Author(s):
Ishita Mandal, Professor R Babu
Email(s):
imandal5@gmail.com , babufranklin@gmail.com
DOI:
10.52711/2349-2996.2026.00045 
Address:
Ishita Mandal1, Professor R Babu2
1Research Scholar, Department of Nursing, Manipur International University (MIU), Imphal, Manipur, India.
2Manager Nursing Quality and Education, Sakra World Hospital – Bangalore, Karnataka, India.
*Corresponding Author
Published In:
Volume - 16,
Issue - 3,
Year - 2026
ABSTRACT:
Children with Autism Spectrum Disorder (ASD) often experience challenges in social competence, affecting their ability to initiate, maintain, and interpret social interactions. Theatre-based interventions have emerged as a promising avenue for addressing these challenges by creating structured, creative environments where children can safely explore social experiences. This paper proposes a theoretical model that describes how theatre-based interventions may enhance social competence in children with ASD. Drawing on Social Learning Theory, Emotional Intelligence frameworks, socio-cultural theory, social skills training theory, and the Neurodiversity perspective, supported by relevant neuroscience, the model identifies core mechanisms—dramatic play, social scripting, and emotional expression—that foster improvements in social cognition, emotional regulation, and communication. Building upon this foundation, the paper introduces the "Srijan Ujjwal" framework, a culturally-adapted implementation model that operationalizes these theoretical mechanisms within specific socio-cultural contexts. The model's comparative advantages, implications for generalization, and practical applications are discussed, along with considerations for future research and the design of interventions.
Cite this article:
Ishita Mandal, Professor R Babu. Theatre as Therapy: A Theoretical Model for Enhancing Social Skills in Children with Autism Spectrum Disorder. Asian Journal of Nursing Education and Research. 2026;16(3):223-8. doi: 10.52711/2349-2996.2026.00045
Cite(Electronic):
Ishita Mandal, Professor R Babu. Theatre as Therapy: A Theoretical Model for Enhancing Social Skills in Children with Autism Spectrum Disorder. Asian Journal of Nursing Education and Research. 2026;16(3):223-8. doi: 10.52711/2349-2996.2026.00045 Available on: https://ajner.com/AbstractView.aspx?PID=2026-16-3-15
REFERENCES:
1. Rizzolatti G, Craighero L. The mirror-neuron system. Annu Rev Neurosci. 2004; 27: 169–192.
2. Pelphrey KA, Shultz S, Hudac CM, Vander Wyk BC. Research review: Constraining heterogeneity: the social brain and its development in autism spectrum disorder. J Child Psychol Psychiatry. 2011; 52(6): 631–644.
3. Goldstein TR, Winner E. Enhancing empathy and theory of mind. J Cogn Dev. 2012; 13(1): 19–37.
4. Napkin AI (Internet). Los Altos (CA): Napkin AI; 2025 (cited 2025 Mar 10). Available from: napkin.ai
5. Bandura A. Social learning theory. Englewood Cliffs, NJ: Prentice-Hall; 1977.
6. Goleman D. Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books; 1995.
7. Singer J. 'Why can't you be normal for once in your life?' From a 'problem with no name' to the emergence of a new category of difference. In: Corker M, French S, editors. Disability discourse. Buckingham: Open University Press; 1999. p. 59–67.
8. Walker N. Neurodiversity: Some basic terms & definitions (Internet). 2014 (cited 2025 Mar 12). Available from: neurocosmopolitanism.com
9. Vygotsky LS. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; 1978.
10. Gresham FM. Social skills training: Should we raze, remodel, or rebuild? Behav Disord. 1998; 24(1): 19–25.
11. Diagrams.net. Flowchart maker and online diagram software (Internet). 2024 (cited 2026 Apr 30). Available from: diagrams.net
12. Napkin AI (Internet). Los Altos (CA): Napkin AI; 2025 (cited 2025 Mar 10). Available from: napkin.ai
13. OpenAI (Internet). San Francisco (CA): OpenAI; 2025 (cited 2025 May 20). Available from: openai.com
14. Corbett BA, Mussey JL, Siemann JK, Schwartzman JM. Improvement in social competence using a randomized trial of a theatre intervention for children with autism spectrum disorder. J Autism Dev Disord. 2016; 46(2): 658–672.
15. Pordanjani SR. Effectiveness of Drama Therapy on Social Skills of Autistic Children. J Pract Clin Psychol. 2021; 9(1): 9–18.
16. Thompson DM. A systematic review of drama-based intervention studies for children and adolescents with autism spectrum disorder. Res Autism Spectr Disord. 2022; 90: 101891.
17. Yoder PJ, Bottema-Beutel K, Woynaroski T, Chandrasekhar R, Sandbank M. The association between study quality and the effects of theater-based interventions on social skills in autistic youth: A meta-analysis. J Clin Child Adolesc Psychol. 2023; 52(2): 179–193.
18. Liu Y, Li T, Wang M. Effects of a peer-mediated improvisational drama intervention on social network salience and friendship quality of children with ASD. Psychol Sch. 2022; 59(10): 2093–2109.
19. Chen KL, Lin CH, Yu TY, Huang CY. Efficacy of a tablet-based drama therapy program for promoting joint attention and emotion recognition in preschoolers with autism. Front Psychol. 2022; 13: 846785.
20. Papoudi D, Jørgensen CR, Guldberg K, Meadan H. Perceptions, experiences, and needs of parents of culturally and linguistically diverse children with autism: A scoping review. Rev J Autism Dev Disord. 2021; 8(2): 195–212.
21. Alhuzimi TE. Teacher's perceptions of using theatre to develop the social and communication skills of students with autism spectrum disorder (ASD) in schools in Saudi Arabia. Int J Incl Educ. 2025; 29(4): 390–411. doi:10.1080/13603116.2025.2530642.
22. Muscatello RA, Klemencic ME, Calvosa R, Corbett BA. Social Adaptation to Change in Peer Behavior Before and After a Pilot Randomized Clinical Trial of a Theatre-Based Intervention for Adults with Autism. J Autism Dev Disord. 2026; 56(4): 1401–1412.
23. Robinson E, Crane L. Examining the impact of drama-based sessions on the social-emotional well-being of autistic pupils in a special school: A multi-informant qualitative study. Br J Spec Educ. 2025; 52(1): 157–170. doi:10.1111/1467-8578.70000.
24. Leung FYN, Sin J, Dawson C, Ong CW. Process evaluation of a school-based theatrical intervention (SENSE Theatre) for adolescents with autism. Res Dev Disabil. 2023; 133:104405.
25. Dooman SM. Using drama-based interventions to increase social reciprocity for children with autism spectrum disorder (dissertation). Chapel Hill (NC): University of North Carolina at Chapel Hill; 2020.
26. Lee GK, Hao Y, Lee EJ, Pu Y. A virtual reality-integrated drama intervention for enhancing social perception in adolescents with high-functioning autism: A pilot randomized controlled trial. JMIR Serious Games. 2024; 12(1): e54221.
27. McPartland JC, Lerner MD, Bhat A, Clarkson T, Jack A, Koohsari S, et al. How far can theater and improvisation reduce anxiety and increase social confidence in youth with autism spectrum disorder? Preliminary findings from the drama school project. J Autism Dev Disord. 2021; 51(10): 3696–3707.
28. Ma B, Du X. Effects of a combined physical activity and educational drama intervention on core symptoms and physical fitness in children with ASD. Sci Rep. 2026; 16(1): 39873.