Exploring autism and music interventions through a First Nations lens

Abstract

This research project set out to examine the meaning of music for five First Nations children diagnosed with autism spectrum disorder in British Columbia, Canada. A pan-tribal framework within an Indigenist research paradigm was used. Data were collected during visits in 2013 and 2014. Five First Nations children with different tribal affiliations and living locations, their families, and professionals were engaged in the project. Methods were conversations, observations, filmed observations, interventions, and notes. It was found that current autism discourses and practices are based on a deficit model within Western paradigms, and therefore not compatible with inclusive, First Nations worldviews and perceptions of autism representations. Music is used for purposes such as relaxation, communication, and when studying. Indigenous music is not used in targeted music interventions. This article presents unique material, emphasizing the lack of cultural sensitivity, and colonial residue in music interventions for First Nations children with autism.

Psychosocial resources developed and trialled for Indigenous people with autism spectrum disorder and their caregivers: a systematic review and catalogue

“…Small sample size. Lindblom, 2017 (Canada) [ 68 ] D Article: Exploring autism and music interventions through a First Nations lens. Qualitatively explored the meaning, purpose and use of music for First Nations children with ASD.…”

“…The studies described in six of the articles showed positive outcomes associated with the implementation and evaluation of programs designed specifically for Indigenous people with ASD, including improvements in personal (e.g., mood, self-esteem, relaxation, self-regulation, executive functioning; see Table 1 Bettag (Article A) [65] described a program that aimed to improve the developmental (cognitive and communication) outcomes of young children with developmental delay by strengthening parent/caregiver-child relationships and enhancing parenting and teaching skills, and used validated self-report scales and semi-structured observational assessments to measure outcomes. Other articles, Keightley et al (Article B) [66] and Lindblom (Articles C & D) [67,68] used theatre-based activities or traditional and non-traditional music in programs with Indigenous children with developmental impairment or ASD. According to observational reports from researchers, and anecdotal evidence gathered from interviews with participants and caregivers, the programs achieved increased inclusion, improved mood, and increased relaxation in participants.…”

Forming strong cultural identities in an intersecting space of indigeneity and autism in Canada, the United States, Australia, and New Zealand

“…Twenty-four articles were included. Seven articles explore identity and experiences of autistic Indigenous Peoples (Bailey & Arciuli, 2020;Kapp, 2011;Lindblom, 2014Lindblom, , 2017aLindblom, , 2017bSullivan, 2013;Travers et al, 2013). Ten articles explore autistic identity (Cooper et al, 2017;Cridland et al, 2014;DeNigris et al, 2018;Hughes, 2012;Kapp et al, 2013;MacLeod et al, 2013;Mogensen & Mason, 2015;Tan, 2018;Violeta & Langer, 2017;Winstone et al, 2014), five articles, Indigenous identity (Kahn et al, 2016;Kelley & Lowe, 2018;Kickett-Tucker et al, 2015;Tracey, 2012;Victor et al, 2016), and two articles, the inclusion and treatment of Indigenous students with a variety of disabilities (Bevan-Brown, 2013;Graham, 2012).…”

“…Membership approval and assignment are determined by agents with powers ascribed within colonial systems and structures. Indigeneity is defined by colonial legislative authority whereas "autism spectrum disorder (ASD)" is defined according to a medicalized framework of diagnostic criteria such as the American Psychiatric Association's (APA) Diagnostic and Statistical Manual of Mental Disorders or DSM (Bailey & Arciuli, 2020;Lindblom, 2017a;Sullivan, 2013) or the World Health Organization's International Classification of Functioning, Disability and Health.…”

“…Although Indigenous and autistic populations exist globally (Bailey & Arciuli, 2020;Kapp et al, 2013;Kelley & Lowe, 2018), and a more holistic understanding of this topic requires inclusion of Eastern-based literature, this analysis of peer-reviewed articles highlights oppression, systemic inequities, and marginalization faced by Indigenous Peoples and autistic people in Canada, the United States, Australia, and New Zealand including access to culturally responsive, anti-racist, and anti-discriminatory health care and education (Bailey & Arciuli, 2020). This article explores innovations in education and arts that are grounded in Indigenous worldviews and serves to strengthen positive individual and collective identity formation, promote pride and resilience within an intersecting space of Indigeneity and autism (Kahn et al, 2016;Kelley & Lowe, 2018;Lindblom, 2017a;Victor et al, 2016).…”