With the goal of maximizing opportunities for inclusivity for students with autism spectrum disorder (ASD), this systematic narrative review, which allows for more interpretive inferences, investigates the use of magic-based interventions to determine if the skills needed for learning and performing magic tricks have commonality with skills needed to improve social skills deficits, as described in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.) (i.e., deficits in social–emotional reciprocity, nonverbal communication used for social interaction, and developing, maintaining, and understanding relationships). The main purpose of this article is to highlight empirical studies that explore how using magic tricks with students with ASD might be beneficial in social skills development, particularly social–emotional reciprocity. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and using predetermined inclusion and exclusion criteria, a systematic narrative review was conducted. This resulted in a total of 129 articles reviewed and discussed using an integrative narrative synthesis approach. The findings reveal elements in common in both learning and performing magic tricks and skills needed to improve social skills, including nonverbal communication skills used for social interactions. Skills gained when learning and performing magic tricks also share overlapping elements needed to create and maintain friendships. Conceptually, findings suggest that learning and performing magic tricks provide a natural setting to practice skills needed to successfully attain social–emotional reciprocity, which could, theoretically, increase inclusion opportunities for students with ASD. Therefore, educators may consider including magic tricks in the classroom setting as a strategy to improve social skills deficits of students with ASD.
Dan Ezell (Mon,) studied this question.