A Survey of the Use of Aided Augmentative and Alternative Communication during Music Therapy Sessions with Persons with Autism Spectrum Disorders

Abstract

Research indicates that as many as 50% of children with autism spectrum disorders (ASD) will not develop adequate speech to meet their communication needs (Noens & van Berckelaer-Onnes, 2004). Thus, alternate means of communication such as Augmentative and Alternative Communication (AAC) are necessary. Though many music therapists work with clients with ASD, there is a lack of research regarding music therapists' use of aided AAC. This study sought to obtain information from music therapists who work with persons with ASD via a survey to answer the following questions: (a) how many music therapists are using aided AAC in their sessions, (b) how they are using aided AAC, and (c) what type of training they have had regarding AAC systems. To assess the research questions, the author created an electronic survey. Upon distribution, the survey response rate was 49.6%. Results indicated that only 14.6% of respondents utilize aided AAC with all of their clients who use aided AAC outside of music therapy. The most common form of aided input used by music therapists in their sessions with clients with ASD is a picture schedule. Only 40% of respondents have additional training in aided AAC. Chi square tests revealed significant relationships among many of the variables: use of aided AAC and additional training, use and treatment setting, literacy promotion and additional training, modeling and additional training, referral for AAC systems and length of work with clients with ASD, referral and additional training. Results are discussed in relation to current communication literature.

What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

“…It could be hypothesized that her view aligns more with a 'music in therapy' view, and yet her music--centeredness in her approach suggests she was using both approaches in parallel. Gadberry (2011) suggests that the use of alternate means of communication, such as Augmentative and Alternative Communication systems (AAC) is necessary when working with and educating children whose communication needs are not otherwise met. AAC includes the use of pictures, electronic devices, gestures, pointing and signing.…”

“…Gadberry's study (2011), discovered that there is a low number of music therapists utilising AAC with students who possess the systems and found this, and the lack of training for music therapists in the use of AAC systems, to be concerning. Gadberry (2011) stated that AAC systems could model communication, promote choice making and thus provide benefits in communication. In a later study, the same author suggested that using AAC results in a higher frequency of a participant's intentional communicative acts and functions when compared to music therapy practice without the use of AAC (Gadberry, 2012).…”

“…This research aims to provide an insight into the forms of communication used by a student music therapist within a learning support centre at a high school and the reasoning behind the use of each communicative method. The rehearsal of interpersonal communication is particularly important when working with this participant group as they lack a viable communication system (Gadberry (2011). Investigating the specifics of how music therapy could interact with different forms of communication could thus benefit the special needs education sector, future music therapists and the wider community.…”

“…While students are integrated into mainstream learning, the workforce and other activities in the general community when appropriate, the centre is the foundation of learning for all. Gadberry (2011) asserts that communication is one of the primary goals for children with ASD as they lack a viable communication system, and that as many as 50% of children with ASD will not develop functional speech. Communication and socialization skills are generally impaired in autistic children (Joseph & Tager -Flusberg, 2009;American Psychiatric Association, 2013), and they can often perceive their environment as confusing and frenzied.…”

“…I thus believed an investigation into the forms of communication and the reasoning for their use in a music therapy context to be an appropriate research topic for this setting. I understood that forms of communication might include, but would not be limited to; musical communication including improvisation and the use of the musical elements, communication through music including lyrics and song writing, the use of 'aids' in a music therapy session including Augmentative and Alternative Communication Systems (Gadberry, 2011), written and verbal prompts, and the use of the 'therapist' including body language and sign language (Ministry of Education, 2006). My findings would be in broad in contrast to, for example, microanalysis of musical communication or facial expression.…”