Documentary and Verbatim Drama: The Practice and Performance of Responsible Non-fiction Theater

Presenter(s): Kelsey Tidball − Journalism

Faculty Mentor(s): Michael Najjar

Poster 115

Research Area: Performing Arts

Journalism and theater are often considered separate entities with separate goals. One is traditionally non-fiction, while the other is traditionally imaginative and fictional. But what happens when the lines between these two art forms are blurred? Documentary and Verbatim Theater is a genre of theater that combines journalism and theater and works to incite social change, encourage community healing, and engage public empathy and awareness. Documentary and Verbatim Theater artists gather information from news articles, paper trails, interviews and public knowledge to tell stories about real people, places and events. They work like investigative journalists, compiling all of this found information and crafting characters, stories, and dialogue that often become full-fledged dramatic plays based on significant or traumatic events. In my research, I discuss the recent surge in popularity of Documentary and Verbatim Theater, looking at successful productions, discussing effective and ineffective techniques, and researching theater artists who have become known for their documentary work. I look at the space where journalism and theater intersect, and I discuss the ethical, social, and political value of creating and performing Non-fiction Theater. I argue that, while Documentary and Verbatim Theater offers unique challenges for the playwright and performers, its social and political significance makes it a worthwhile pursuit, and, in addition to my more traditional research, I am also crafting my own piece of Documentary and Verbatim Theater about young women who have studied abroad.

Increasing MLU in Two Young Girls with Autism Spectrum Disorder

Presenter(s): Paige Blacklock

Faculty Mentor(s): Lindsay Glugatch

Poster 115

Session: Social Sciences & Humanities

One common characteristic of autism is deficits in social/communicative abilities. Autism is more common in boys than in girls, so the research on how this disability affects girls is not as expansive. Furthermore, language development and social impairments might manifest differently in girls compared to boys. In this study we will be investigating the effectiveness of different behavioral interventions to increase the average length of number of words in two young girls with autism. Specifically, this study looks to see if there is a functional relation between communication interventions and increases in mean length of utterances. Three intervention conditions will be alternated throughout sessions including differential reinforcement, prompting, and a combination of the two. Identifying active intervention components on mean length of utterances in these two girls may provide a better look on social communication skills in girls with autism in comparison to boys. The differences found could be utilized to better individualize treatment throughout clinical settings in language intervention.