. doi: 10.1007/s10803-016-2825-2</p><p></p><p>Campbell, C., Hansen, D., & W. Nangle, D. (2010). Social Skills and Psychological Adjustment (pp.</p><p>5167). https://doi.org/10.1007/978-1-4419-0609-0_4</p><p></p><p>Caplan, B., Feldman, M., Eisenhower, A., & Blacher, J. (2016). Student-Teacher Relationships for</p><p>Young Children with Autism Spectrum Disorder: Risk and Protective Factors. Journal of Autism &</p><p>Developmental Disorders, 46(12), 3653-3666.</p><p></p><p>Carkin, G. (2007). Teaching English through drama. Retrieved from</p><p>https:scholar.google.com.evotesoldrama2011.pbworks.com/f/teaching+thro ugh+drama.1doc.</p><p></p><p>Case, L., & Joonkoo, Y. (2015). Visual practices for children with autism spectrum</p><p>disorders in physical activity. Palaestra, 29(3), 21-25.</p><p></p><p>Cherry, K. (2018). How social learning theory works. Developmental Psychology.</p><p>Retrieved from https://www.verywellmind.com/social-learning-theory-</p><p>2795074</p><p></p><p>Chorpita B.F, Daleiden E.L, & Weisz J.R. (2005). Modularity in the design and application of</p><p>therapeutic interventions. Applied & Preventive Psychology. 11:141156.</p><p></p><p>Cojocariu, V., & Butnaru, T. (2014). Drama techniques as communication techniques involved in</p><p>building multiple intelligences at lower-elementary students. Procedia-Social and Behavioral</p><p>Sciences.</p><p></p><p>Coleman, M. B. & Cramer, E. S. (2015) Creating meaningful art experiences with assistive technology</p><p>for students with physical, visual, severe, and multiple disabilities, Art Education, 68:2, 6-13</p><p></p><p>Coleman S. R. (1985). B. F. Skinner, 1926-1928: From literature to psychology. The Behavior</p><p>Analyst, 8(1), 7792.</p><p></p><p>Conn, C. (2013). Play-based interventions for children and adolescents with autism spectrum</p><p>disorders. Child & Adolescent Mental Health, 18(2), 125-126. doi:10.1111/camh.12031_6</p><p></p><p>Cook, C. R., Gresham, L. K., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Socials skills</p><p>training for secondary students with emotional and/ or behavioral disorders: A review and analysis</p><p>of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16, </p><p>131144. doi:10.1177/1063426608314541</p><p></p><p>Corbett, B.A., Gunther, J.R., Comins, D., Price, J., Ryan, N., Simon, D., et al (2010). Brief</p><p>report: Theater as therapy for children with Autism Spectrum Disorder. doi:</p><p>10.1007/s10803-010-1064-1.</p><p></p><p>Costa, N., Faccio, E., Belloni, E. & Ludici, A. (2014). Drama experience in educational</p><p>interventions. Procedia-Social and Behavioral Sciences,116, 4977-4982.doi:</p><p>10.1016/j.sbspro.2014.01.1058</p><p></p><p>Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods</p><p>Approaches. California: SAGE Publication, Inc.</p><p></p><p>Creswell, J.W. (2015). A concise introduction to mixed methods research.</p><p>SAGE Publications</p><p></p><p>Crooke, P J., Hendrix, R. E., & Rachman, J.Y. (2007). Brief report: measuring the effectiveness of</p><p>teaching social thinking to children with asperger syndrome (AS) and high functioning autism.</p><p>(HFA)Springer Science+Business Media, LLC.</p><p></p><p>Cruickshank, D., Jenkins, D. B., & Metcalf, K. (2003). The Act of Teaching. Third Edition.</p><p>1221 Avenue of the Americas, New York, NY. McGraw Hill Companies.</p><p></p><p>Clatta, R. (2019). Social learning theory (Albert Bandura). Instructional Design.org Retrieved from</p><p>www.instructionaldesign.org/theories/social-learning.html</p><p></p><p>Curry, J. (2013). Integrating Play Techniques in Comprehensive School Counseling Programs.</p><p>Information Age Publishing.</p><p></p><p>Denzin, N. K. & Lincoln, Y. S. (2003). The Landscape of Qualitative Research</p><p>(2nd Edition). California: Sage Publication, Inc</p><p></p><p>Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (2013).</p><p></p><p>DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social</p><p>interaction of children with autism: consideration of peer expectancies. Focus on Autism and Other</p><p>Developmental Disabilities, 17(4), 198-207.