Successful Music Learning for Children with Autism: What Should Teachers

Know and Do?

Dr. Judith A Jellison

-Music Therapy -> structures music to reach non-music goals

-Inclusive Music Education Classes
-children with autism in a class with other children
-1/68 children have autism (up 125% since 2002)
-75 % male
-genetic: older parents, siblings
-twin studies
-unrelated to socioeconomic status or race
-mostly white males
-range of IQ scores across the continuum
-all very different, even with siblings
-some have cognitive disabilities but many do not
-Diagnostic and Statistical Manual -> Autism
-Persistent difficulties in social communication and social interaction
across multiple contexts
-Restricted, repetitive patterns of behavior, interests, or activities
-know about interests and funnel in a positive way to create a
climate of acceptance and inclusion
Ex. Knowledge of planets; play the planets; student
teaches class and it boosts their self confidence
-Autism Spectrum Disorder
-Autistic -> DSM definitions
-Aspergers -> fewer; no speech delays but other signs; a little odd
social interaction
-Pervasive developmental disorder not otherwise specified -> catch all;
some characteristics but no label of the other two fit

-Characteristics
-sound sensitivity -> clapping, percussion
-move in classroom; try to avoid noise canceling headset; allow
child to control level of sound (sound sensitivity not as great ->
they want control)
-insistent adherence to routines/sameness/ritual/inflexible
-schedule in music changes daily
-put schedule up and show them what is going to happen,
warning of what will happen next
-field trips -> special preparation; try on concert clothes
beforehand
-accept and understand meltdown (inform other students)
-Environment
-distracted student while teacher talks, becomes engaged when music
happens
-didnt draw attention to student; slowly worked him into group;
talked to other students, then included him so he doesnt seem
singled out
-teacher and students adjust
-dont compromise goals
-some students have aids
-teacher can request an assistant if you believe it would be
helpful for all students in regular instruction -> sometimes they
can be in the way
-Evidence-Based Practices
-interventions we know work
-Music Research
-ABA Techniques, Prescriptive Songs, Improvisation, NMT
(neurologic music therapy), Mixed Interventions
-moves in time, organization of structure and time -> pair with
motor movements
-Goal of Education
-improve quality of childrens lives now and their future lives as adults
-to live, work, learn and play in a diverse society

-to participate successfully and happily in quality music experiences

-Music Learning
-children with autism have little or no impairment in musical ability
-Barriers in a music setting might come from:
-childs characteristics (social communication and interactions;
restrictive, repetitive behaviors)
-elements of the learning environment
-established teaching principles work with all students
-collaborate with parents, special educators, and the child