The role of technology-mediated music-making in enhancing engagement and social communication in children with autism and intellectual disabilities

Abstract

Very little research has explored the impact of interventions combining music and technology on children with a dual diagnosis of autism and intellectual disabilities (ID) incorporating the active involvement of school staff. Video recordings and group interviews were used to collect data in this study. Video recordings of five children with autism and ID were conducted as they engaged with a technology-mediated music-making intervention over a period of 5 weeks. Additionally, five group interviews with classroom staff were carried out. This study is the first to explore the impact of a technology-mediated music-making intervention on the engagement levels and social communication skills of children with autism and ID at school. Some positive outcomes, especially regarding social communication skills, are reported, which are of significant value to educational researchers and school staff.

How Technology Applied to Music-Therapy and Sound-Based Activities Addresses Motor and Social Skills in Autistic Children

“…Digital technology has the potential to make activities such as musicmaking more accessible [28,75]. Many autistic people have been drawn towards digital devices for play, learning and communication [76]. Technologies enhance opportunities for autistic individuals to improve their lives, support their learning, facilitate communication, foster recording, and support data collection during interventions [76].…”

“…Many autistic people have been drawn towards digital devices for play, learning and communication [76]. Technologies enhance opportunities for autistic individuals to improve their lives, support their learning, facilitate communication, foster recording, and support data collection during interventions [76]. Furthermore, in the last decades, the use of technologies has improved the assessment and diagnosis of autism [77] by quantifying differences and outcomes throughout or between sessions.…”

Music Technology as a Means for Fostering Young Children’s Social Interactions in an Inclusive Class

“…The sample of the study was seven boys and one girl. Even though the small sample size was the limitation of this study, it still contributes to the field of special education [32]. Furthermore, it was limited by the fact that the number of male and female samples was too small and the differences were significant.…”

Using technology-mediated music-making at school with children with autism and intellectual disabilities

“…the Cosmo units). The impact of this intervention on the engagement levels and social communication skills of young children with autism and ID has been discussed elsewhere [4]. It is noted here that this is one of very few studies having involved school staff in the research process from the outset [10], providing them with an active role in developing and implementing an intervention to be embedded in the school curriculum.…”

“…Music, on the other hand, provides a fundamental channel of communication for people with ID as it 'goes beyond intellect and therefore is accessible to all levels of intelligence' [3]. To date, there is little research that combines elements of technology and music with the above population [4]. Therefore, there is a pressing need to explore how technology and music can be combined and then effectively used with participants who face severe and complex cognitive difficulties in addition to their autism.…”