The Effects of Structured Musical Activity Sessions on the Development of a Child with Autism Spectrum Disorder: A Case Study

• Main Authors: Paige Rose, Karyna Johnson
• Format: Article
• Language: ell
• Published: Greek Association of Primary Music Education Teachers 2014-12-01
• Series: Approaches: Music Therapy & Special Music Education
• Subjects: autism; music; eye contact; communication; improvisation; joint attention
• Online Access: http://approaches.primarymusic.gr/approaches/journal/Approaches_6(2)_2014/5%20Approaches_6(2)2014_Rose%20&%20Johnson_Article.pdf

This case study sought to discover the effects of structured music activity sessions on eye contact and communication skills of Hunter; a six year old, high functioning child with autism. The research design consisted of two baseline observations in music class, six biweekly home activity sessions concurrent with three weekly music class observations, and two final music class observations. Activity sessions lasted approximately thirty minutes, and consisted of seven different activities, which were designed to increase joint attention through verbal, emotional, and social communication skills, as well as eye contact. Sessions were video recorded, and data analysis showed that Hunter’s eye contact increased from 76% in the first session to a high of 91% by the fifth activity session. Eye contact during the dedicated discussion activities increased from 21% in the first session to 46% by the sixth session. Observations and parent/teacher questionnaires revealed that he demonstrated higher levels of social functioning and both emotional and musical expression (including improvisation) following activity sessions. Hunter transferred verbal communication, facial gestures and social cues from his sessions to music classes. In his concert following the fifth session, Hunter made contextually appropriate verbal improvisations and improved singing and movement synchronisation with the music