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espanolTanto la expresion artistica como corporal resultan fundamentales en el proceso de desarrollo del nino/a. El objetivo de esta investigacion se basa en reducir la conducta disruptiva de un menor que es incluido en el programa de Necesidades Educativas Especiales (NEE) mediante una intervencion de dramatizacion. Metodo: estudio experimental prospectivo de caso unico realizado en el transcurso de cuatro meses en un centro de atencion terapeutica de la Comunidad de Madrid. En la intervencion participaron nueve menores, el caso objeto de estudio fue seleccionado entre los participantes de la intervencion de dramatizacion mediante muestreo por conveniencia (Ochoa, 2015). La evaluacion del caso se desarrollo durante 4 meses en los que se realizaron 30 sesiones de dramatizacion, utilizando los siguientes instrumentos para cumplir el objetivo: muestreo por conveniencia (McMillan & Schumacher, 2001) y registros de observacion en los que se cuantificaron las conductas disruptivas del caso. Resultados: Los registros tomados durante las 30 sesiones de dramatizacion muestran una notable disminucion en el numero de conductas disruptivas del caso. El cuestionario de preguntas abiertas destinado a la familia del caso reune informacion que registran cambios significativos en la conducta del caso tras la intervencion de dramatizacion. Conclusiones: La dramatizacion como recurso terapeutico resulta eficaz para la mejora psicosocial de menores que presentan un comportamiento disruptivo. EnglishBoth artistic and physical expression are fundamental in the development process of the child. The objective of this research is based on reducing the disruptive behavior of a minor in the Special Educational Needs (SEN) program through a dramatization intervention. Method: A prospective experimental study of a single case was carried out over the course of four months in a therapeutic care center of the Community of Madrid. The intervention involved nine children and the case for the study was selected from among the participants of the dramatization intervention by convenience sampling (Ochoa, 2015). The evaluation of the case was carried out over 4 months during which 30 dramatization sessions were conducted, using the following instruments to fulfill the objective: convenience sampling (McMillan & Schumacher, 2001) and observation records in which the disruptive behaviors of the subject were quantified. Results: The information recorded during the 30 dramatization sessions shows a considerable reduction in disruptive behavior. The questionnaire of open questions addressed to the family of the subject gathers information that registers significant changes in the behavior of the subject after the dramatization intervention. Conclusions: Dramatization as a therapeutic resource is effective for the psychosocial improvement of children with disruptive behavior.

Intervención artística para la mejora psicosocial de un caso de Necesidades Educativas Especiales