ACTING STUDY AND SOCIAL SKILLS LEARNING:

A COMPARATIVE ANALYSIS

A Thesis

Presented to

the Faculty of the Department of Television, Radio, Film and Theatre

San Jose State University

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts

by

Pamela Lindsay

May 2008

ABSTRACT

ACTING STUDY AND SOCIAL SKILLS LEARNING:

A COMPARATIVE ANALYSIS

by Pamela Lindsay

This thesis addresses possible connections which may exist between techniques of acting study and social skills learning for individuals with Asperger's Syndrome. It examines the skill objectives of selected methods of instruction from both areas to provide data for comparative analysis. In addition, approaches to instruction with possible cross-disciplinary benefits were identified based on applications involving the building of shared skill objectives.

The related research data was summarized and illustrated through cross-reference charts. These revealed that such connections do exist; the percentages of objectives identified as common between acting study and social skills learning were revealed through individual and corporate analysis. The information presented supports future discussion regarding curriculum planning within both areas of instruction and encourages additional discussion regarding the creative potential of actors with Asperger's Syndrome.

TABLE OF CONTENTS

Chapter

1. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
2. PREVIOUS THERAPEUTIC USES OF ACTING STUDY. . . . . . . . . . . . .6
   
   Literature Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

3. INVESTIGATING POSSIBLE CONNECTIONS BETWEEN
   ACTING STUDY AND SOCIAL SKILLS THERAPY. . . . . . . . . . . . . . 32
   Terminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
   Definition of Asperger's Syndrome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
   Therapeutic Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
   Objectives of Acting Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
   Objectives of Social Skills Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

4. EXPLORING THE OBJECTIVES OF ACTING STUDY AND
   AND SOCIAL SKILLS THERAPY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
   Exploration of Neuro-Typical Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
   Exploration of Methods Addressing Issues of Asperger's Syndrome . . . . . 62

5. ANALYSIS OF OBJECTIVES FOUND WITHIN ACTING STUDY
   AND SOCIAL SKILLS LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
   Review of the I LAUGH Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
   Explanation of Cross-Reference Charts for Individual Methods . . . . . . . . .71
   Individual Summaries of AS Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
   Individual Summaries of NT Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
   Comparative Analysis of All Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
   Combined Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87    

6. CONCLUSIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
   APPENDIX A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
   BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

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