</p><p></p><p>Dizon, E., Bustos, T., Ealdama, S., Echavia, D., Gomez, M. G., Oael, I., et al (2011). Educating</p><p>the child with special educational needs in the regular school: Current perspectives, support</p><p>services and</p><p>best practices. Quezon City: Laroa Press Services.</p><p></p><p>Donnelly, R., Fitzmaurice, M. (2005) Designing modules for learning. In G. O'Neill, S. Moore & B.</p><p>McMullin (eds.) Emerging issues in the practice of University Learning and Teaching, Dublin, All</p><p>Ireland Society for Higher Education (AISHE).</p><p></p><p>Dowling, K. (2014). Creative drama for emotional support: activities and exercises for use in the</p><p>classroom, by Penny McFarlane. Emotional &</p><p>Behavioural Difficulties, 19(3), 333- 334.doi:10.1080/13632752.2013.767005</p><p></p><p>DuPont, S. (1992). The effectiveness of creative drama as an instructional strategy to enhance the</p><p>reading comprehension skills of fifth-grade remedial readers. Reading Research and Instruction,</p><p>31(3), 41-52.</p><p></p><p>Elder, L. M., Caterino, L. C., Chao, J., Shacknai, D., & De Simone, G. (2006).</p><p>The efficacy of social skills treatment for children with asperger syndrome.</p><p>Education and Treatment of Children vol. 29, no. 4</p><p></p><p>Epp, K. M. (2008). Outcome-based evaluation of a social skills program using art therapy and group</p><p>therapy for children on the autism spectrum. Children & Schools, 30(1), 27-36.</p><p></p><p>Erwin, P. G., Firth, K., & Purves, D. G. (2004). Task characteristics and performance in</p><p>interpersonal cognitive problem solving. The Journal of Psychology, 13892), 185-192.</p><p></p><p>Fiore T, Nimkoff T. Munk T. & Carlson E, (2013). National Center for Education Evaluation and</p><p>Regional Assistance. Evaluation of the personnel development program to improve services and</p><p>results for children with disabilities. NCEE 2014-4007. National Center for Education Evaluation</p><p>and Regional Assistance [serial online].</p><p>Ipswich, MA: ERIC.</p><p></p><p>Fry, H., Kitteridge, S, & Marshall, S. (2009). A Handbook for Teaching and Learning in Higher</p><p>Education. Enhancing the Academic Practice Third Edition. New York: Routledge.</p><p></p><p>Flick, Uwe (2014). An Introduction to Qualitative Research (5th Edition). California: E</p><p>Publication, Inc.</p><p></p><p>Folostina, R., Tudorache, L., Michel, T., Erzsebet, B., Agheana, V. & Hocaoglu, H. (2015).</p><p>Using play and drama in developing resilience in children at risk. Procedia- Social and </p><p>Behavioral Sciences,197, 2362-2368.doi: 10.1016/j.sbspro.2015.07.283</p><p></p><p>Foti, F., Mazzone, L., Menghini, D., De Peppo, L., Federico, F., Postorino, V. et al (2014).</p><p>Learning by observation in children with autism spectrum disorder. Psychological </p><p>Medicine,44(11), 2437-2447.</p><p>doi:10.1017/S003329171300322X</p><p></p><p>Fox, C. (2015). The effects of physical exercises to improve social communication skills of</p><p>adolescents with autism. Special Education and Teaching Commons. Retrieved from</p><p>http://rdw.rowan.edu/etd/470</p><p></p><p>Frith, U. 1991. Autism and Asperger Syndrome. Cambridge University Press.</p><p></p><p>Gall, M.D., Gall, J.P., & Borg, W.R. (2007), Educational research: An introduction (8th ed.).</p><p>Boston: Pearson.</p><p>Garner, P. W., & Mahatmya, D. (2015). Affective social competence and teacherchild</p><p>relationship quality: Race/ethnicity and family income level as moderators. Social Development,</p><p>24(3), 678 697. doi:10.1111/sode.12114</p><p></p><p>Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for</p><p>youth with autism spectrum disorder: A systematic review and meta- analysis. Published in final</p><p>edited form as: Clinical Psychology Rev.; 2017 March; 52: 164-181. doi: 10.1016/j.cpr.2017.01.006.