A review of “music and movement” therapies for children with autism: embodied interventions for multisystem development

Abstract

The rising incidence of Autism Spectrum Disorders (ASDs) has led to a surge in the number of children needing autism interventions. This paper is a call to clinicians to diversify autism interventions and to promote the use of embodied music-based approaches to facilitate multisystem development. Approximately 12% of all autism interventions and 45% of all alternative treatment strategies in schools involve music-based activities. Musical training impacts various forms of development including communication, social-emotional, and motor development in children with ASDs and other developmental disorders as well as typically developing children. In this review, we will highlight the multisystem impairments of ASDs, explain why music and movement therapies are a powerful clinical tool, as well as describe mechanisms and offer evidence in support of music therapies for children with ASDs. We will support our claims by reviewing results from brain imaging studies reporting on music therapy effects in children with autism. We will also discuss the critical elements and the different types of music therapy approaches commonly used in pediatric neurological populations including autism. We provide strong arguments for the use of music and movement interventions as a multisystem treatment tool for children with ASDs. Finally, we also make recommendations for assessment and treatment of children with ASDs, and provide directions for future research.

Intervenção Musical Como Estratégia De Cuidado De Enfermagem a Crianças Com Transtorno Do Espectro Do Autismo Em Um Centro De Atenção Psicossocial

“…In addition, some may also assault themselves. 10,12 Several approaches and/or care technologies can be adopted to treat children with ADS. Among these, medication treatment, behavioral technologies like the Treatment and Education of Autistic and Communication Handicapped Children (TE-ACCH), supplementary and alternative communication methods, clinical treatment based on psychoanalysis or behavioral analysis are highlighted, as well as complementary therapeutic resources like music therapy.…”

“…13 Immediate or late echolalia can also be present, sometimes accompanies by pronominal inversion and a characteristic idiosyncratic vocabulary, besides speech with peculiar intonation and volume. [11][12][13] As regards behavior, children with ASD tend to present stereotypes -repetitive motor movements, besides restricted and unprecedented interests like fascination for paper, tissue and ventilators, playing mechanically, repetitively and without creativity and symbolism. 10,12 They may have the habit of smelling and licking objects, sharpened sensitivity to certain sounds and visual and tactile insistence to certain objects.…”

“…[10][11] In the context of social interactions, the children may neither demonstrate nor understand emotional expressions, not seek or react to interactions with other people through looks, gestures, speech and other resources, reflecting the limitation in social and affective expression. [10][11][12] Absence of selective bonding with parents/caregivers may occur, as well as avoidance of physical contact and difficulty to play in group and develop bonds of friendship due to the trend towards isolation. [10][11][12] Concerning communication, many present impaired language development, with inexistent speech in 20 to 50% of the cases.…”

“…[11][12][13] As regards behavior, children with ASD tend to present stereotypes -repetitive motor movements, besides restricted and unprecedented interests like fascination for paper, tissue and ventilators, playing mechanically, repetitively and without creativity and symbolism. 10,12 They may have the habit of smelling and licking objects, sharpened sensitivity to certain sounds and visual and tactile insistence to certain objects. 11 They are also extremely resistant to changes in their routine, which are ritualized and strict.…”

“…[10][11][12] Absence of selective bonding with parents/caregivers may occur, as well as avoidance of physical contact and difficulty to play in group and develop bonds of friendship due to the trend towards isolation. [10][11][12] Concerning communication, many present impaired language development, with inexistent speech in 20 to 50% of the cases. 13 Immediate or late echolalia can also be present, sometimes accompanies by pronominal inversion and a characteristic idiosyncratic vocabulary, besides speech with peculiar intonation and volume.…”