Beyond the stage: exploring the effects of a theatre-based intervention on social skills in adolescents with intellectual disabilities

This study examines the effects of a theatre-based intervention on the social skills of adolescents with intellectual disabilities attending a special education high school. Employing an explanatory sequential mixed-methods design, the research combines quantitative and qualitative approaches to provide a comprehensive understanding of observed changes during the intervention period. In the quantitative phase, a pre-test – post-test control group design was used. Social skills were measured using the Social Skills Assessment Scale, completed by classroom teachers. Statistical analyses revealed a significant increase in teacher-rated social skills of students in the experimental group compared to the control group, with a large effect size. In the qualitative phase, semi-structured interviews were conducted with trainers to explore their observations of students’ social development. Thematic analysis of the interview data revealed two overarching themes: development of social interaction and communication skills and personal growth and emotional development. The findings suggest that structured theatre-based practices may be associated with positive social skill trajectories within this specific school context, particularly in supporting adolescents with intellectual disabilities during the transition to adulthood.