The Autism Society Event and Education Recordings Archive

The presenters, two music therapists with extensive experience working individually and with partners or groups of persons with ASD, will describe a rationale for the use of music therapy in facilitating the development of important self-determination skills. They will highlight examples of appropriate target objectives, music therapy session formats, and music therapy interventions that may be useful when addressing self-determination skills for individuals with ASD. Attention will also be given to generalization of these skills/responses to other settings. The presenters will offer and describe a rationale for why music therapy is an appropriate venue to assist individuals with autism spectrum diagnoses in increasing their self-determination skills. Music therapy has been successfully utilized as a treatment modality for individuals with autism spectrum diagnoses for many years. Numerous authors have written about successes in the use of music therapy to increase behavioral/psychosocial skills (Staum & Flowers, 1984; Hoelzley, 1991; Wood, 1991; Oldfield, 1995; Wimpory, Chadwick & Nash, 1995; Stammer, 1997; O’Loughlin, 2000; Brownell, 2002; Pasiali, 2004; Kern, Wakeford, & Aldridge, 2007). Others have studied music therapy for the purpose of increasing communication/language skills (Saperston, 1973 and 1979; Watson, 1979; Bruscia, 1982; Clarkson, 1994; Edgerton, 1994; Buday, 1995; DiFranco, 1999; Stewart, 2002). Still others have suggested music therapy for increasing cognitive/academic skill acquisition (Laird, 1997) and for assisting in sensory integration (Nelson, Anderson & Gonzales, 1984; O’Dell, 1998; Berger, 2002) and improvement of other perceptual/motor skills. Kaplan & Steele (2005) analyzed music therapy program goals and outcomes in all of the above areas with clients with autism spectrum diagnoses, while Whipple (2004)’s meta-analysis presents an overview of music in interventions for children and adolescents with autism.

Why is music therapy such an appropriate venue for individuals with autism spectrum diagnoses? The literature reports that most individuals with autism respond positively to music (Euper, 1968; DeMyer, 1974; Thaut, 1992; Edgerton, 1994; Snell, 2002). Furthermore, even those without exceptional talent often show a heightened interest and response to music. Music, a very basic human response, spans all degrees of ability and is very malleable, allowing therapists to meet the needs of each individual. Music is both motivating and enjoyable and, while it can address multiple developmental issues simultaneously, it may promote connectedness, relaxation, learning and self-expression. In music therapy opportunities are provided for achievement and mastery, and the structure and sensory input inherent in the music help to establish expectations and organization.

The use of music therapy to assist individuals with autism spectrum diagnoses in advancing their self-determination skills is indicated within the literature and demonstrated through the experience of the presenters within their community-based practice. Adaptable music therapy formats and session types provide opportunity to learn, practice and generalize necessary proficiencies in the communication, behavioral/psycho-social and cognitive/academic domains, found to be necessary for a self-determined lifestyle. These skills and proficiencies may include but are not limited to:

• Decision-making and expression of preference
• Independent task completion
• Problem-solving
• Leadership skills
• Planning future session content/musical performances
• Increasing assertiveness: requesting, commenting, evaluating, negotiating
• Establishing personal goals and/or criteria for attaining goals
• Establishing home practice/other assignments
• Self-monitoring behaviors/responses within session and in generalization efforts

Community-based music therapy affords the opportunity for a longitudinal view of treatment which spans transitions and life adjustments. The music therapist often becomes a trusted ally as the relationship with the client and the family and/or caregiver develops over a period of years. The music therapist may provide constancy in a “sea of change” that ensues as individuals move along their journeys through school and life in general. The presenters will provide necessary information regarding formats, tools and interventions used by music therapists in self-determination efforts, supplying rich case study examples complimented by audio-video illustrations from their own caseloads.

The presenters will highlight examples of appropriate target objectives, music therapy session formats, and music therapy interventions that may be useful when addressing self-determination skills for individuals with ASD. Attention will also be given to generalization of these skills/responses to other settings.

What are some self-determination skills that could be easily addressed in individual, partner or group music therapy settings?

• Making choices/decisions, e.g. about instruments, songs, schedule order, musical styles, settings on electronic instruments, whose turn is next. These may include the use of voting or consensus–taking.
• Set-up, clean-up—following directions, promoting independence
• Independent participation—visual tracking, looking, pointing and playing for self, etc.
• Planning sessions/performances
• Problem-solving—identifying problems and generating and evaluating solutions
• Leadership skills—giving directions, cues to others
• Initiating responses/patterns
• Sustaining responses/patterns, e.g. for increased length of time
• Home practice/other assignments
• Responsibility—bringing materials to sessions
• Asking for what one needs
• Participating in inclusion and in the community
• Self-monitoring behaviors/responses
• Setting own goals and/or criteria for reaching them
• Showing willingness to try new things
• Commenting on own performance, offering evaluations
• Generalizing skills/responses to other settings, across times and people

What would music therapy sessions for addressing self-determination look like? Music therapy sessions come in many different formats, including the following: A client-led/ “shadow” format  involves a "freely flowing session, or portion thereof, to encourage relationship-building between the therapist and clinet, to allow the client to explore musically within his/her comfort zone, and/or to provide the music therapist with insight regarding strengths, interests, potential, etc.  The music therapist follows the direction taken by the client and contributes to the experience in a variety of ways."  An  activity-based format is a "session, or portion thereof, which uses a series of prescriptive music activities developed by the music therapist to address client needs in bheavioral/psychosocial, physiological, language/communication, perceptual/motor, cognitive and/or musical goal areas.  Music therapy interventions/protocols are systematically incorporated into the various activities."  A lesson-based format is a "session, or portion thereof, which emphasizes musical skill development on selected instrument(s) or voice using adapted or traditional techniques." An ensemble/combo format is comprised of a "session, or portion thereof, designed as a specific musical structure in which individuals play selected instruments(s) and/or sing to create/perform an improvised or pre-composed piece where each part is important to the whole."  A co-treatment format entails a "session, or portion thereof, which is co-led with a therapist from another discipline, e.g. speech, occupational, physical, art therapy, to best serve the needs of and address the goals of the client(s)."  A curriculum-based format may involve a group with a particular focus, such as a social skills curriculum.  In a consultation-based format the music therapist serves in a consultative role for teachers or other professionals working with the student.

A variety of music therapy interventions might be utilized to address self-determination skills. Examples of these interventions will be discussed and demonstrated.  These might include but would not be limited to:

• Instrument and song choices
  
• Imitative or interactive instrument playing
  
• Imitative or interactive singing
  
• Problem-solving
  
• Cooperative learning
  
• Planning performances/recordings
  
• Song-writing
  
• Musical games
  
• Musical instrument instruction

The workshop will close with participants brainstorming ways they might utilize music experiences and/or music therapy to assist individuals with ASD with whom they work or live to further enhance their self-determination skills. 

Audience participation, video examples, and handouts will be part of the overall experience.

Learning Objectives: