Music, autism and learning: an interdisciplinary approach to music interventions
Lead Research Organisation:
University of Roehampton
Department Name: School of Education
Abstract
Autism is a spectrum condition characterised by difficulties in social communication and social interaction that can limit and in some cases profoundly impair everyday functioning. In both educational and therapeutic approaches, music is widely regarded as an effective means of engaging with those Autistic Spectrum Conditions (ASC), and there are numerous examples of a relationship between autism and musical talent (Ockelford 2013). Certain autistic individuals have demonstrated exceptional musical abilities (Sloboda 1985; Ockelford 2011), and for many others
music offers an opportunity for learning and interaction as it encourages mutuality and reciprocity in a safe, creative space, free from the challenges encountered in everyday life. Whilst the capacity of music to encourage socially interactive behaviours has been evidenced in neurotypical individuals, the implications for children with ASC have been explored rather less. Therefore, I propose to investigate how interactive skills in musical contexts can be specifically targeted in order to foster prosocial behaviours in day-to-day life for those with ASC.
music offers an opportunity for learning and interaction as it encourages mutuality and reciprocity in a safe, creative space, free from the challenges encountered in everyday life. Whilst the capacity of music to encourage socially interactive behaviours has been evidenced in neurotypical individuals, the implications for children with ASC have been explored rather less. Therefore, I propose to investigate how interactive skills in musical contexts can be specifically targeted in order to foster prosocial behaviours in day-to-day life for those with ASC.
Organisations
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P00072X/1 | 01/10/2017 | 30/09/2027 | |||
| 1945159 | Studentship | ES/P00072X/1 | 01/10/2017 | 30/09/2021 | Caitlin Shaughnessy |
| Description | Although the main phase of data collection is ongoing for this project (currently 6 months into a 12 month program), a small 12 week pilot project was completed in Summer 2019. The pilot project involved working with 8 families and their autistic children, where a sets of musical resources (cards and instruments) were trialled and their initial experiences explored. Outcomes from the pilot highlighted the positive impact of the resources on parents' capacities to incorporate music in everyday life, including higher levels of confidence, flexibility and self-efficacy. Parents also reported changes in their children's musical behaviours, which was corroborated by the researchers' independent assessments of musical development in the children. These included more environmental awareness of musical stimulus, development of musical skill and growing child empowerment. Wider behavioural changes including improved social engagement, verbal development and self-regulatory abilities were also observed. Although the small cohort and limited time frame of the pilot means that these findings are preliminary, it represents a promising first step for the outcomes of the next phase, for which the data collection is due to finish in August 2020. |
| Exploitation Route | The project involves the development of specialised music resources for parents to use with their autistic children. These resources can be used in the future to further aid and develop strategies for engaging autistic children and their families in music.The home-based methodological design may also be adopted to offer an accessible and economical model to support parents to incorporate music into their parenting strategies. Outcomes from the project including a greater understanding of the developmental trajectories of musical play and creativity in autistic children may subsequently inform future policies for how to support neurodiverse individuals in their creative, emotional and social development. |
| Sectors | Communities and Social Services/Policy,Creative Economy,Education |
| Description | Although the project is still in its main data collection phase, the findings from this research, and the outcomes from the pilot project are already beginning to be used by parents in the community to support their child's musical development and engagement, develop their access to culture, and also to maintain routines in daily life. |
| First Year Of Impact | 2019 |
| Impact Types | Cultural,Societal |