</p><p></p><p>Gindism, B. (2003). Remediation through education: Sociocultural theory and children with special</p><p>needs Article., Center for Cognitive Assessment and Remediation, DOI:10.1017/CBO9780511840975.012,</p><p>p. 4, 5,6, 7, 13, 14, 18, 24, 25</p><p></p><p>Grbich, C. (2011). Qualitative Data Analysis: An Introduction. California: Sage</p><p>Publication, Inc.</p><p></p><p>Greenfader, C., & Brouillette, L. (2013). Boosting Language Skills of English Learners</p><p>Through Dramatization and Movement. The Reading Teacher (Vol. 67).</p><p>https://doi.org/10.1002/TRTR.1192</p><p></p><p>Greenwood, C., Abbott, M. (2001). The research to practice gap in special education. SAGE Journals</p><p>Teacher Education and Special Education: The Journal of</p><p></p><p>Teacher Education Division of the Council for Exceptional Children.</p><p></p><p>Gresham, F.M., Elliot, S.N., & Kettler, R.J. (2010). Base rates of social skills</p><p>acquisition/performance deficits, strengths, and problem behaviors: An Analysis of the Social</p><p>Skills Improvement System Rating Scales. Psychological Assessment, 22(4), 809-815. doi:</p><p>10.1037/a0020255</p><p></p><p>Gresham, F.M., Elliot, S.N., Vance, M.J., & Cook, C.R. (2011). Comparability of the social skills</p><p>rating system to the social skills improvement system: Content and Psychometric comparisons across</p><p>elementary and secondary levels. School Psychology Quarterly, 26, 27-44.</p><p></p><p>Gudali, S., & Rukin, A. V., (2013). Does story-drama benefit pre-school childrens psycho- social</p><p>competence? A quasi-experimental study in Turkey. Drama. 19(2).</p><p></p><p>Guido, R. (2014). Evaluation of a modular teaching approach in materials science and engineering.</p><p>American Journal of Educational Research, 2(11), pp.1126- 1130.</p><p></p><p>Guivarch, J., Murdymootoo, V., Elissalde, S., Sale-Collemiche, X., Tardieu, S., & Jouve,</p><p>E. (2017). Impact of an implicit social skills training group in children with autism spectrum</p><p>disorderithout intellectual disability: A before-and-after study. PLoS ONE 12(7): e0181159.</p><p>Retrieved from https://doi.org/10.1371/journal.pone.0181159</p><p></p><p>Gustavsen, A. M. (2017). Logitudinal relationship between social skills and academic achievement in</p><p>a gender perspective. Cogent Education, 4(1), 1411035.</p><p>Retrieved from https://doi.org/10.1080/2331186X.2017.1411035.</p><p></p><p>Gutstein, S. E., & Whitney, T. (2002). Asperger Syndrome and the Development of Social</p><p>Competence. Focus on Autism and Other Developmental Disabilities (Vol. 17).</p><p>https://doi.org/10.1177/10883576020170030601</p><p></p><p>Hannell, G. (2006). Identifying children with special needs. California: SAGE Publication.</p><p></p><p>Hendricks, D.R. & Wehman, P. (2009). Transition from school to adulthood for youth with autism</p><p>spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental</p><p>Disabilities.</p><p></p><p>Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama</p><p>in an inquiry-based elementary program: The effect on student attitude and conceptual learning.</p><p>Journal of Science Teacher Education, 23(7), 823-846.</p><p></p><p>Hirvikoski, T.,Jonsson, U., Halldner, L., Lundequist, A., de Schipper, E., & Bolte, S. (2015). A</p><p>Systematic review of social communication and interaction for patients with autism spectrum</p><p>disorder. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology.</p><p></p><p>Howlin, P. (2010). Evaluating psychological treatments for children with autism-spectrum disorders.</p><p>Advances in Psychiatric Treatment, 16(2), 133-140. doi:10.1192/apt.bp.109.006684</p><p></p><p>Jackson, S. L. (2006). Research methods and statistics: A critical thinking approach. USA: Thompson</p><p>Wadsworth.</p><p></p><p>Jackson, Chiriga L. (1997). creative dramatics as an effective teaching strategy n.p.: ERIC,</p><p>EBSCOhost.</p><p></p><p>Jahanian, Sharon. (1997). Building Bridges of Understanding with Creative Drama Strategies: An</p><p>Introductory Manual for Teachers of Deaf Elementary School Students. n.p.: ERIC, EBSCOhost.