Increasing Positive Affect and Social Responsiveness in Children and Adolescents with Autism Spectrum Disorders: The Adaptation of a Music-Based Intervention in a School Setting

Background:  

Children and adolescents with Autism Spectrum Disorders (ASD) face deficits in social and emotional behaviors that lead them to be isolated from their peers, family and community. Music tends to be an avenue of communication that comes easily to youth with ASD and therefore is a useful tool in their social and emotional development. While very little research has been conducted examining the positive impact of music with this population, there is clinical evidence that suggests music can promote the development of interactive communication. Through alternative communication, music can help cultivate the behaviors children and adolescents with ASD need to create cooperative and socially meaningful relationships. One such approach to using music to facilitate communication and social engagement is 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.

Objectives:  

This study seeks 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 behaviors in children and adolescents with ASD. 

Methods:  

27 students with ASD ranging from 7 to 14 years of age participated in this study through the Bridgeport School at The Help Group. Students participated in daily music education classes over a 4-week summer session using the Orff Schulwerk method of music instruction. Live and recorded behavioral observations of students were conducted in music and academic classes. Behaviors were coded in the following areas: positive affect, joint attention, negative behavior, language, social avoidance and social responsiveness.

Results:  

Results indicate higher levels of positive affect (p<.001), higher levels of social responsiveness (p<.001), and lower levels of joint attention (p<.01) in the music setting as compared to the academic setting.  There were no significant differences in language, negative behavior, or social avoidance between the two settings.  

Conclusions:  

The results suggest that music classes may increase positive affect and social responsiveness in children and adolescents with ASD. The evidence gathered in this study may provide insights needed to understand how to develop better evidence-based interventions and music-based educational programs for youth with ASD, which may lead to the development of the skills needed to create lasting social relationships.