Effectiveness and Influencing Factors of Drama-Based Interventions for Social Skills in Children and Adolescents with Autism Spectrum Disorder: A Meta-Analysis.

In 30 seconds

This meta-analysis assessed drama-based interventions for social skills in children and adolescents with autism spectrum disorder (ASD), drawing on 16 controlled studies involving 703 participants. The pooled effect was medium and statistically significant (Hedges’ g = 0.54, 95% CI [0.21, 0.88], p = 0.002). However, results varied substantially across studies (I² = 76.04%). Drama approach, intervention setting, and intervention agent significantly moderated effects; participant age and dosage indicators were not significant moderators.

Key findings

• Across 16 controlled studies and 703 participants, interventions had a medium effect on social skills (g = 0.54, 95% CI [0.21, 0.88], p = 0.002).
• Effects showed substantial heterogeneity (Q(15) = 62.59, p < 0.001; I² = 76.04%).
• Drama approach, intervention setting, and intervention agent significantly moderated effects; age and dosage indicators did not.

Why it matters

Social-skills difficulties are a core challenge in ASD, and this synthesis suggests drama-based approaches may offer a beneficial intervention option for children and adolescents. The substantial variation between study results, and the influence of how and where interventions were delivered, indicate that outcomes may depend on intervention organization and context rather than reflecting a uniform effect.

What to keep in mind

The pooled findings had substantial heterogeneity (I² = 76.04%), limiting confidence that effects will be consistent across intervention approaches and settings.