Investigating Magic-Based Interventions as Mediating Tools for Improving Communication Skills and Social Interactions Among Students with Autism Spectrum Disorder (ASD) in Inclusive Classrooms: A Systematic Narrative Review

Communication deficits among students with autism spectrum disorder (ASD) can limit meaningful participation in inclusive classrooms. In many social situations, students with ASD have difficulty understanding the nuances of social cues, which may cause many communication problems when socially interacting with their peers not on the spectrum. It is essential for students with ASD in inclusive classrooms to have good communication skills. Magic-based interventions have been explored as an alternative to traditional methods of social skills development. Since social skills are embedded within the performance of magic tricks, they may be used as a tool to develop and improve communication skills in an authentic context.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic narrative review was conducted to examine the use of magic-based interventions as mediating tools for improving communication skills and social interactions among students with ASD in inclusive classrooms. Specifically, this review investigates whether learning and performing magic tricks can positively improve communication skills and social engagement among students with ASD.

The results of this review show that magic-based interventions may be a fun and practical alternative to traditional methods of learning the social rules of communication, thereby increasing the social engagement of students with ASD. Magic-based interventions may also provide a shared emotional experience that enhances the reciprocal communication skills needed to have a conversation naturally.

In conclusion, magic-based interventions may be considered a viable option to promote and strengthen social communication skills among students with ASD that foster meaningful peer relationships and increase social acceptance by their peers not on the spectrum. Conceptually, magic-based interventions create structured opportunities for social interactions and have embedded possibilities for social practice within inclusive settings.