Using Magic Tricks to Promote Social–Emotional Reciprocity and Peer Relationships Among Students with Autism Spectrum Disorder in Inclusive Settings: A Systematic Narrative Review.
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| Title: | Using Magic Tricks to Promote Social–Emotional Reciprocity and Peer Relationships Among Students with Autism Spectrum Disorder in Inclusive Settings: A Systematic Narrative Review. |
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| Authors: | Ezell, Dan1 (AUTHOR) |
| Source: | Education Sciences. Mar2026, Vol. 16 Issue 3, p453. 53p. |
| Subject Terms: | *Peer relations, *Inclusive education, *Autism spectrum disorders, Magic tricks, Reciprocity (Psychology), Nonverbal communication, Social skills |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192632607 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Magic Tricks to Promote Social–Emotional Reciprocity and Peer Relationships Among Students with Autism Spectrum Disorder in Inclusive Settings: A Systematic Narrative Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ezell%2C+Dan%22">Ezell, Dan</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Mar2026, Vol. 16 Issue 3, p453. 53p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Peer+relations%22">Peer relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Magic+tricks%22">Magic tricks</searchLink><br /><searchLink fieldCode="DE" term="%22Reciprocity+%28Psychology%29%22">Reciprocity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+communication%22">Nonverbal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192632607 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci16030453 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 53 StartPage: 453 Subjects: – SubjectFull: Peer relations Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Autism spectrum disorders Type: general – SubjectFull: Magic tricks Type: general – SubjectFull: Reciprocity (Psychology) Type: general – SubjectFull: Nonverbal communication Type: general – SubjectFull: Social skills Type: general Titles: – TitleFull: Using Magic Tricks to Promote Social–Emotional Reciprocity and Peer Relationships Among Students with Autism Spectrum Disorder in Inclusive Settings: A Systematic Narrative Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ezell, Dan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Education Sciences Type: main |
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