The Autism Society Event and Education Recordings Archive

This presentation will be a highly interactive session in which parents and professionals will learn the theory and practice behind using theater techniques with students diagnosed on the spectrum to help with their social cognition and self-esteem while developing a viable leisure time activity. Participants will learn and participate in specific theater activities, improvisation games and scenes, while learning how each activity addresses skill deficits in Asperger Syndrome/HFA. This presentation will first review characteristics of those with Asperger Syndrome and high-functioning autism.  Characteristics addressed will include neurological differences, executive function deficits, sensory differences and social cognition differences including Theory of Mind deficits.
Next the presenter will address how theater and music activities are natural tools for teaching social competencies.  The speaker will address components of being an actor including acting and reacting to a fellow actor, interpreting dialogue, interpreting intentions, and deciphering context. The importance of non-verbal cues in acting will be discussed.
The presenter will then review some of the basic elements that actors learn when beginning the program.  First the universal Rules of Acting will be identified.  These are: 1) Never hurt another actor, and   2) Listen to the director. Participants will be encouraged to discuss what boundaries and social expectations are covered in these rules.
Next the Big Three of the Antics program will be identified.  These include the following components of non-verbal communication:  1) vocal tone and volume, 2) facial expressions and 3) body language.  The presenter will role-play how the importance of these components are demonstrated for actors in Antics workshops.
Specific warm-up games will be explained and then participants will participate in the games.  The group will then examine the skill areas addressed in each game or activity. The importance of gradually building confidence and comfort level will be stressed. Suggestions for how to involve the reluctant actor will be addressed.
Next the presenter will explain the next level of activities that specifically address the use of non-verbal cues. Participants will again participate in demonstrating these activities.  The games include Bamboozle, Flexible Phrases, Sell Your Partner, Props Game, Taxi, and Blah Blah. The importance of appropriately grouping partners and small groups will be addressed.
The next component of the Antics program that will be taught is the use of partner scenes.  These are short scripted scenes for two or three actors.  In each scene there is specific skill area addresses. The scene could contain language issues, such as word plays, double meanings, abstractions. Another scene might deal with a specific social issue, such as teasing, friendship, or over focus on one topic. Participants will read a few examples aloud with a partner. The possible applications of the scenes will be discussed.
Throughout the presentation, clips of young actors involved in the various activities will be shown. Discussion will focus on how parents and professionals can scaffold activities according to age groups and/or ability levels.
The possibility of having the actors create backdrops and simple scenery will be addressed.  This is more practical is some setting than in others, and can be simple or more elaborate. Just the simple making of posters for a specific activity can add a great deal to the final showcase, and to the pride of the actors.
Lastly, we will discuss the final presentation of activities, scenes and skits in a final showcase.  The actors get very excited about performing a final showcase.  This event can be as elaborate or as simple as your time, budget and space allow. Participants will brainstorm how this activity could occur in different settings and circumstances.
Time will be provided for questions from the participants.

Learning Objectives: