The Effectiveness of a Music and Dance Program on the Task Engagement and Inclusion of Young Pupils on the Autism Spectrum

Abstract

Inclusion has been a contested concept affecting policy and practice in education for many decades, particularly for individuals on the autism spectrum. Due to the challenges that autistic pupils may face in forming social relationships, they are at a greater risk of isolation and exclusion. This study explored whether music and dance can promote the inclusion of autistic children aged 5–8 years, attending mainstream schools, through participation in a novel music and dance program. A total of 42 pupils (seven autistic), in seven groups, took part in the 6-week program. Engagement on task and physical proximity were used as proxy measures of inclusion. Video observation was used for the collection and analysis of the data. The findings suggest that music is a strong motivational factor for autistic participants and promotes engagement on task. Music and dance have been found to enhance physical contact and cooperation in the group, thus promoting acceptance and inclusion. Implications for practice and directions for further research are discussed.

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

“…Finally, the period of implementation for the study represents a limitation. Whilst a 6-week period of delivery is in line with recent dance movement therapy studies (Lakeset al, 2019a, 2019b; Stamou et al, 2019), a post-intervention follow-up period of, for example, 1 week and 1 month would have allowed for more robust assessment of shorter- (acute) and longer-term (chronic) effects. In other words, despite the strengths of this study, there is still limited evidence in the literature of the ‘washout period’ following this (and other) dance-based PE interventions.…”

Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools

“…Stamou et al . (2019) have found that autistic participants were more engaged and included during music and movement tasks, which could have been the main reasons for their developing in the different areas rated in the observation checklist.…”

“…This is in line with the findings of Vaiouli and Schertz (2012) who showed how music therapy promotes pro-social and social interaction for three young children with autism by offering opportunities for increased joint attention, reciprocal engagement, and interpersonal responses. Stamou et al (2019) have found that autistic participants were more engaged and included during music and movement tasks, which could have been the The analysis of the repetition of task variables showed that music was the predominant cue for children to remember the task they had learnt the week before. It was evident from the analysis of the sessions that as soon as the pupils heard the music piece or saw the musical instrument, they could remember the task and perform it accurately.…”

“…The programme consisted of an original story complemented by dance and music tasks relating to its content and designed specifically for this study. The sessions followed the lesson structure often used in early years education encompassing music and dance elements (Stamou et al ., 2019). The story recounts the adventures of Leo, the lion, and his animal friends in their search for treasure.…”

“…In a previous study (Stamou et al ., 2019) the research team explored the effects of music and dance on task engagement and physical proximity and inclusion between autistic pupils and their peers during and within the sessions. The current exploratory study investigates the short‐term outcomes of the impact of participating in such activities by asking the teachers to rate different areas as observed in the classroom.…”