Three-Chord Music Therapy

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The Out-of-Sync Child Grows Up

A book review about coping with sensory processing disorders in the adolescent and young adult years.

Kranowitz, C.S. (2016). Out-of-Sync Child Grows Up: Coping With Sensory Processing Disorder in the Adolescent and Young Adult Years. New York, NY. The Penguin Group.

In Carol Kranowitz’s first book The Out-of-Sync Child, many challenges and strategies of living with sensory processing disorder (SPD) are brought to light. It was an enlightening read that I would recommend to professionals, parents, and friends that interact with individuals of all ages, stages, and diagnosis involving SPD. Based on the knowledge I gained from that book, I was excited to read its sequel The Out-of-Sync Child Grows Up. The material is very applicable to the age groups and backgrounds that Three-Chord Music Therapy works with.

Before jumping into details of the book, think back to when you were a teenager or young adult. The hormone changes, the emotions, the desires or disappointments, the perspective you had on life, how you compared yourself to others, maybe even how you judged others around you, and so on. Teenage years can be an awkward time of maturing and an exciting time of development, but they can also be a painful stage if support systems are not present. We can all remember mentors, parents, siblings, teachers, and coaches that influenced and encouraged us. But, what if you were different physically? What if you couldn’t wear clothes that were in style because they irritated your skin or you couldn’t participate in extracurricular activities due to physical challenges? What if people didn’t understand and support you? Not having certain opportunities in this stage of life can feel confusing, unfair, and often hurtful, as peers are not always accepting of anything or anyone deemed “different”. This is something that individuals with SPD face, especially considering that SPD is often diagnosed alongside other diagnoses such as autism, obsessive-compulsive disorder, and attention deficit disorder.

I would like to focus mainly on what Kranowitz shares about coping with relationships and gaining self-acceptance. Often individuals with diagnoses that cause them to perform differently than others are also seen differently, which can have a significant emotional impact. Through working with multiple populations that face SPD, especially motor movement differences and communication challenges, I know not to assume anything based on what is seen on the outside. There is always more going on with the body and mind of a person than what we see on the outside. This book exemplifies that reality.

Let’s talk about negativity. Many different emotions, like shame and guilt, stem from negativity. For individuals with sensory differences, these feelings are a huge issue. This is important for teachers, peers, caregivers, and especially families of individuals with SPD to be aware of. Although SPD has no found cure, individuals and families can learn to make adaptations and live in a way that works for them. Instead of frustration when it takes longer for an individual with SPD to complete classwork, there should be encouragement. Kranowitz shares one adult male’s testimony with SPD, who stated, “Stop listening to those that don’t understand you”. The individual went on to encourage people to research their symptoms, reframe their situation, and seek out effective therapeutic resources to help them overcome big challenges. This individual had friends and family that supported him throughout an occupational therapy journey. Overtime he was able to report feeling hopeful instead of hopeless in a world of sensory obstacles.

Sensory obstacles come in all forms. There are sensory modulation disorders, sensory discrimination disorders, and sensory-based motor disorders. No matter the form, everyday tasks like getting dressed, eating meals, and travel have unique challenges. Many normal daily activities may be painful, over stimulating, or physically challenging to individuals with SPD. Considering this, Kranowitz emphasizes the importance of family relationships amongst this population.

As teenagers with SPD struggle emotionally, so can their close family members. It is not easy when a parent lacks understanding for the way their child reacts to certain situations or stimuli. The family dynamic can be negatively affected if therapeutic approaches and lifestyle adaptations are not utilized. An example shared in the book is that of a teenager who grew up feeling distant from her parents and siblings because she was misunderstood. Her reactions to scratchy clothes and loud noises were treated as misbehaviors. When she would have a “meltdown” and receive additional attention from her parents, her siblings teased her and exhibited jealousy towards her. It wasn’t until later in life that she was diagnosed with mild autism and SPD. She was thankful to finally have an answer to why she felt so out of place.

