Research on Music and Autism Implications for Music Educators

Darrow, Alice-Ann; Armstrong, Tammy

doi:10.1177/875512339901800103

Cited by 10 publications

(6 citation statements)

References 45 publications

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“…Third, music-based activities can be non-intimidating experiences wherein a child with ASD spontaneously explores various musical instruments, with the trainer joining in and copying the child's actions. Children with ASDs have difficulties with direct social engagement; hence, socially embedded group musical activities provide excellent opportunities to engage in predictable and comfortable interactions with social partners (Darrow and Armstrong, 1999; Allgood, 2003). In this review, we first provide evidence for the multisystem effects of musical experiences in facilitating various skills in children with autism, other neurological populations, and healthy individuals.…”

Section: Introductionmentioning

confidence: 99%

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

Srinivasan¹,

Bhat²

2013

Front. Integr. Neurosci.

131

103

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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.

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Section: Introductionmentioning

confidence: 99%

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

Srinivasan¹,

Bhat²

2013

Front. Integr. Neurosci.

131

103

View full text Add to dashboard Cite

show abstract

“…Simpson and Keen (2011) reviewed literature on music interventions in communication, socialization and behaviour for children with ASD, and although they conclude that more research is needed, some individuals with ASD are responsive to elements of music. The music classroom provides opportunities for students with ASD to succeed both with their behaviour and academically, as many children with ASD have a natural aptitude for music (Darrow & Armstrong, 1999).…”

Section: Music and Autismmentioning

confidence: 99%

‘It gives them a place to be proud’ – Music and social inclusion. Two diverse cases of young First Nations people diagnosed with autism in British Columbia, Canada

Lindblom

2016

Psychology of Music

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PostprintThis is the accepted version of a paper published in Psychology of Music. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination. Educational Studies, Karlstad University, Sweden. School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland. 1"It gives them a place to be proud" -Music and social inclusion. Two diverse cases of young First Nations people diagnosed with autism in British Columbia, Canada. AbstractGrowing up and becoming an active participant in society can be challenging for young people. Factors such as ethnicity, disability, and gender can, separately, compose difficulties.When combined, they can develop into insurmountable obstacles. The use of music interventions and activities to overcome some of these obstacles is explored in this article, using two cases of young First Nations people diagnosed with autism, in British Columbia, Canada. Although there are similarities, the differences in severity of ASD, place of residence and school situation, to mention a few factors, make a huge difference in their daily lives.Their contrasting possibilities to be present and participate in society may have implications for their social inclusion in adulthood. Results show that both traditional and contemporary music interventions can provide foundations for inclusion and they need to be carefully designed for each individual.

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“…The music classroom can be a place where the strengths of children with autism can be seen, rather than the deficits. In their review on literature about autism and music, Darrow and Armstrong (1999) describe the inclusive music classroom and conclude that music education together with peers may enhance skills of individuals with autism, such as initiating and maintaining communication, desirable behavior, and task accuracy. In an exploratory study, Kim, Wigram, and Gold (2009) conclude that music therapy is valuable in the development of children with autism in emotional, motivational, and social areas.…”

Section: Introductionmentioning

confidence: 99%

“…The music classroom can be a place where the strengths of children with autism can be seen, rather than the deficits. In their review on literature about autism and music, Darrow and Armstrong (1999) Exploring Autism and music interventions through a First Nations lens Author: Anne Lindblom annelind@kau.se ACCEPTED VERSION. TO CITE USE DOI:10.1177/1177180117729854 6 describe the inclusive music classroom and conclude that music education together with peers may enhance skills of individuals with autism, such as initiating and maintaining communication, desirable behavior and task accuracy.…”

Section: Music and Asdmentioning

confidence: 99%

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Exploring autism and music interventions through a First Nations lens

Lindblom

2017

AlterNative: An International Journal of Indigenous Peoples

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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.

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Research on Music and Autism Implications for Music Educators

Cited by 10 publications

References 45 publications

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

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

‘It gives them a place to be proud’ – Music and social inclusion. Two diverse cases of young First Nations people diagnosed with autism in British Columbia, Canada

Exploring autism and music interventions through a First Nations lens

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