UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This study aimed to investigate the use of creative drama as intervention to enhance
social and communication skills of learners with autism. Objectives of the study were to identify
the social and communication skills of learners with autism, develop a creative drama module,
determine the effectiveness of the activities in the module and identify the changes in the skills
of learners with Autism spectrum Disorder (ASD) as they undergo the activities. The case study was
conducted at Jose Fabella Memorial School (JFMS), Mandaluyong City, Philippines. Purposive sampling
was used involving six learners with ASD whose age ranged from 8 to 11 years old. Samples also
involved six parents and six teachers. Data were collected through interviews, observations,
checklists and field notes. Inter-rater checklist results were taken from the six teachers’ and the
researcher’s responses. Data were analyzed using thematic and narrative analysis. The themes that
emerged from the interviews were interaction with others, showing appropriate behavior and giving
appropriate verbal response. Findings showed learners’ social skills difficulties such as
disinterest in people, a choice of solitary activity over contact with others, doing socially
inappropriate things, and the inability to readily exchange social smile. Communication skills
difficulties were lack of initiative to talk with others, inability to ask questions and take turns
in conversations, lack of clarity in speaking and lack of eye contact and facial expression. Most
activities in the drama module were useful in enhancing, in varying degrees, the social and
communication skills of the learners. In conclusion, creative drama could be used as intervention
to enhance social and communication skills of children with ASD. Implication of the study provides
significant input and information on the use of drama activities as an alternative intervention to
help improve social and communication skills of learners with ASD.
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