Effectiveness and Influencing Factors of Drama-Based Interventions for Social Skills in Children and Adolescents with Autism Spectrum Disorder: A Meta-Analysis

Deficits in social skills are a core challenge for children and adolescents with autism spectrum disorder (ASD). This meta-analysis examined the effects of drama-based interventions on social skills in this population and explored potential moderators. A systematic search was conducted in Web of Science, PubMed, ProQuest, EBSCO, and CNKI. Overall effects were estimated using Hedges' g, and subgroup analyses and meta-regressions were conducted to examine heterogeneity. Publication bias and sensitivity analyses were also assessed. Sixteen controlled studies involving 703 participants contributed data to the meta-analysis. Drama-based interventions showed a significant medium effect on social skills (g = 0.54, 95% CI [0.21, 0.88], p = 0.002), with substantial heterogeneity (Q(15) = 62.59, p < 0.001; I² = 76.04%). Drama approach (Q(2) = 10.78, p = 0.005), intervention setting (Q(2) = 11.30, p = 0.010), and intervention agent (Q(2) = 6.64, p = 0.036) significantly moderated effects. Participant age was not a significant moderator, and dosage indicators were not significantly associated with effect sizes. These findings suggest that drama-based interventions may support social skills in autistic children and adolescents, with effects varying by intervention organization and delivery context.