</p><p></p><p></p><p>Johnson, J. (2017). Social Learning Theory as a Framework for Recreational Therapy Intervention in</p><p>Children with Neurodevelopmental</p><p>Disorders. Illuminare, Indiana University, Volume 15, Issue 1, pages 1-2.</p><p></p><p>Jull S, Miranda P. (2016). Effects of a staff training program on community instructors' ability to</p><p>teach swimming skills to children with autism. Journal of Positive Behavior Interventions [serial</p><p>online]. January 1, 2016;18(1):29-40. Ipswich, MA: ERIC.</p><p></p><p>Kabir, S. (2017). Communication Skills. Researchgate. retrieved from</p><p>https://www.researchgate.net/publication/325844168_COMMUNICATION_S KILLS</p><p></p><p>Kalidas, C. S. (2014). Drama: A Tool for Learning. Procedia-Social and Behavioral Sciences,</p><p>134,444-449. doi: 10.1016/j.sbspro.2014.01.1443</p><p></p><p>Karal, M. & Wolfe, P. (2018). Social story effectiveness on social interaction for students with</p><p>autism: Review of the literature. Education and Training in Autism and Developmental Disabilities,</p><p>53(1), 44-58.</p><p></p><p>Kemp, K. (2015). Teaching social skills to students with autism spectrum disorders and students</p><p>with intellectual disabilities</p><p></p><p>Kempe, A., & Tissot, C. (2012). The use of drama to teach social skills in a special school setting</p><p>for students with autism. Support for Learning, 27(3), 97-102. doi:10.1111/j.1467-9604.2012.</p><p>01526.x</p><p></p><p>Kilinc S, Kelley, M, Millinger J, & Adams K. (2016). Early years educators at play: A</p><p>research-based early childhood professional development program.</p><p>Childhood Education [serial online]. 92(1):50-57. Ipswich, MA: ERIC.</p><p></p><p>Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012). Interventions for children with autism</p><p>spectrum disorders in inclusive school settings. Cognitive and Behavioral practice, 19(3), 401</p><p>412. doi: 10.1016/j.cbpra.2010.11.003.</p><p></p><p>Koegel, L., Robinson, S., & Koegel, R. L. (2009). Empirically supported intervention practices for</p><p>autism spectrum disorders in school and community settings: Issues and practices. In. Sailor, G.</p><p>Dunlap, G. Sugai, and R. Homer (Eds.),</p><p>ook of positive behavior support.</p><p></p><p>Korukco, O., Ersan, C., & Aral, N. (2015). The effect of drama education on social skill</p><p>levels of the students attending child development associate program, 5(2), 2015th ser., </p><p>192-202. Retrieved from https://www.researchgate.net/publication/281826922</p><p></p><p>Kossyvaki, L., & Papoudi, D. (2016). A review of play interventions for children with autism at</p><p>school. International Journal of Disability, Development & Education, 63(1), 45-63.</p><p>doi:10.1080/1034912X.2015.1111303</p><p></p><p>Lee, G. T., Chou, W., & Feng, H. (2017). Social engagements through art activities for two children</p><p>with autism spectrum disorders. International Journal of Education Through Art, 13(2), 217-233.</p><p>doi:10.1386/eta.13.2.217_1</p><p></p><p>Li, J., Wand, D., & Li, K. (2015). Using psychodrama to relieve social barriers in an autistic</p><p>child: A case study and literature review. International Journal of Nursing Sciences,2(4),</p><p>402-407.doi: 10.1016/j.ijnss.08.008</p><p></p><p>Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications,</p><p>Inc.</p><p></p><p>Loper, J.M. (2010). Full spectrum access. American Theatre, 27(1), 82-87. Retrieved from:</p><p>http://web.ebscohost.com.pluma.sjfc.edu/ehost/detail</p><p></p><p>Luluk Tri Harinie, Achmad Sudiro, Mintarti Rahayu, & Achmad Fatchan. (2017). Study of the Banduras</p><p>social cognitive learning theory for the entrepreneurship learning process. Social Sciences. Vol.</p><p>6, No. 1, 2017, pp. 1-6. doi: 10.11648/j.ss.20170601.11</p><p></p><p>Macnamara, R. (2015). A Group based intervention for children with special educational needs:</p><p>Promoting social skills and communication through shared cooking activities in a mainstream primary</p><p>school. Reach, 283-20.