For diagnosis like SPD music therapy becomes a wonderful option, because it creates a therapeutic atmosphere that is client centered, effective, and generalizable in the home. Music also becomes a means of sensory integration and coping through the support of music interventions. In chapter 13 individuals share examples of their successes and thriving careers. After years of therapy, supportive families, informed teachers, and applied coping strategies, they were able to overcome challenges to accomplish their goals. Several of them mention music in their excerpts. There is a drummer and a singer, both advocates in the SPD community. They share about how music was their lifeline, as it restored order in their bodies when other activities were too much (Kranowitz, 2016).

It is important to note that this book has a strong occupational therapy focus, but encourages all therapy options. After reading the testimonies and complimentary terminology to music therapy, I would LOVE to find the music therapy based equivalent of this book. Music therapy fits in so well with this population, and I have seen first hand sensory success made in music therapy sessions. One beneficial technique mentioned throughout this book is deep pressure. In music therapy we utilize a similar technique, called rhythmic body mapping. Other techniques used are lyric analysis, sensory integration using music and instruments, movement to music, music performance, and therapeutic singing.

The information this book has to offer is GREAT and it was an enjoyable read. The author connects the medical research to real life examples. It was truly eye opening. For anyone wanting to read more into how it feels to live with SPD or a diagnosis with similar challenges, this is definitely the book for you!

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15 Fun Ways to Use Music

Make your music work for you!
As a music therapist I get to see music transform people’s lives every day. Music can certainly help parents teach while fostering a loving and positive environment. Keep reading for tips on being aware of how music can shape the mood of your home.

1. Play time – Music can be such a fun part of playtime. Channel your inner child and think “What would they want to hear?” Pick themes (all about monkeys, all about space, farms, etc.) and use them to shape imaginary play. **Also, don’t feel like it has to be all about them, young children can enjoy ALL types of music. Pick some of your favorite songs one day! You should enjoy this time too. Plus, good music makes everything more tolerable.

2. Dance break/Brain break – Having a hard time with homework? Feeling tension and frustrations rising? Maybe you need a “cool down” or a “dance break” song. Whether you need something chill & mellow or upbeat to lighten the mood this is a great way to RESET a restless kiddo and REMIND yourself to loosen up. Give everyone a chance to reset and try again. Pull out the speaker and pick a 3-5 minute song to change the mood.

3. Timer – Music is a natural timer with most songs being anywhere from 3-6 minutes. Instead of using a timer, sometimes use a cleaning playlist. Let your kids help pick the songs so that they have a part in the process. When the music starts, everyone starts picking up the house. When it stops you stop. Using songs can make transitions feel a little less threatening for children, especially children with any anxieties or behavioral issues. Let the music do some of the work for you.

4. Routine– Make playlists! Routines and schedules can be very helpful when transitioning to a new way of living or simply when trying to implement new habits/traditions/etc. How can music make this easier for a family? Children will learn to recognize songs and it can help them understand or predict the structure of their day. For example, with young children, it helps to find a song to sing while preparing for bed, changing diapers, during bath time, before naps, during mealtime, etc.

5. Relaxation– Calming music benefits everyone. Music helps us relax and we should use it during stressful times. We recommend the calm app or making a personal playlist for you and your children.

6. Naptime/Bedtime- If your child has trouble sleeping, use calm, quiet music to help entrain sleep. When the child hears the familiar calming music they will begin to associate that with the comforts of sleep. Be aware of how music affects the atmosphere in your home. When it’s time to settle down, lower and slower is the way to go!

7. Lyrical Book Reading– “reading” an old story with a musical twist can make any book seem brand new! This singing is about sounding fun not pretty. So don’t worry about being perfect; your child will appreciate whatever creative melody you come up with. If your child doesn’t love reading this is also a fun way to encourage creativity while also checking off a book from the homework list! “You sing one page, then I’ll sing one page” etc.

8. Self-Expression- make a game out of healthy communication and sharing feelings. During musical play ask your child, “How do you think mad sounds on the drum/pot/pan etc.? ..Now show me a mad face!” This is a playful way to talk about hard feelings and normalize conversation about emotions.

9. Turn Taking- If sharing is something new to your little one try using music to cue turn taking. When the song changes or the music stops it is time to share.

