Drama Therapy Interventions that Support Students with ASD During COVID-19

Author

Olivia ReyesFollow

Date of Award

Spring 5-21-2022

Document Type

Thesis

Degree Name

MA - Master of Arts

Department

Expressive Therapies

Advisor

Tim Reagan

Abstract

Due to the coronavirus (COVID-19) pandemic that began in December 2019, many people experienced traumatic losses, environmental stressors, and overall daily challenges. One of the populations most at risk during this time were those with an autism spectrum disorder (ASD). Those with mental health illness and developmental differences are experiencing the pandemic in different ways. Individuals with ASD tend to have both developmental differences and mental health challenges that motivate individuals to seek medicinal and therapeutic help, along with other services to support their daily needs. This literature review addresses the negative and positive impacts COVID-19 has had on the ASD population. There will be a focus on children and adolescents with ASD, who are experiencing virtual learning and how their social and emotional skills (SEL) might be at risk during this time due to these unforeseeable factors. Drama therapy techniques and interventions such as role-play, storytelling, projective tools, and embodiment will be explored as therapeutic options for the ASD population to work through areas of anxiety, depression, isolation, social-emotional learning skills, and overall wellness. The literature supports how these drama therapy interventions complement the ASD population in therapeutic services and can be a prominent benefit to combat the stressors of the COVID-19 pandemic.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.

Recommended Citation

Reyes, Olivia, "Drama Therapy Interventions that Support Students with ASD During COVID-19" (2022). Expressive Therapies Capstone Theses. 515.
https://digitalcommons.lesley.edu/expressive_theses/515