</p><p></p><p>Majid, A. (2015). An introduction to Communication skills. Academia.Edu. Retrieved from</p><p>https://www.academia.edu/16862358/An_introduction_to_Communication-</p><p>skills</p><p></p><p>Marshall, C. & Rossman, G. B. (2016). Designing Qualitative Research Sixth</p><p>Edition. California: SAGE Publication, Inc.</p><p></p><p>Mazurek, M. O. & Kanne, S. M. (2010). Friendship and internalizing symptoms among children and</p><p>adolescents with ASD, Journal of Autism and Developmental Disorders, 40, 1512-1520.</p><p></p><p>Mc Caslin, N. (2006). Creative drama in the classroom and beyond. Boston: Pearson/Allyn and Bacon.</p><p></p><p>Mc Leod, S. (2016). Retrieved from https://www.simplypsychology.org/bandura.html</p><p></p><p>Mc Leod, S. (2014). Retrieved from https://www.simplypsychology.org/bandura.html</p><p></p><p>McMahon, C. M., Vismara, L.A., & Solomon, M. (2012). Measuring changes in</p><p>social behavior during a social skills intervention for higher-functioning children and adolescents</p><p>with autism spectrum disorder. Springer Science+Business Media New York.</p><p></p><p>Moon, J. (2002) The Module and Programme Development Handbook. London: Kogan Page Ltd.</p><p></p><p>Moradi, M., Liu, L., Luchies, C., Patterson, M. & Darban, B. (2018). Enhancing teaching- learning</p><p>effectiveness by creating online interactive instructional modules for fundamental concepts of</p><p>Physics and Mathematics. Education Sciences, [online] 8(3), p.109. Retrieved from</p><p>https://www.mdpi.com/2227- 7102/8/3/109</p><p></p><p>Morse,J.M. (1998). Designing funded qualitative research, in N. Denzin and Y.S. Lincoln (eds).</p><p>Strategies of Qualitative Research. London: Sage. Pp 56-85.</p><p></p><p>Moseley, D., Baunfield, V. et.al. (2005). Framework for Thinking. Handbook for</p><p>Teaching and Learning. Cambridge University Press.</p><p></p><p>Muller, E., Schuler, A., & Yates, G.B. (2008). Social challenges and supports from the</p><p>perspective of individuals with Asperger syndrome and other autism spectrum disabilities.</p><p>Autism,12(2), 173-190.</p><p></p><p>Murdymootoo, V., Elissalde, S., Salle-Collemiche, X., Guivarch, J., Poinso, F., Tardieu, S., &</p><p>Jouve, E. (2017). Impact of an implicit social skills training group in children with autism</p><p>spectrum disorder without intellectual disability: A before-and-after study. Plos ONE, </p><p>12(7), 1-18. doi: 10.1371/journal.pone.0181159</p><p></p><p>Myles, B. S. et. al. (2005). Life journey through autism: An educators guide to asperger syndrome.</p><p>Organization for Autism Research.</p><p></p><p>Nardo, M. T. B. (2017). Modular instruction enhances learner autonomy. American Journal of</p><p>Educational Research, 5(10), 1024-1034.</p><p></p><p>Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language</p><p>Teaching Research Volume 19 (2). SAGE Publications. Retrieved from</p><p>https://journals.sagepub.com/doi/pdf/10.1177/1362168815572747.</p><p></p><p>Nesterova, A., Aysina, R., & Suslova, T. (2015). Recent technologies to improving social and</p><p>communication skills in children with ASD: Systematization of approaches and methods. Modern</p><p>Applied Science, 9(11), 38. doi:10.5539/mas. v9n11p38.</p><p></p><p>Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary Scientist. New York: Routledge.</p><p></p><p>Newschaffer, C.J. et al (2007). The epidemiology of autism spectrum disorders. Annual Review of</p><p>Public Health Vol. 28:235-258. Retrieved from</p><p>https://doi.org/10.1146/annurev.publhealth.28.021406.144007</p><p></p><p></p><p>Okoronkwo Chukwu-Okoronkwo, S. (2011). Creative Dramatics as an Effective Educational Tool In</p><p>Contemporary Education: A Pedagogical</p><p>Discourse. Nnamdi Azikiwe University, P. M. B. 5025, Awka, Nigeria.</p><p></p><p>nder, A. (2012). Okulncesi ocuklari Iin Egitici Drama Uygulamalari (Educational Drama</p><p>Applications for Pre-school Children).</p><p>Istanbul: Morpa Kltr yayinlari, 1. Baski.</p><p></p><p>Orkibi, H. (2013). The applicability of a seminal professional development theory to creative arts</p><p>therapies students. Clinical Psychology and Psychotherapy.</p><p></p><p>Owens, G., Granader, Y., Humphrey, A., & Cohen, S. B. (2008). LEGO Therapy and the social use of</p><p>language programme: An evaluation of two social</p><p>skills interventions for children with high functioning autism and Asperger Syndrome. Springer</p><p>Science + Business Media.</p><p></p><p>Ozarin, L. (2003). History Notes. J. L. Moreno, M.D.: Founder of Psychodrama. Psychiatry online. </p><p>American Psychiatric Association. Retrieved from https://doi.org/10.1176/pn.38.10.0060.</p><p></p><p>Padmapriya, P.V. (2015). Effectiveness of Self Learning Modules on Achievement in Biology Among</p><p>Secondary School Students. [online] Ijepr.org. Retrieved from</p><p>http://ijepr.org/doc/V4_Is2_June15/ij12.pdf</p><p></p><p>Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd edn). London: SAGE</p><p></p><p>Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement:</p><p>Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L.</p><p>Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp.</p><p>365386). New York, NY: Springer</p><p></p><p>Pickard, K., & Ingersoll, B. (2015). Brief Report: High and low level initiations of joint</p><p>attention, and response to joint attention: differential relationships with language and imitation.</p><p>45(1), 262-268. doi:10.1007/s10803-014-2193-8</p><p></p><p>Picci G. & Scherf, KS. (2015). A two-hit model of autism: Adolescence as the second hit.</p><p>Clinical Psychological Science: A Journal of the Association for Psychological</p><p>Science.Retrieved from http://dx.doi.org/10.1177/2167702614540646.(PubMed: 26609500)</p><p></p><p>Pieczura, M. (2013). Decidedly dramatic! The power of creative drama in social studies. Social</p><p>Studies and the young learner, 25(3), 9-12.</p><p></p><p>Plimley, L.A. 92006). A review of quality of life issues and people with autism spectrum disorders.</p><p>Retrieved from https://www.academia.edu/9710972/O_R_I_G_I_N_A_L_A_review_of_qual</p><p>ity_of_life_issues_and_people_with_autism_spectrum_disorders</p><p></p><p>Rabi, N. M., Ghazali, N.H.C.M., Rohaizad, N.A.., & Zulkefli, M.Y. (2018). Readiness of pre-service</p><p>teacher to teach student with special needs through inclusive education course. International</p><p>Journal of Academic Research in Progressive Education and Development, 7(4), 200-210.</p><p></p><p>Radley, K. C., O'Handley, R. D., Battaglia, A. A., Lum, J. K., Dadakhodjaeva, K., Ford,</p><p>W. B., & McHugh, A. B. (2017). Effects of a social skills intervention on children with autism</p><p>spectrum disorder and peers with shared deficits. Education & Treatment of Children, 40(2),</p><p>233-262.</p><p></p><p>Ramat, S., Kittisunthonphisarn, N. & Kittichartchaowalit, K. (2016). Using English Instructional</p><p>Module by B-SLIM Model to Promote English Reading Comprehension of High School Students. [online]</p><p>Ijiet.org. Retrieved from http://www.ijiet.org/vol6/737-T0029.pdf</p><p></p><p>Rao, P., Beidel, D., & Murray, M. (2008). Social skills interventions for children with Asperger</p><p>syndrome or high functioning autism: A review and recommendations. Journal of Autism and</p><p>Developmental Disorders. Doi: 10.1007/s10803-007-0402-4. Retrieved from</p><p>https://www.researchgate.net/publication/6196535_Social_Skills_Interventio</p><p>ns_for_Children_with_Asperger's_Syndrome_or_High- Functioning_Autism_A_Review_and_Recommendations</p><p></p><p>Rholetter, W. M. (2013). Operant conditioning. Salem Press Encyclopedia.</p><p></p><p>Salcedo, V.D. (2017). The use of creative dramatics to improve social skills in</p><p>kindergarten.Retrieved from http://uruae.org/siteadmin/upload/UH0117830.pdf</p><p></p><p>Sawitree, R. (2014). The development of social interaction of children with autism in inclusive</p><p>classrooms, Social and Behavioral Science, Vol. 116,4108-4113.