10. Impulse control– Easy & fun game for little ones, we call it the FREEZE game. Make a playlist of about 10 of their favorite songs. Tell them to dance when they hear music and to freeze when it stops. Play and pause the songs to test out their impulse and listening skills. Add a ball or scarves to change up this game with siblings and friends.

11. Art project– MAKE your own instruments out of household items! Decorate them with ribbons, markers, or tape.

Shakers- anything with a lid will do, just add dry rice or beans.
Drums- pull out the tupperware or pots and pans.
Rhythm instruments- wooden spoons, spatulas, sticks, etc.

12. Theme Song- Make an activity out of writing, chanting, or singing a family theme song. It can be to the melody of your favorite song or you can use a song everyone already knows and loves. This can be a short and simple tune that uses family member’s names and highlights how your family is unique and fun!

13. Distraction- Music can be a great distraction when you are waiting on dinner to cook, in a long line, or finishing a task. Sing a favorite song; even do motions with it. You may get some funny looks in public, but those are way more bearable than the alternative of a toddler meltdown!

14. Live Music- Go to concerts and local musical performances. Many colleges and community centers have free events or low costs for children and families. This is a wonderful way to expose children to music variety while learning to be respectful audience members.

15. Make Memories– At the end of the day any musical activities will help you to make fun and creative memories with your children. TCMT encourages you to sing, dance, and get into the groove with your little ones as a form of bonding. You will find that everyone can benefit from musical moments. Enjoy!

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Music Therapists & Volunteer Musicians: What’s the Difference?

A question we often address as Music Therapists is that of what we do and how it makes us different from a volunteer musician. Music therapists and volunteer musicians may often seem like they are doing similar work. This is a common misconception. There are significant differences in training, repertoire, goals, and patient connection between music therapists and volunteers. It is also important in recognizing what music therapists do and the value they bring as a healthcare service. This will help differentiate which service one might be receiving.

Music therapist: Credentialed healthcare professional who has completed an approved music therapy program and uses clinical and evidence-based music interventions to accomplish individualized goals within a therapeutic relationship.

Musician volunteer: May offer music in any healthcare setting on a volunteer basis. Refers to any non-certified, non-music therapist individual offering music.

While many healthcare facilities benefit from volunteer musicians, a certified music therapist is trained and qualified to provide many more services. Depending on the setting, some of the interventions and services we provide may seem simply musical. For example, singing with a patient in a nursing home, or playing relaxing guitar melodies for someone who is in the hospital. Each of these scenarios can seem simple at first glance, but in reality, there is much thought and preparation put into even the simplest of musical interventions. When providing music therapy in any setting there are steps taken before music-based services are ever provided. A music therapist must have a referral, assessment, and documentation leading up to any music intervention. After carefully planning a session to meet specific needs/goals of the client, a music therapist will provide music-based interventions that meet those specific needs. Here are some examples of how we do this:

Referral & Assessment

The first step in music therapy process of determining needs of the patient. Some common symptoms that benefit from music therapy are anxiety, depression, drowsiness, restlessness, pain management, cognitive stimulation, spiritual support, family support, and more.

Documentation

This is important to track observed and measurable data for each patient. Without data, a music therapist has no evidence of progress in a patient’s areas of need. Goals have objectives to be measured during each session. These objectives should be met in order for clients to progress or maintain in a physical and/or psychological domain.

Why do we use this process?

It can be assumed that music is never harmful. Can’t any music be enjoyed? Won’t they be thankful to have a visitor entertain them? You don’t need to be trained to provide therapeutic music for people…etc.

While not all assumptions are wrong, it is still important to point out that music provided without proper knowledge or considerations can be harmful. It can be overstimulating, agitating, too sad, too happy, or completely meaningless/inappropriate to someone’s situation. Yes, there is power in music alone, but when it is paired with the proper considerations for the listener it is SO much more meaningful. This is great advice for any musician volunteering in a healthcare setting. Be mindful of your audience and what their sensitivities may be!

