Music Therapy Engages Children with Autism in Outdoor Play

Continued Snapshots are summaries of research articles, books, and other publications by researchers at the FPG Child Development Institute at UNC-Chapel Hill. Permission is granted to reprint this article if you acknowledge FPG and the authors of the article on which this Snapshot is based. For more information, call the FPG Publications Office at 919-966-4221 or email . Visit us at . The unstructured space, running, climbing, sliding, and loud nature of playground time can be overwhelming for children with autism who thrive on predictable and structured routines. As a result, these preschoolers often do not experience the learning and social development benefits from outdoor play seen in their typically developing classmates. However, new research suggests that music may help bridge the gap between children with autism and their peers. A study, published in the Journal of Music Therapy, is the first to examine strategies to promote positive peer interactions during outdoor play for preschoolers with autism in inclusive child care programs. Autism is a complex developmental disorder that affects verbal and nonverbal communication and social interaction, and is associated with repetitive and restricted behaviors. One reason children with autism benefit from attending inclusive classrooms is they have the opportunity to engage with their peers. Previous research shows that children with autism have an interest in and respond positively to music. Research also finds that playground time for young children is important for learning and social development. This study used an embedded music therapy intervention as a consultative service (one in which the therapist provides guidance, information and training to regular classroom teachers) to encourage peer interaction. The study evaluated four preschoolers with autism—Eric, Ben, Phillip and Lucas. Researchers developed an outdoor music center, the Music Hut that included a variety of instruments. To engage children in the Music Hut, the lead author composed a song unique to each child with autism. Teachers and parents were given a CD and lyrics. The author trained the teachers to use the principles of music therapy and the materials designed for this study. She taught the participating children the songs during circle time. The first phase of the study began by establishing a baseline. Researchers observed children on the playground prior to the construction of the music hut and without any interventions. After the Music Hut was built, teachers introduced children to the new center. Researchers then began a two-part intervention process. The first was teacher driven and was designed to establish a predictable routine. Each day the teacher took the child with autism and a peer buddy to the Music Hut, initiated play between the children, sung the unique song, incorporated the instruments, and taught the peer buddy how to interact with the child. Next, teachers gradually withdrew their help with the goal of the peer buddy and the child interacting independently.