Social Skills in Children With ASD and Process Drama

Six children with Autism Spectrum Disorder (ASD) and 6 typically developing (TD) preschool
children participate will complete baseline testing. The TD children will only complete the
EEG testing, while the ASD children and their parents will complete all outcome assessments.
In addition to the outcome measures listed in the Brief Summary, the children we will
administer the the Vineland Adaptive Behavioral Scales (Vineland - II), the Mullen Scales of
Early Learning, and the Autism Diagnostic Observation Scale - II (if they have not had one
administered within the past 12 months) for sample description.

During the EEG session, brain activity during theory of mind and other social stimuli will be
used to measure brain behavior relationships. The recordings will adhere to standard clinical
EEG procedures, using high density EEG providing a high spatial resolution for electrical
source imaging in brain space. They will be conducted by a Registered EEG Technologist (R.
EEG T) with a specially trained student assistant. The procedure will involve first
explaining to the parent and child what will be done. The participants will sit within a
chair or a parent's lap while the EEG is recorded. The EEG tasks will consist of the
following: First the child will be asked to open and close their eyes for a few minutes to
record a baseline resting EEG. Then there will be both auditory sounds (intonations and word
components) and images of social stimuli embedded between fun cartoon stimuli to maintain the
child's attention displayed on a screen. The pictures will consist of eye movements, facial
gestures, and point light diagrams of body movements.

The process drama program will be conducted with 6 children with ASD and 6 TD peer models 5
days per week for 1 week for 2.5-3 hours each day. The program will consist of several
sections. Each day will open with an opening ritual that is movement based involving
mirroring activity. This is followed by a welcome/greeting activity, involving things like a
song and Name activity. The remainder of the activities build around a story for the day. The
story will be one that holds interest for young children, such as a day in the life of a tree
who gets visited by animals and people. The story unfolds with problems to solve and social
interactions to do. Participants and the drama teachers take on different roles to bring out
the story. Engagement starts out with drama pieces that the children can do individually and
progress to those requiring a partner and then small groups. Other artistic experiences
related to the story are included in the session, such as music and movement related to the
story and an art activity related to the story. The sessions close with a closing ritual,
reminding the participants of what was done during the session and a song. All the activities
focus on building understanding the emotions and intentions of others and appropriate social
interactions. The setting of the program and the specific activities have been planned with a
collaborative team of drama teachers, an occupational therapists, and a speech language
pathologists.

The process drama sessions will be videotaped and later scored for social interactions and
social verbal and non-verbal communication. We will also examine the engagement of the
participants with ASD to determine if we need to change/alter any procedures/techniques that
we are using during the process drama sessions in subsequent versions of this research. We
will also examine the behavior of the peer models to identify areas in which the research
team may need to change to better engage the peer models in subsequent sessions.

After the end of the process drama intervention, the participants with ASD will repeat the
baseline assessments within 4 weeks of intervention end. The assessments that will be
repeated are the ToMT, CSBS, SPA and SSiS. The children with ASD will also complete another
EEG session as they did at baseline.

Three months after the last testing session, the parents will be contacted to complete an
interview to ask how their children are functioning related to play and other interactions
with other children and with adults. These interviews may occur face-to-face at a mutually
agreed upon location, could be over the phone, or could be via a video conferencing system,
such as Business Skype. The interviews will be audio-recorded for later thematic analysis.
After these themes are identified, the parents will be re-contacted and shown the identified
themes to make sure that we have accurately represented what they intended to convey (member
checking).

Inclusion Criteria: Participants with ASD:

- aged 3-4 years old

- documented diagnosis of ASD from a licensed professional using DSM 5 criteria12; If no
documentation available, meets cut off on Autism Diagnostic Observation Scale (ADOS
-2)13 that will be administered by trained study staff.

- passes language and cognitive screen (see attached screening document with decision
rules) and a receptive language age equivalence of ≥18 months and a non-verbal age
equivalent score of ≥24 months on the Mullen Scale of Early Learning14

- have a caregiver willing/able to bring them to the University for the study sessions
and to schedule up to 3 assessment visits prior to intervention start and 3 assessment
sessions after intervention end

- family's primary language is English

Typically developing children

- aged 3-4

- normal or corrected to normal vision and hearing

- English speaking

Exclusion Criteria: Participants with ASD

- have no other major medical conditions (i.e., no genetic disorders such as Fragile X,
Down syndrome)

- seizure disorder

- uncorrected hearing or visual impairment

- other condition causing motor impairment, such as Cerebal Palsy

Typically developing children

-no history of developmental delay or neurological disorder