Music therapist are trained to provide a therapeutic experience using music as the tool based off of previous medical and personal knowledge of the patient. Music Volunteers perform their instrument and use their talent to engage the listener in hopes of providing a meaningful musical experience. Both of these are important. Music therapists encourage live music and informed volunteers in settings that we serve. We do not however encourage facilities to feel that they are meeting therapeutic needs without a music therapist. Volunteers do not replace music therapy, but they can certainly add to the many services a facility provides.

See the below list for comparisons:

Service Offered	Music Therapist	Volunteer Musician
Provides live music for patients	X	X
Improves patient quality of life and wellbeing	X	X
Can enhance patient and family relationships with care team	X	X
Medically non-invasive	X	X
Primary focus is recreation, entertainment, & diversion		X
Allied health profession recognized by NHPCO	X
Education, clinical training, and board certification required to practice	X
Conducts a comprehensive clinical assessment	X
Develops, implements, and documents patient treatment goals	X
Competent with all genres and multiple instruments	X
Consistently utilizes patient-preferred music	X
Addresses goals in Psychological, Psychosocial, and Spiritual domains	X
Non-pharmoligical intervention for symptom management	X
Measures and responds appropriately to adverse responses to music	X
Overseen by National Organizations	X
Adheres to best practice and evidence-based treatments	X
Research demonstrated cost-effectiveness in health settings	X

Sensory Processing

I am a huge advocate for medical music therapy and have been accustomed to seeing a diverse approach in all settings throughout my career. Many people that receive music therapy services have neurological related diagnoses. Some of these diagnoses are Attention Deficit Disorder, Autism Spectrum Disorder, and Cerebral Palsy. Although each case is very different, some clients tend to show needs and deficits in similar areas, one of these areas being sensory needs. The Out-of -Sync Child is my go-to book when I need to refresh my understanding of the brain and sensory related disorders. Many music therapy clients have sensory needs and this book gives an in-depth overview of what makes up Sensory Processing Disorders (SPD). I would highly recommend it to any parent or caregiver.

What is a sensory disorder?

Kranowitz briefly defines SPD as the inability to use information received through the senses to function smoothly in daily life. Think with me for a moment about the five senses. Sight, smell, hearing, taste and touch. There is never a moment in our lives where we are not using all of these. But we are able to regulate, ignore, and organize the way we perceive the messages each sense sends to our brain at any given time. I can make myself aware of the way the air feels on my skin when I am sitting in a room, but that takes more conscious effort. I may never notice the feeling of the air on my skin if I wasn’t trying. The same goes for all the other senses. But what if it was the opposite? What if I suddenly couldn’t stand the way every small movement I made changed the way my skin felt against the air around me. It would be annoying and distracting. That is SPD on a small scale.

Before reading this book I had a very basic understanding of Sensory Processing Disorder (SPD). I knew that many clients I worked with and observed in the past had specific sensory preferences. I was not aware of the depth or anatomical specifics as to why each individual might behave or seek out certain sensory stimuli. This book answered all of my questions and more.

SPD involves more than just the five senses!

Kranowitz begins by breaking down SPD into two main dimensions, external and internal. External would be our five senses. Internal senses are the vestibular sense (inner ear), proprioception (muscles, joints), and introspection (internal organs). Since SPD is the neurological procedure of organizing the information we take in from the outside around us for daily use, it makes sense that our internal senses are included. Many times you may notice a child with autism that rocks back and forth repeatedly when seated. This is one instance in which SPD can be explained in the vestibular sense. Our inner ear is what sustains our since of balance. When the central nervous system is not smoothly signaling to the rest of our body then disorganization happens. The rocking we sometimes notice is stimulating the vestibular sense and helps the child know where their body is in space.

The central nervous system is explained in more detail in an interesting and relatable way. This is one of the reasons this book was such an enjoyable read. The author gives research facts on top of medical data to support findings. All of which are backed up by multiple scenarios and real life testimonies of parents, teacher, therapists, and individuals that deal with SPD.

What are proprioceptive senses?

