An innovative teaching method to improve the functioning of children with autism spectrum disorder: a comparative analysis between storytelling and shadow theater
An innovative teaching method to improve the functioning of children with autism spectrum disorder: a comparative analysis between storytelling and shadow theater

Summary/Abstract: Autism Spectrum Disorder (ASD) is the generic term given to a group of neurodevelopment disorders that are all characterized by two criteria, ongoing disabilities in social communication-interaction and behavior (Ousley & Cermak, 2014; Diagnostic and Statistical Manual of Mental Disorders. 5th ed., 2013 (DSM-5). Improving the skills of children with ASD requires special teaching methods and interventions. This paper is based on a study that compared two methods of teaching autistic children. The aim of this research was to examine the use of an innovative form of interactive Shadow Theater, accompanied by music, dubbing and narration as a means of intervention with children diagnosed with autism compared to the classical teaching of storytelling in terms of developing and improving behavior and social and cognitive skills. During one school year children were alternatively exposed to a set of stories and songs using the two above mentioned methods. Four hypotheses were posed concerning whether Shadow Theater or classroom storytelling was more effective in terms of determining appropriate emotional reactions, learning reactions, improving cognitive awareness and decreasing inappropriate behavior reactions. The overall findings show that in each of these four areas Shadow Theater was a more effective teaching method than the traditional methods of classroom storytelling.

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