Benefits of Music Intervention for Students with Autism Spectrum Disorder

Abstract

Current literature, (Gold, Wigram, & Elefant, 2006), (Wimpory & Chadwick, 1995), (NRC, 2001), suggests that there is insufficient evidence to predict long-term (P to Grade 12) benefits of music intervention for students with Autism Spectrum Disorder (ASD). To understand how music intervention can be employed in Nova Scotian schools, music teachers, music therapists, and staff of the Nova Scotia Department of Education and Early Childhood Development were interviewed. The primary needs of students with ASD were identified as, Expression of thoughts, Language, Motor skills, and Social skills. Music intervention was found to have substantial long-term and short-term benefits for students in all grade levels depending on their individual needs. However, to treat these needs, elements of music and music intervention must be considered during program planning meetings.