Personally chapter five was one of the most eye opening for me. The chapter concentrated on the elements that make up the proprioceptive senses. In short, the proprioceptive is what tells our body where it is in space. This includes muscles, skin, and the central nervous system. The sense of touch informs the receptors in the body of so much. Without a normally operating proprioceptive sense, an individual can struggle with motor planning, body awareness, and motor control in general. I learned that a deficit in processing of this sense is usually accompanied by issues in other areas as well; the two most common being the tactile and vestibular.

I want to conclude by fast forwarding to the last few chapters in Part 2. It is true that knowledge changes perception and I feel strongly about what the last few chapters discuss regarding daily life with SPD, coping with SPD, school life, and parenting. Therefore all of the information prefacing these chapters is extremely important in understanding why such things as a “sensory diet” are necessary in the life of any child growing up with SPD. But before any advice can be taken, caretakers must recognize issues and seek out professional opinions. SPD can present itself alone, but often times coexist amongst other common diagnosis. This is yet another reason why this book is great resource for parents who see early signs of “out-of-sync” tendencies in their child’s life.

How are their primary needs being met and what adaptions need to be made?

For me, understanding, empathizing, and advocating for individuals with SPD boils down to first realizing primary needs. This is where a sensory integration is implemented. This is also where learning to cope is imperative to making productive changes at home. Acceptance can be challenging for parents, something we all observe from time to time. Comparing what we have and don’t have. What works and doesn’t work normally… This book speaks encouragingly and realistically to the parent dealing with a child with multiple disabilities, including SPD.

Overall I was impressed with this book and would highly recommend it to professionals, parents, and peers. It is educational and a great resource for anyone seeking knowledge on SPD or related disorders!

Memory and Music

Music is present in every stage of a person’s life. Think of when you listen to the radio and a song from your childhood comes on. Often times these “throw back” songs are the ones that we recall the best. Music stimulates our brains in a way that allows long-term memory to be accessed. When we hear a familiar song or tune we are quickly and accurately accessing parts of the long-term memory. Long-term memory is located in various parts of the brain, the hippocampus being the catalyst. When we are able to make music with others through singing, and enjoy knowing the words of a song we haven’t heard in years, we also experience positive feelings. There is enjoyment and comfort in this kind of music listening. Individuals living with dementia do not get to experience the easiness of knowing or even awareness in everyday life. Due to the nature of their diagnosis, they can often feel confused, anxious, and agitated. Dementia affects orientation and overall awareness. Even in early stages of dementia, individuals may experience the uneasiness that feeling overly forgetful can bring. As a Music therapist I have had the opportunity to be involved with memory care groups and observe various settings where memory-care patients receive music therapy services. Music therapy can make a difference in all of these areas listed above. We use music to aid in mood management, physical and mental engagement, and so much more.

Dementia is defined in general as a neurodegenerative disease that is characterized by the progressive loss in memory as well as other mental functions including language and judgment. Because of the nature of these types of diseases, therapeutic techniques that involve multiple parts of the brain are important. Studies show that Alzheimer’s disease is the leading type of dementia that affects people in the United States. It has been reported that 60 percent of all cases are of the Alzheimer’s disease (Solé, Mercadal-Brotons, Galati, & De Castro, 2014). This study further supports the importance of research in these areas where music therapy is involved. Individuals with dementia that are receiving services deserve the most effective interventions. Music therapy provides just that! The article referenced here also highlights how an individual’s quality of life is affected by music therapy in a group setting.

Although this study had a small sample size of 16 individuals, three groups according to stage of dementia were formed. Each group met for 12 weeks and received 45 minutes of music therapy once a week (Solé, Mercadal-Brotons, Galati, & De Castro, 2014). Documentation was done through the help of registered nurses before, during, and after each group session. Quality of life was measured using the Government of Catalonia (GENCAT) questionnaire. This questionnaire consisted of questions revolving around emotional well-being, interpersonal well-being, material well-being, personal development, physical well-being, self-determination, social inclusion, and equal rights. The higher individual’s scored on this indicated higher qualities of life. Participation was measured through data collection as well as through video analysis. But enough of the data details, lets dive into the music therapy specifics!

