Many children and adolescents with Autism Spectrum Disorders (ASD) indicate a preference for auditory stimuli, particularly when the auditory stimuli are presented in the form of music. Music has been shown to be an effective method of establishing alternate means of communicative interaction and creative development. Furthermore, clinical reports have shown that music created through structured and flexible improvisation, as demonstrated in the Orff Schulwerk approach, facilitates engagement and prosocial behaviors in children and adolescents with ASD. Although the positive impact of music has been reported in the research literature, little is known about the effectiveness of music education in promoting prosocial behavior for children with ASD.
Objectives:
The purpose of this study is to investigate the role and influence of the Orff Schulwerk-based music education in a specialized day school program for children and adolescents with ASD. The study aims to examine how school-based music instruction positively influences prosocial behaviors, which foster social interactions, in children and adolescents with ASD.
Methods:
Under the auspices of The Help Group-UCLA Research Alliance, 30 elementary and middle school students with a pre-existing diagnosis of ASD enrolled at the Bridgeport School at The Help Group were recruited for this study. Students participated in daily music education classes over a 4-week summer session using the Orff Schulwerk method of music instruction, which is a holistic approach to music making that involves speech, singing, movement, and instrument playing in a creative environment, while concurrently teaching academic curricula. In order to establish a baseline level of functioning, parent and teacher measures of social functioning were collected prior to the start of the Orff Schulwerk-based music education program and at the end of the 4 week summer session to assess the effect of an intensive daily music education program. Treatment outcome measures included the Social Responsiveness Scale (SRS: Constantino, 2005), the Social Skills Improvement System (SSIS: Gresham & Elliot, 2008), the Child Behavior Checklist (CBCL; Achenback & Edelbrock, 1981), and the Teacher Report Form (TRF; Achenbach, 1991) .
Results:
Forthcoming findings are anticipated to reveal that children and adolescents with ASD will exhibit increased social responsiveness and decreased problem behaviors as a result of engagement in an intensive 4-week music education program utilizing the evidence-based teaching methods of the Orff Schulwerk approach.
Conclusions:
Findings are anticipated to suggest that the use of music education in specialized school programs is effective in improving prosocial behaviors among children and adolescents with ASD.
See more of: Treatments: A: Social Skills; School, Teachers
See more of: Prevalence, Risk factors & Intervention