Benefits of Dramatherapy for Autism Spectrum Disorder: A Qualitative Analysis of Feedback from Parents and Teachers of Clients Attending Roundabout Dramatherapy Sessions in Schools

Abstract

Objective. To investigate parent/carer and teacher feedback on dramatherapy provided by Roundabout dramatherapists for children and young people with Autism Spectrum Disorder (ASD) in schools. Design. A qualitative study of written feedback from parents/carers collected after treatment had finished. Methods. Forty-two comments on dramatherapy were analysed using Interpretative Phenomenological Analysis (IPA). Results. Five themes emerged from the data and were reported using verbatim quotes under the following headings: Feelings: a safe place to explore; Peers: being included and making friends; Social skills: role play provides a short cut to learning about and practising social skills; Structure: predictability lessens anxiety; and Families: supporting the whole system. There were no negative comments about the dramatherapy treatment recorded on the feedback forms. Conclusion. The findings revealed overwhelming support from parents/carers and teachers for the use of dramatherapy for children and young people with ASD. These results are encouraging and indicate that further study of dramatherapy treatment is warranted in order to build the evidence base for such interventions in this client group.