For each group the music therapy interventions used centered around stimulating cognitive functions, social interactions, and motor skills. Motor skills were addressed through instrument playing. Other musical activities during each group included singing, listening to music, movement to music, and improvisation (Solé, Mercadal-Brotons, Galati, & De Castro, 2014). The music used for the groups was selected based off of personal preferences of the group members. This is a common technique in music therapy and in my experience using familiar music is especially important with this population. Familiar music brings about quicker responses and has proven to be most useful when trying to evoke active participation. Sessions for this population commonly include opening activities, like a hello song, one main activity, and a closing activity.

Sometimes less is more when we are trying to connect with patients that have memory loss or confusion. Starting with 3-5 songs and adding in techniques specific to the individual’s needs is one of the best ways to structure a session. The brain and body often need priming before going straight into movement or instrument playing. Too much stimulation can be overwhelming, and too little can leave patients disengaged and sometimes even sleeping. As a music therapist my goal is to help every patient GROW and that looks different for everyone. Goals for this population are often emotional and social, since dementia is a degenerative disease it can be difficult to measure other goal areas, as most caregivers are concerned about the day-to-day quality of life. That is what music therapy provides- quality care and life enrichment opportunities in the moment!

This study example made it obvious which areas of the patient’s lives were most influenced during the analysis. The categories being measured were verbalization, physical contact, visual contact, active participation, and emotions (facial affect and body expressions). Some of the areas that showed the largest changes were emotional well-being and personal development. However, emotional well-being was the only domain to show a statistically significant increase, recorded as Mdn=21 pretest toMdn=23 posttest (Solé, Mercadal-Brotons, Galati, & De Castro, 2014). Although the personal development domain did not reap significant results, the data still presented interesting outcomes. It is worth noting that the medians for all groups in personal development either stayed the same or increased. What a wonderful foundation for future research!

Since personal development and emotional well-being had such positive outcomes in this study, I will close by briefly discussing those in the memory care setting. I especially loved that this study used primarily patient preferred music and the comfort that music can bring was reflected in the patient’s emotional responses. When patients have decreased levels of anxiety or have the opportunity to increase their overall mood, this benefits the entire body (blood pressure, breathing, sleep, etc.) Music therapists experience firsthand the benefits of group music making with dementia patients. Although personal development is hard to measure with this population, there are still many promising examples. It is always a special moment when an individual comes out of their shell to sing several verses of a song from memory, or passionately plays an instrument with peers. After a moment like this, many times that individual sustains attention and participation for the rest of that session.

This article screams, Music therapy works- pass it on! I look forward to passing on more research and continually retaining knowledge through my clinical experiences moving forward. Three-Chord Music Therapy Services, LLC is built on the belief that ALL clients deserve a chance to seek growth no matter what age or ability level they are in life. If you have a loved one experiencing the negative effects of dementia, reach out today for a free music therapy consultation. We would love to help you find a therapeutic routine that helps your loved one work through symptoms in a risk-free way.

Carme Solé, Melissa Mercadal-Brotons, Adrián Galati, Mónica De Castro; Effects of Group Music Therapy on Quality of Life, Affect, and Participation in People with Varying Levels of Dementia, Journal of Music Therapy, Volume 51, Issue 1, 1 March 2014, Pages 103- 125, https://doi.org/10.1093/jmt/thu003

Singing to Social Skills

The opportunities that music brings to the therapeutic process are endless. Communication, motor movement, processing, stimulation, sensory elements, and so much more are easily accessed through the use of music alone. As a certified music therapist, I have had the privilege to witness first hand how the power of music increases growth and empowers individuals and families in this way. I love getting to watch music benefit the lives of individuals everyday through this growing profession. Considering this, I decided to elaborate on how music therapy compliments the therapeutic goals and IEP goals for children with autism spectrum disorder (ASD). I am passionate about this population, among many others and feel strongly that individuals with ASD should receive quality care in all areas of life.

