Many individuals are living with Autism Spectrum Disorder. “Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that has received much attention from families, practitioners, researchers, educators, and policymakers in recent years” (Kern 275). Autism affects tens of millions worldwide, and more than two million in the U.S. Autism Spectrum Disorder is characterized by intellectual disability, poor motor skills, but some individuals excel in music, math, and art. Poor social skills, and repetitive behavior are also common behaviors. ASD has in start in the early development years (Kern 275). Though there is no cure, but certain treatments can help. Music therapy is an effective form of therapy for individuals with autism.
The definition, diagnosis, causes, and treatment options have seen many changes over the last decade. Music therapists serve clients mainly kindergarten through 12th grade. At that age, it is easier to see and measure changes resulting in the therapy. Treatments can include, medicines, and behavioral therapy, or a combination of both. Some intervention is done within the home. To begin intensive behavioral intervention at an early has shown to improve learning, and communication skills more successfully (Autism Speaks). There is no single cause of Autism. Rare gene changes, hormones and environmental factors at the early stage of brain development are a combination of what could cause autism. “Environmental stressers” can increase the risk of autism.
In 2009 a study by Kim, Wigram, and Gold found that through music therapy sessions rather than regular play sessions, the child with autism began to show more emotional expression and social interactions came with ease. The children were also able to respond to therapists prompts more often with the music involvement. It was found that just the general act of passing and sharing the instruments, movement games, or gathering around a central instrument encouraged the children to listen and increased interaction skills (De Vivo, Music in Intervention).
In the recently discussed study by Kim, Wigram, and Gold there were a few problems. To research this there was no protocol listed. It is because it was to keep the improvisational nature of the study. However, it was stated that there was both child-directed and therapist-directed portions of the study. The main problem was ⅓ of the study dropped out. This does not mean the outcomes were inaccurate. There is still evidence to show improvisational music therapy is helpful to the children.
It has been found that children with autism are more likely to have anxiety than the average child. This because the child is unable to filter their provoking stimuli out. After a study done by the University of Wisconsin La Crosse it was found that patients had decreased levels of anxiety-related behaviors. The patients listened to rhythmic music for 20 minutes. It is believed the best music to help with the anxiety is classical music, or music with a steady beat, because the beat is predictable (De Vivo, Music in Intervention).
Family-centered music therapy (FCMT) has been tested to improve the engagements of a child and their parents. Only positive outcomes have been found when FCMT was used as a strategy. In the last twenty years family centered therapy has become a dominant source of intervention for younger children. Since the 1980’s changes were seen through therapists and educators working in early childhood intervention from child-focused to family-focused (Thompson 109). There is an emphasis on building the family as the cornerstone. The practitioners are there to help build the parent’s self-esteem, when working with their parents. It helps them to see themselves different in general, and they are easily influenced by small ways the practitioner interacts with them. The practitioners of FMCT require respect, emotional responsiveness, and empathy.
These studies were hard to measure and to gather data from. The sessions were based on a collaboration of the parents and the therapist. The therapist is there to give guide the parents in interaction with their child in the music activities, and to also show support. The therapists want to have a flexible environment that gives the child an opportunity to reciprocate actions. Natural environments for the kids include school, and home. The child must remain calm and comfortable If the child is feeling stressed or pressured their progress will be compromised.
The method of studying the effects of family-centered music therapy was a randomized controlled trial. They used a sample size of 24 participants. Each of the participants were diagnosed with ASD, and ranged 3-6 years old. The children had no to little functional communication. “The music therapy group parent interviews suggested positive changes to the parent–child relationship in three key areas: perception of the parent–child relationship; perception of the child; and responses towards the child” (Thompson 846). Qualitative data shows that there was a positive change in the way parents viewed their children. The parents also showed an increased ability to respond to their parents emotionally and in a practical way. One downside was that, “[Studies found that] FCMT [Family Centered Music Therapy] improves social interactions in the home and community and the parent–child relationship, but not language skills or general social responsiveness” (Thompson 840).
Another form of therapy is the combination of both music and dance. It is thought to being more effective, than using music solely on its own, especially for adults with autism spectrum disorder. “Our experimental study seems to suggest that combined dance/movement and music therapy could be effective if used regularly for the improvement of autistic symptoms in adults diagnosed with severe autism” (Mateos-Moreno, Affects of Dance/Movement). Studies found that a combination of dance and music therapy can be effective and improve the symptoms of adults with autism if it is used on a regular basis. An increase in self-control of emotions and impulses. Everyday actions like sleeping and eating were also seen to balance.
The dance and music therapy is a way to bring the autistic children out of their isolated world. Dr. Vera Schwartz is the director of Very Special Arts in New Jersey, and she wanted to start a program for autistic children that combines all three; fun, learning, and therapy. “Generally, autistic children, who usually are taught on a one-to-one basis, have immature speech development, limited understanding of ideas and use words without attaching the usual meanings to them” (Tortortella, Dance Helps). Dr. Schwartz had a dance project for 10 weeks, that had 18 participants. All participants were children, and teens. The project consisted of a group based interaction. The program showed progress consistent with other related studies. The children showed improvements with speech, motor skills, and social interactions.
“Individuals with autism spectrum disorders experience life in ways that are unique to this diagnosis” (De Vires 241). These individuals have a decreased ability to understanding emotions, and other daily interactions. Different techniques have been researched to find help for improvement for these individuals. Music therapies and different variations of that have been tested. Music therapy, family centered music therapy, and music therapy with dance have all seen positive effects on these individuals. FCMT saw a positive improvement in the relationship within the family of autistic kids. Music therapy saw an improvement in social skills but not as much as an improvement as hoped. The combination of dance and music therapy saw an improvement in everyday activities, and emotional responses. These kids need patience and love. Through that they see an improvement in their skills, and have the best quality of life.