Music therapy is useful with children with autism, owing in part to the nonverbal, non-threatening nature of the medium. Parallel music activities are designed to support the objectives of the child, as observed by the therapist or as indicated by a parent, teacher or other professional.
A music therapist might observe, for instance, the child’s need to socially interact with others. Musical games like passing a ball back and forth to music or playing sticks and cymbals with another person might be used to foster this interaction. Eye contact might be encouraged with imitative clapping games, or with activities that focus attention on an instrument played while positioning for eye contact. Preferred music may be used contingently for a wide variety of cooperative social behaviours, like sitting in a chair or staying with a group of other children in a circle.
Music therapy is particularly effective in the development and remediation of speech. The severe deficit in communication observed among children with autism includes expressive speech which may be non-existent or impersonal. Speech can range from complete mutism to grunts, cries, explosive shrieks, guttural sounds, Nusic and humming. There may be musically intoned vocalizations with some consonant-vowel combinations, a sophisticated babbling interspersed with vaguely recognizable word-like sounds, or a seemingly foreign sounding jargon. Higher level autistic speech may involve echolalia, delayed echolalia or pronominal reversal, while some children may progress to appropriate phrases, sentences, and longer sentences with non-expressive or monotonic speech. Since children with autism are often mainstreamed into music classes in public schools, a music teacher may experience the rewards of having a child with autism involved in musical activities while assisting with language.
It has been noted time and again that children with autism show sensitivities to music. Some have perfect pitch, while many have been noted to play instruments with exceptional musicality. Music therapists traditionally work with children with autism because of this responsiveness, which is adaptable to non-music goals.
Since children with autism sometimes sing when they cannot speak, music therapists and music educators can work systematically on speech through vocal music activities. In the music classroom, songs with simple words, repetitive phrases, and even repetitive nonsense syllables can assist the child’s language. Meaningful word phrases and songs presented with visual and tactile cues can facilitate this process even further.
Music Psychology Research (2010), Angeles City, Philippines, aims to update empirical data that is essential for music therapy. This group of academic researchers are committed to ensure creative and dynamic approaches that utilizes music in any form of therapy. The Advisory Board Members are academic professionals contributing their specific expertise in both Psychology and Music. The primary advisory members are:
Celeste S. Sanchez, MT
Maricel G. Morales, Viva Artist
Shedy Dee C. Mallari, LPT, RPm
Karen M. Antendido, Seiko Artist
Peter Charles Kutschera, PhD, LMSW
Homer J. Yabut, PhD, RPsy
Alain Bernard A. Andal, MA, LPT, RPm, RGC
Robert Albios, PTR
Jose Maria G. Pelayo III, MASD
Autism research is important for individuals currently affected with ASD, as well as for those in whom the symptoms might be prevented. However, research on ASD is also important for understanding the larger class of neurodevelopmental disorders. Childhood disabilities are increasingly falling into the realm of behavioral/neurologic and there are likely some commonalities in the etiologies and treatments of the conditions. A collaborative, systematically identified and implemented autism strategic research plan is essential and requires a dynamic, cohesive process that streamlines research moving from bench to bedside. The fruits of such efforts may be rewarding in an immediate fashion, with accelerated genetics findings and large-scale field testing of therapies. Such high-quality autism research is not only necessary for identifying potential treatments, and testing them in autism, but is also likely to be informative for understanding basic developmental processes, and thus have applicability to a variety of other genetic and non-genetically based neurodevelopmental disorders.
SOURCE: © Autism Canada 2018 / Thurm, A. PhD and Swedo, S. MD (2012)
Facebook Page/s: Music Psychology Research (MPR) 2010 / Psychological Assessment and Research Evaluation (PARE) 2014 / Assessment, Counseling, Alumni and Placement (ACAP) Center 2017