Scarlet Masque Theatre Journal New Beginnings and Fond Farewells Vol. 1 | Page 90

Analyzing the Relationship Between Theater and Autism Spectrum Disorder
The directional focus of theater organizations working with those with ASD are divided
into two separate ventures: the research of theater as a therapeutic tool for those with ASD
(social and cognitive) or the exercise of artistic expression by and for those with ASD.
Therapeutic minded organizations have an emphasis on theater as a device for removing some of
the aversions that can come with ASD. Artistic minded organizations recognize theater as a
device for aid in behavioral modification, but their aim is more centered around the elevation and
recognition of their artists’ experiences. Because of these two fundamental differences,
organizations have different pedagogical hierarchies in play. However, in-spite of their
differences, many organizations experience cross-over between the two due to the intrinsic
nature of theater as a median of human expression.
Literature Review
Autism Spectrum Disorder
In order to have a basis of understanding when contemplating the relationship between
theater and autism one must first know about the intricacies of the disorder. Autism spectrum
disorder (ASD) is a neurodevelopmental disorder and intellectual disability that can cause
“significant social, communicative, and behavioral challenges” (Center for Disease Control and
Prevention, 2016; American Psychological Association, 2013). The disorder can have an impact
on the way an individual communicates, behaves, interacts, and sees the world (CDC, 2016).
Scientists have not come to a consensus on what causes ASD, but they agree it is likely a
combination of several “nature-based factors” like genetics, neurochemical, and neurobiological
abnormalities (Towbin et al., 2002). The disorder has varying levels of cognitive impairment
deemed from low to severe, or conversely varying levels of functioning from high to low. Until
recently, much of what is now diagnosed as ASD was separated into many different criterias like
Asperger’s disorder or pervasive developmental disorder via the DSM. The consolidation of
these disorders into the autism spectrum was an effort by the APA to “improve the sensitivity
and specificity of [ASD’s] criterion and to identify more focused treatment targets for the
specific impairments identified” (APA, 2013). Keep this in mind when working with those with
ASD as they may have been diagnosed before the DSM update thereby leading to possible
differences in choice of language for their disorder. For example, they may prefer to be labeled
as someone with Asperger’s disorder rather than ASD. Communication is always key.
Three specific and universal traits of ASD are “impairments in social reciprocity,
deficiencies in communication skills, and repetitive/stereotypical/ritualistic behaviors” (McLesky
et al., 2011; Rutter, 1978; APA, 2013). ASD begins in early childhood impairing or lim iting
everyday functioning (APA, 2013). All of these traits vary significantly in severity from person
to person. Social reciprocity refers to “complex, multifaceted process of interacting with another
person” (McLesky et al., 2011). An impairment in the cognitive understandings of typical social
behaviors can lead to a severe lack of development in comprehending and participating in social
situations. This is why those with ASD oftentimes have problems with “socializing.” Avoidance
of eye contact, little expressions of empathy, lack of bonding with “friends” are symptoms of
ASD (McLesky et al., 2011; Rutter, 1978). This can result too in failure to consider situational
specificity (McLesky et al., 2011; APA, 2013). A lack of situational specificity can lead to
repeated social “missteps” because of a failure to recognize atypical behavior (McLesky et al.,