The Use of Music Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorders in Integrated Group Music Therapy Sessions

Abstract

The lack of social interest is one of the core features of individuals with Autism Spectrum Disorders (ASD). Individuals with ASD suffer direct and indirect consequences related to their social interaction deficits. The effect of these deficits often increases during adolescence. In this period, adolescents with ASD start to report their desire for peer social interaction, and may also experience more loneliness than their typically developing peers. It is especially vital for adolescents with ASD to have emotionally non-threatening social experiences. The non-threatening and acquiescent nature of music helps to decrease the anxiety experienced during direct interaction with others and improve the social skills of adolescents with ASD. In this study,video recordings of music therapy activities carried out with a group of adolescents with ASD are analyzed, and the outcomes are presented. While activities such as singing, rhythmic games, creative movement and dance were performed; adolescents were asked to work in dyads, in small groups and in a large group. Adolescents initiated and sustained social interactions during music sessions and less resistance was observed while interacting with their peers.

An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™Method

“…The growing body of evidence on the effectiveness of music-based approaches among children with ASD supports their adoption. Furthermore, this group-based intervention is designed to be more efficient than one-on-one therapy and can therefore be implemented on a larger scale, reaching more of the target population (Eren, 2015). In addition, the peer-to-peer interaction fostered in the VOICSS model supports expressive and pragmatic communication skills.…”

“…In addition, most of the therapy programs did not have a specific structure and curriculum. However, direct interactions with peers in a group setting have the potential to enhance children’s social skills more than individual music therapy and some research on group-based models has shown promising outcomes (Eren, 2015). For example, LaGasse (2014) found that, compared with children who participated in group sessions on social skills, children in group-based music therapy sessions made greater improvements in joint attention with peers, eye gaze toward others, and parental perception of social skills.…”

The integration of music and its influence on the inclusion of autistic children in educational activities of preschool institutions

“…They develop the fields of language and communication, emotions, comprehension, physical education, etc. (Eren, 2015) On the question: Do all autistic children love music? All teachers responded that they all love music, but sometimes it depends on their daily mood and other outside factors such as the weather, emotional state, environment, etc.…”

Analysis of Song Popularity in Business Digital Music Streaming for Increasing Quality Using Kohonen SOM Algorithm

“…So far music therapy has been widely used to overcome various problems such as to reduce stress [8]. Music is also used as a medium to improve well-being [6], and as a medium of intervention to develop the abilities of autistic children [9]. In addition, music also provides relaxation media with communication through rhythm, listening to music, non-verbal cues, exploration, movement, and improvisation [10].…”