Abstract:

Psychosocial, and cognitive skills in children and adolescents with disabilities. A meta-analysis of 34 studies revealed effect sizes ranging from 0.40 to 0.63 across developmental domains, including motor skills (0.54), psychosocial skills (0.40), social-emotional behavior in children with autism spectrum disorder (0.63), attention-to-tasks in children with autism (0.55), and cognitive abilities in children with learning disabilities (0.48). Despite this robust evidence for pediatric populations, research examining drumming interventions for adults with intellectual disabilities remains limited. This study investigates the impact of a structured dramatic drumming intervention on adaptive functioning skills in adults with intellectual disabilities.

Method:
Ten adults with intellectual disabilities (five males, five females; ages 21-72 years, M = 39.5, SD = 15.29) participated in a 16-week dramatic drumming intervention at Big Lakes, a community-based developmental center. The intervention consisted of weekly 90-minute sessions combining rhythmic precision with dramatic expression. The Adaptive Behavior Assessment System, Third Edition (ABAS-3) was administered pre- and post-intervention to assess changes in three domains: Conceptual skills (communication, functional academics, self-direction), Social skills (leisure, social interaction, social responsibility), and Practical skills (community use, home living, health and safety, self-care). Mixed-model analyses of variance examined changes from pre- to post-intervention, with gender as a between-subjects factor.

Results:
Statistically significant improvements were observed across all three ABAS-3 domains. Conceptual skills showed large effects (F(1, 8) = 23.37, p = .001, η² = .745). Social skills revealed large effects (F(1, 8) = 7.11, p = .029, η² = .470). The strongest effects emerged in Practical skills (F(1, 8) = 54.52, p < .001, η² = .872), indicating substantial improvements in daily living competencies, community participation, and self-care. Gender did not moderate intervention effects.

Conclusions and Implications:
This study provides compelling evidence that dramatic drumming is an effective therapeutic intervention for enhancing adaptive functioning skills in adults with intellectual disabilities. The particularly strong effects on Practical skills (η² = .872) suggest that the multisensory and rhythmic nature of dramatic drumming translates effectively into everyday task performance, directly impacting participants' ability to live more independently and participate more fully in community life. These findings extend the pediatric drumming intervention literature to adult populations. Implications include the integration of arts-based therapeutic interventions into community programs serving adults with intellectual disabilities and the potential for dramatic drumming to enhance independence and quality of life. Future research should examine long-term maintenance of effects, optimal intervention dosage, and mechanisms through which dramatic drumming produces its benefits.

Keywords:

Dramatic drumming, intellectual disabilities, adaptive functioning, music therapy, community-based intervention, adults with disabilities.