Shakespeare Drama Method Improves Autism Social Skills
Author: Ohio State University Wexner Medical Center
Published: 2016/10/13 - Updated: 2026/03/14
Publication Type: Research, Study, Analysis
Category Topic: Autism - Related Publications
Contents: Synopsis - Introduction - Main - Insights, Updates
Synopsis: This research, published in Research and Practice in Intellectual and Developmental Disabilities, documents a study conducted by the Ohio State University Wexner Medical Center examining how a Shakespeare-based drama intervention called the "Hunter Heartbeat Method" improved social and communication skills in children with autism spectrum disorder. The study is authoritative as it was led by Marc J. Tassé, a professor of psychology and psychiatry and director of the Nisonger Center, and involved a structured 10-week after-school program with pre- and post-test assessments. Results showed measurable improvement in language skills, facial emotion recognition, and social engagement among participating children with ASD - findings that are particularly useful for parents, educators, therapists, and disability professionals seeking evidence-based creative arts approaches to autism support - Disabled World (DW).
- Topic Definition: Shakespeare-Based Drama Therapy for Autism
Shakespeare-based drama therapy for autism is an intervention approach that uses the rhythmic language, physical gestures, and narrative structure of Shakespeare's plays to develop social communication skills in children with autism spectrum disorder. The method, most notably formalized as the "Hunter Heartbeat Method" by Royal Shakespeare Company actress Kelly Hunter, combines recitation of Shakespearean text with movement-based games designed to target specific skills such as eye contact, facial emotion recognition, pragmatic language exchange, turn-taking, and social improvisation. Sessions typically follow a structured format in which children and facilitators work through scenes and games drawn from a particular play, practicing interactions in a relaxed, playful group setting rather than a clinical one. The approach draws on the theory that Shakespeare's inherently rhythmic and emotionally expressive language, when paired with physical action, can engage individuals with ASD in ways that build both verbal and nonverbal communication abilities.
Introduction
Shakespeare Helps Children with Autism Communicate
Children with ASD often have trouble understanding nonverbal behavior in social interactions and struggle to communicate. Many avoid eye contact and miss visual cues, making it difficult to maintain peer relationships and share enjoyment of mutual interests.
Results, published recently in the journal Research and Practice in Intellectual and Developmental Disabilities, showed better language skills and recognition of facial expressions in children with ASD.
"At the end of the study, which incorporated Shakespeare's play The Tempest, children with autism showed significant improvement in their social skills and their ability to engage in social relationships," said Marc J. Tasse, professor of psychology and psychiatry and director of the Nisonger Center at The Ohio State University Wexner Medical Center.
Main Content
Fourteen children with ASD were enrolled for the only systematic implementation of a drama-based social skills intervention known as the "Hunter Heartbeat Method," created by Kelly Hunter, an actress in the Royal Shakespeare Company in London. The novel therapeutic approach was designed to improve social interaction, pragmatic language and facial-emotion recognition skills of individuals with ASD.
"These children are taught these core skills in a very relaxed and playful environment, where it's almost like they're not aware they're being taught," said Tasse, also coauthor of the study.
Each session of the "Hunter Heartbeat Method" begins with the children quietly seated in a circle on the floor making a "Hello Heartbeat" by tapping their hand on their chest. This allows them time to adapt to the environment and signifies transition into the session. Facilitators then lead the children through a series of games based on the plot of The Tempest, which focus on skills such as facial emotion recognition, eye contact, gross motor imitation, affective imitation, pragmatics of dialogue exchange, personal space, turn taking, affective expression, humor, and social improvisation.
Initially, two facilitators model the game in the center of the circle, subsequently, facilitators and children break into two-somes for one-to-one repeated practice and retroactive feedback of the game. Facilitators and children then return to the circle where they take turns "performing" for the other participants. After a number of games, which ultimately reflect the plot progression of The Tempest, the "Hunter Heartbeat Method" intervention concludes with a "Goodbye Heartbeat."
"You interact with someone, you enjoy yourself and you get that intrinsic reinforcement of socializing - children with autism don't always get to experience that," said Maggie Mehling, coauthor and psychology graduate assistant at Ohio State.
Pretest assessments were conducted to obtain baseline information for each child. The children participated in the intervention one hour per week after school for 10 weeks. At the conclusion of the study period, posttest assessments were completed, and parents and participants completed questionnaires regarding their impression of the intervention.
"It just blows me away every time I see how the kids are able to exceed all expectations with their ability to get engaged," Mehling said.
The research highlights the collaboration between the Nisonger Center, the Department of Theatre at Ohio State, the Department of Psychology at Ohio State, Columbus City Schools and the Ohio State University/Royal Shakespeare Company partnership.
Robin Root of the Department of Theatre at The University of North Carolina at Wilmington also participated in this research.
Insights, Analysis, and Developments
Editorial Note: What stands out about the Hunter Heartbeat Method is how naturally it folds skill-building into play - children seated in a circle tapping a "Hello Heartbeat" on their chests before acting out scenes from The Tempest are practicing eye contact, turn-taking, and emotional recognition without the clinical pressure of traditional therapy. The collaboration between a Royal Shakespeare Company actress and university researchers in psychology, theatre, and special education produced a genuinely interdisciplinary approach, and the reported gains in social engagement after just ten weekly sessions suggest that rhythmic, physically embodied language may reach children with ASD in ways that conventional instruction often does not - Disabled World (DW).Attribution/Source(s): This quality-reviewed publication was selected for publishing by the editors of Disabled World (DW) due to its relevance to the disability community. Originally authored by Ohio State University Wexner Medical Center and published on 2016/10/13, this content may have been edited for style, clarity, or brevity.