The Autism Society Event and Education Recordings Archive

This presentation demonstrates how music can be taught to students with autism spectrum disorder (ASD) by means of a structured curriculum and inclusive approaches toward learning. Extending music education beyond therapeutic interventions by strengthening areas of brain connectivity, this approach enables children to develop a variety of skills promoting successful inclusion with their regular education peers. Engaging in music from ages 4 to 9 most effectively promotes brain growth leading to greater success in other areas of functioning; suggesting the importance of music becoming a part of a child’s daily life, beginning at an early age (Kagan, 2013; Schlaug, 1995).

THE CURRICULUM

Music education benefits and can be made accessible to students throughout the autism spectrum including those exhibiting challenging behaviors interfering with academic engagement and daily life activities through systematic step-by-step instruction in the skills of vocalization/singing training, rhythmic activities and music making on several beginning instruments, followed by transitioning to orchestral/band instruments. Teaching strategies are group-based yet differentiated and customized for each student’s capability with imitation used to scaffold teaching of advanced rhythm patterns, melody lines, modulation, tempo, dynamics, and emotional expression. Memory training, listening, attention, concentration, language expression and recall are all fostered in music classes and then generalized to other academic areas. 

OBSERVATIONS AND DISCUSSION

The Boston Higashi School (BHS), where this music education takes place, has educated nearly five hundred students over the course of 27 years with all participating in the music education curriculum. Students perform in two performances each year, showcasing their musical achievements and participate as audience members. Furthermore, each year, about 30 students, participate in extra-curricular groups such as Jazz Band, Chorus Group, Rock Band and Drumming Ensemble. The Jazz Band, composed of students aged 12 to 22, provides the opportunity to participate in a structured-group setting, develop skills in playing professional-grade instruments, and perform at formal events beyond the campus and local community to venues such as Carnegie Hall and a music festival in Hokkaido, Japan where they performed as part of an integrated orchestra with typical peers. 

CONCLUSION

The intrinsic value of music education for students with Autism Spectrum Disorder (ASD) has many benefits. A systematic approach that utilizes differential and group-based instruction to teach musical skills to students has functional benefits, mediated by brain-based development, in the areas of social interaction, communication, emotional regulation, memory, motor skill acquisition and sensory, spurring growth in executive function and academic achievement.  Furthermore, it is reported by parents of children with ASD to be a key component for reducing anxiety and improving autonomy and self-esteem, thus enhancing quality of life beyond school years. Music plays a key role for successful inclusive approaches in educating youngsters with ASD, independent of their setting in general or special education. 

REFERENCES

Kagan, J. (2013). The Human Spark: The Science of Human Development. New York, NY: Basic Books.

Schlaug, G. Jancke, L., Huang, Y., Staiger, J.F., & Steimetz, H. (1995). Increased corpus callosum size in musicians. Neurophysiology, 33(8), 1047-1055.