</p><p></p><p>Sansosti, F., & Powell-Smith, K. A., (2008). Using computer-presented social stories and video</p><p>models to increase the social communication skills of children with high- functioning autism</p><p>spectrum disorders. Journal of Positive Behavior interventions, 10(3), 162-178.</p><p></p><p>Schoenfield, N., Rutherford, R., Gable, R., & Rock, M. (2008). ENGAGE: A blueprint for</p><p>incorporating social skills training into daily academic instruction. Preventing School Failure:</p><p>Alternative Education for Children and Youth, 52(3), 17-28.</p><p></p><p>Seach, D. (2008). Interactive Play for Children with Autism. New York, NY; Routhledge.</p><p></p><p>Sherratt, D. & Peter, M. (2006). Developing play and drama in children with autistic spectrum</p><p>disorders. New York, NY: David Fulton Publishers.</p><p></p><p>Sigman, M. (1998). Change and Continuity in the Development of Children with Autism. The Journal of</p><p>Child Psychology and Psychiatry and Allied Disciplines, 39(6), 817-827.</p><p></p><p>Silverman, C. (2012). Understanding Autism: Parents, Doctors, and the History of a Disorder.</p><p>Princeton, N.J.: Princeton University Press.</p><p></p><p>Smith PG, Morrow RH, Ross DA, editors. Field Trials of Health Interventions: Toolbox. 3rd edition.</p><p>Oxford (UK): OUP Oxford; 2015 Jun 1. Chapter 2, Types of intervention and their </p><p>development. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK305514/</p><p></p><p>Srinivasan, S., Eigsti, I., Gifford, T., & Bhat (2016). The effects of embodied rhythm and robotic</p><p>interventions on the spontaneous and responsive verbal communication</p><p>skills of children with Autism Spectrum Disorder (ASD): A further outcome of</p><p>a pilot randomized controlled trial. Research in Autism Spectrum Disorders, 27,</p><p>73-87.doi: 10.1016/j.rasd.2016.04.001</p><p></p><p>Stamp, G. H., & Socha, T. J. (2009). Parents and Children Communicating with Society: Managing</p><p>Relationships Outside of the Home. New York: Routledge.</p><p></p><p>Suhotin, M.A. (2014). Drawing as a means of developing and maintaining dialogic speech with a child</p><p>having autism. Autism and Developmental Disorders, 1(42), 39- 48.</p><p></p><p>Sundell, K. and Olsson, T. (2017). Social Interventions Research.Oxford Bibliographies. doi: </p><p>10.1093/OBO/9780195389678-0254. Retrieved from</p><p>http://www.oxfordbibliographies.com/view/document/obo</p><p>9780195389678/obo-9780195389678-0254.xml#firstMatch</p><p></p><p>Swank, Jacqueline M. Incorporating play interventions within individual and</p><p>small group counseling. Journal of Autism & Developmental Disorders, 43(8), 1843-1856.</p><p>doi:10.1007/s10803-012-1733-3</p><p></p><p>Tadayon N. R. (2012). Banduras Social Learning Theory & Social Cognitive Learning Theory.</p><p>Taylor, B.A. & De Quinzio, J.A. (2012). Observational Learning and Children with Autism. Behavior</p><p>Modification. sagepub.com/journalsPermissions.nav DOI:10.1177/0145445512443981</p><p>http://bmo.sagepub.com</p><p></p><p></p><p>The American Heritage Dictionary of The English Language, Fifth Edition by the Editors of the</p><p>American Heritage Dictionaries. (2016). Houghton Mifflin Harcourt Publishing Company. Published by</p><p>Houghton Mifflin Harcourt Publishing Company.</p><p></p><p></p><p>Tombak, A. (2014). Importance of Drama in Pre-school Education. Procedia-Social and Behavioral</p><p>Sciences, 143, 372-378. doi: 10.1016/j.sbspro.2014.07.497</p><p></p><p></p><p>Torrefranca, E. (2017). Development and validation of instructional modules on rational expressions</p><p>and variations. [online] Po.pnuresearchportal.org. Retrieved from</p><p>http://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/</p><p>375</p><p></p><p>Trowsdale, J., & Hayhow, R. (2013). Can mimetics, a theatre-based practice, open</p><p>possibilities for young people with learning disabilities? A capability approach. British Journal</p><p>of Special Education, 40(2), 72-79. doi:10.1111/1467- 8578.12019</p><p></p><p>Tzivinikou, S. (2015). The impact of an in-service training program on the self-efficacy of special</p><p>and general education teachers. Problems of Education in the 21St Century, 6495-107.</p><p></p><p>Ulubey, O. (2018). The effect of creative drama as a method on skills: A meta-analysis study.</p><p>Journal of Education and Training Studies,6(4), 63. doi:10.11114/jets. v6i4.2968</p><p></p><p>Unchalee, S, Thidakorn, M, & Kamonrat S (2013). Social skills deficits of students with autism in</p><p>inclusive schools. Social and Behavioral Sciences. Vol. 116, 509- 512.</p><p></p><p>Van Volkenburg, J. B. (2015). Reaching children with autism spectrum disorders using creative</p><p>dramatics: The building blocks model. Dimensions of Early Childhood. Volume 43 No. 2.</p><p></p><p>Venu, V. & Reddy, P. (2016). Communication Skills. Academia. Edu, 3(04). Retrieved from</p><p>https://www.academia.edu/29435711/Communication_Skills</p><p></p><p>Vidal, L.A.S. (2012). Intellectual, academic, and psychosocial self-care achievements among</p><p>children with autism. Education Quarterly. Vol. 70 no. 1.</p><p></p><p>Vivanti, G. & Rogers, S.J. (2011). Action understanding and social learning in autism: a</p><p>developmental perspective. Life Span and Disability / XIV, 1 (2011), 7-29. Retrieved from</p><p>http://www.lifespan.it/client/abstract/ENG215_1.pdf</p><p></p><p>Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.</p><p></p><p>Walen, K. K. M., Kottman, T., Bullis, Q., & Taylor, D. D. (2015).</p><p>Counseling Association.Vol. 93</p><p></p><p>Watanabe, J. (2011). An adventure around educational methods: Teachers'</p><p>explorations for application of dramatic activities. Educational Studies In Japan: International</p><p>Yearbook, (6), 33-45.</p><p></p><p>Way, B. (1998). Development through drama. Atlantic Highlands, N.J.:Humanities Press International.</p><p></p><p>Way, B. (1967) Development through drama, Longman, London</p><p></p><p>Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-</p><p>centered learning in the technology-enhanced, blended learning environment. Retrieved </p><p>from https://principle soflearning.wordpress.com/dissertation/chapter-4-results/themes-</p><p>identified/repetition/</p><p></p><p>Wentzel, K. R. (2015). Socialization in school settings. In J. E. Grusec & P. D. Hastings</p><p>(Eds), Handbook of socialization Theory and research (2nd ed., pp. 251-275). New York, NY: Guilford</p><p>Publications.</p><p></p><p>Wheater, C. (2013). Theater therapy for children with autism. Fisher Digital Corporation.</p><p>St. John Fisher College.</p><p></p><p>Wilson, K. (2013). Teaching social-communication skills to preschoolers with autism: Efficacy of</p><p>video versus in vivo modeling in the classroom. Journal Of Autism & Developmental Disorders, 43(8),</p><p>1819-1831. doi:10.1007/s10803-012-</p><p>1731-5</p><p></p><p>Wolfberg,P., Botema-Beutel, K. & Dewitt, M. (2012). Including children with autism</p><p>in social and imaginary play with typical peers (Integrated Play Groups Model). American Journal of</p><p>Play, volume 5, number 1 Retrieved from</p><p>https://files.eric.ed.gov/fulltext/EJ985604.pdf</p><p></p><p>Zeedyk, S. M., Cohen, S. R., Eisenhower, A., & Blacher, J. (2016). Perceived social</p><p>competence and loneliness among young children with ASD: Child, parent and teacher reports. Journal</p><p>of Autism and Developmental Disorders, 46, 436449. doi:10.1007/ s10803-015-2575-6</p><p></p><p>Yeo, K. & Teng, K. (2015). Social skills deficits in autism: A study among students with autism</p><p>spectrum disorder in inclusive classrooms. Universal Journal of Educational Research, 3(12),</p><p>1001-1007.doi: 10.13189/ujer.2015.031208</p><p></p><p>Xin, J. & Leonard, D. (2014). Using iPads to teach communication skills of students with autism.</p><p>Journal of Autism and Developmental Disorders, 45(12), 4154-4164. doi: 10.1007/s10803-014-2266-8</p><p></p><p>Zviely, N. B. (2013). Social and academic abilities in children with high</p><p>functioning autism spectrum disorder. London: The Guilford Press.</p><p></p><p></p><p></p>

Similar Items