In my experience, ASD looks, sounds, and presents itself differently in every child. The saying, “If you have met one child with autism, you have met one child with autism” rings true every. Single. Time. There is beauty in this, but it definitely does NOT make an easy job for science. ASD can still be a highly controversial diagnosis in many settings and even in many homes. The history of therapy for this population can be both inspiring and heartbreaking to those who know how far the world of healthcare has come in regards to individuals diagnosed with ASD. All of this is exciting as we see research lead to successes being documented, especially with music therapy.

According to this particular article, statistics show that 1 in 88 children in the United States are diagnosed with Autism Spectrum Disorder (ASD) (LaGasse, 2014). However, recent statistics in the US report a frequency as high as 1 in 59 children (CDC, 2019). ASD is defined in short, as a neurodevelopmental disorder. Current research suggests that neurological aspects influence specific features of ASD. Some of these directly relate to motor deficits and difficulties with sensory processing. However, research also confirms that individuals with ASD demonstrate different musical processing skills, in that the activation of their brain surpasses that of neurotypical or normally developing individuals (LaGasse, 2014). So, good news: music is a multisensory medium! AND it works!

You may ask, “What is one of the biggest challenges for children with ASD?” I would venture to say that one of the largest areas of focus in general is socialization and communication. Therefore, it may be language development we are trying to foster; other times it is socialization skills and interactions that are required on a daily basis that we are trying to build on or make more tolerable through music therapy. Expressive, receptive, verbal, nonverbal- all of these fall under social and communicative areas of development. One way music therapy can help children that battle issues like this is through group interventions.

Studies show that music therapy can improve social behaviors and joint attention in children with ASD. LaGasse delves into what impact music therapy has in a group setting along with areas of focus within the groups, which included eye gaze, joint attention, and communication. To examine this in the study children ages 6-9 with ASD were assigned a music therapy group or a non-music therapy group. The children participated in ten 50-minute sessions over the next 5 weeks. Each group was designed to target social skills.

Social skills are important to be addressed in children with autism because the lack of development in these skills will have lifelong implications(LaGasse, 2014). It is stressed that social skills are needed in every relationship and activity. Noting this, another important piece of research is referenced in this article, stating that, “ The notion that persons with ASD do not want to be involved in their environment is being challenged as self-advocates with autism indicate that it is not a matter of wanting to interact; rather, they have an inability to follow through or tolerate the desired interaction”. Key words there are inability and desired. As research like this advances, it is becoming more apparent that by helping develop these skills in children with ASD, we are also giving them tools to enhance their overall quality of life.

The outcome of this study was very interesting. Through the use of uniform scales to measure the changes in social behaviors, the results found over this brief period of time that the music therapy group showed more improvements. Positive differences primarily showed up in attention with peers and eye gaze towards individuals (LaGasse, 2014).

These results are important because they validate techniques being used in music therapy and highlight an issue that has a lasting impact on the ASD population. In the music therapy group of this study, some intervention tools used were rhythmic cueing, rhythmic deep pressure exercises with songs, instrument playing, as well as music and movement. For both groups the goals were the same, however, outcomes for the music therapy group were different. Both groups had interventions revolving around group interactions, cooperative play, and sensory experiences. Musically, rhythmic and structural components can provide a cue or foundation externally that assist individual’s with ASD in organizing their responses to their surroundings (LaGasse, 2014). This one fact supports why the music therapy group had higher positive outcomes.

This article is one of many that scientifically support the use of music therapy for children with ASD. The importance of early intervention and consistent complimentary treatments like music therapy cannot be advised enough by professionals. It is my hope that through being able to share small pieces of this, that parents, teachers, and current therapists will continue to take initiative and stay updated on ASD research. This relates to our professions, our caregivers, our community, and most importantly our loved ones impacted by this diagnosis everyday. Lets keep advocating for and supporting these individuals! If you don’t already receive music therapy services, or want to know more about how music therapy helps other populations, lets talk! Three-Chord Music Therapy Services can help you connect with a music therapist near you.

Blythe LaGasse (2014). Effects of a Music Therapy Group Intervention on Enhancing Social Skills in Children with Autism, Journal of Music Therapy, 51,(3). 250–275.