The theater as an intervention tool for students with autism spectrum disorder and intellectual disability

People with autism spectrum disorder (ASD) and intellectual disability, generally, have poor social skills, which prevents them to interact successfully with others. The aim of this study is to conduct an educational intervention in social skills through theater with a group of nine students diagnosed with ASD and/or intellectual disability. To do this, first, the VINELAND-II was applied, the results were analyzed and, from these, a number of objectives were established, planning an intervention program based on theater. At the end of the program, the results obtained were evaluated again using VINELAND-II. The results suggest that an intervention based on theater and a promising planning is highly effective to provide a quality educational intervention for students with both ASD and intellectual disability.