Through Music: A Music Group for Children

with Autism Spectrum Disorders

Created by Dawn Sherrill

“How is it that music can, without words, evoke our laughter, our tears, our

highest inspiration?” -

Jane Swan

At a Glance: Autism Spectrum Disorders

• Universal symptoms of autism include difficulties with social relationships, impaired expressive and receptive communication, and an insistence on sameness.

• While there is no known cause, early intervention with these types of disorders allows for a better prognosis.

Diagnostic and statistical manual of mental disorders (DSM-IV-TR). (2000). Autistic Disorder. Washington, D.C.: American Psychiatric Association, 75.

Rationale: Specific Benefits of music for children with Autism

Spectrum Disorders• Music can be nonverbal in nature, which

allows it to reach even those who are unable to verbally communicate, creating a unique form of therapy (Barksdale, 2003).

• Since music is “a sound stimulus, it is unique in its power to penetrate the mind and body directly, whatever the individual’s level of intelligence or condition”

Barksdale, A. (2003). Music Therapy and Leisure for Persons with Disabilities (1 ed.) Chicago: Sagamore Publishing, Inc.

Through Music: Group Information

• Where: Local Autism Resource Center

• Length: 8-weeks• When: Thursdays from 6:00-7:00pm

Through Music: Screening

• This group will be conducted through a participating Autism Resource Center (ie. TouchPoint Autism)

• Autism technicians will receive the information and a handout to recruit children receiving services at the center (ages 5-10)

• Contact information to RSVP for the 8-week session group will be listed on the handout

• The group will have a maximum of 10 participants, due to limited resources

Through Music: Basis for Goals

• Based on Brunk’s nine therapeutic goals of music therapy– Attention– Time– Success– Social– Repetition– Control– Create– Reflect– moveable

Brunk, B. (1999). Music Therapy: Another Path to Learning and Communication for Children in the Autism Spectrum (1 ed.) Arlington: Future Horizons, Inc.

Through Music: Goals

• Exposure to music and movement • To develop better communication

skills, confidence, better motor coordination, and find a release from stress and anxiety through music and movement

• The use of modern Disney songs to create a greater interest in music

• The integration of the expressive arts in a group setting

Through Music: Basis for Objectives

• Five processes of therapeutic music activities – singing/chanting– instrument playing– listening and analyzing– creating– moving to music (Barksdale, 2003)

Barksdale, A. (2003). Music Therapy and Leisure for Persons with Disabilities (1 ed.) Chicago: Sagamore Publishing, Inc.

Through Music: Objectives

• Clients will be able to demonstrate or verbally describe various activities completed in music group

• Clients will have an understanding that the voice can be used in multiple ways and can change pitch or volume

• Clients will be able to express what sounds are pleasing and what sounds are displeasing to them

• Clients will participate in a presentation of 3 songs (“Zip-A-Dee-Doo-Dah,” “A Whole New World,” and “What a Wonderful World”)

Through Music: Materials

– More Disney Solos for Kids sheet music and accompaniment CD

– Posters with lyrics – Television and VHS player– Aladdin VHS– CD player– Guitar– Keyboard– Ragdoll– Easter eggs– Questions/directions on pieces of paper– Large spoons

Through Music: Key components

• Social Stories• Visual Schedule• Visual Aids• Sensory Integration

Through Music: Week One

– Welcome and Introductions – Discuss the music playing – The “Hello Song” – The “Ragdoll” stretch – Stretch by Note – Introduction to “A Whole New World” – “A Whole New World” – Introduction to “What a Wonderful World” – Introduction to “Zip-A-Dee-Doo-Dah” – The Egg – Relaxation – “Goodbye Song”

Weeks Two-Seven

• Continuation of introduction to music and movement

• Activities based on goals/objectives– The Egg– Movement Mania– Emotional Movement– Rhythm Telephone

• Task based on goals/objectives– Preparing to perform “The Hello Song,”

“What a Wonderful World” “Zip-A-Dee-Doo-Dah” and “The Goodbye Song”

Week Eight: Final Performance

• Program:– “Hello Song”– “A Whole New World”– “What a Wonderful World”– “Zip-A-Dee-Doo-Dah”– “Goodbye Song”

Activity: “The Hello Song”Source: Tracy Northrip MT-BC

Goal: to increase verbalization and socializationObjective: Given the words, clients will say ‘hello’ within the song tow out of

three times for three consecutive sessions

Method:• 1. Leader will sing ‘Hello Song’• 2. Leader will stop singing for approximately 10 seconds so the clients may • respond ‘Hello’• 3. Leader may discuss with the group various ways to greet another person

including: wave, nod your head, saying hello, howdy, how do you do, etc.

Materials:• 1. Voice• 2. Poster with lyrics

Lyrics (sung to the tune of “If You’re Happy…”)• Oh, it’s time to say hello, say hello. ______ • Oh, it’s time to say hello, say hello. _______ • Oh, it’s time to say hello, it’s time to say hello, • it’s time to say hello, say hello, ________.

Activity: “The Egg”Source: Joy Wade, Tracy Northrip, MT-BC

Goal: to increase listening, following directions, balance, spacial awareness, and social interaction

Objective: Client will answer one question and complete 75% or more of the song movements

Method:• 1. The leader passes out plastic Easter eggs with questions/directions inside and asks each

client to take one egg• 2. The leader asks each client individually to read their question and give an answer. Then

place the question back into the egg and close the egg.• 3. The leader chooses a song with a marching sound and puts the CD into the CD player. • 4. The leader cues the song, then presses pause• 5. The leader passes out large spoons to balance the eggs in.• 6. The leader explains to the group that directions will be given throughout the song• 7. The leader presses play and the group begins going in a circle, balancing the egg, and

listening for directions• 8. The leader collects the egg and spoons after the song is over.

Materials:• 1. CD with a marching type song• 2. CD player• 3. Plastic Easter eggs with questions inside• 4. Large Plastic spoons

Sample Questions/Directions• What is your favorite color?

Progress Notes• Record attendance• Subjective

– Joey’s interest varied greatly. During some activities he sat very still, while during others, he would walk around the room and into the playhouse.

• Objective– When we sang the “Goodbye Song,” Joey waved and said,

“goodbye.”

• Assessment – Joey had great focus in activities where he had one object to

focus on. He seemed to be seeking more movement or more sensory input.

• Plan– For next week, there will be a larger emphasis on remaining

on carpet squares when necessary and an incorporation of drum playing to allow for a greater sensory experience.

Co-facilitator Issues• Facilitators must be able to coordinate on issues such

as language. Language should be consistent, because typically, children with autism require an amount of predictability to be successful in tasks.– For example, if a child is familiar with the phrase (Eyes

please), when an adult wants eye contact, both facilitators should be informed of this and be consistent in its use.

• Due to behavioral issues that can occur with children with autism, co-facilitators should discuss how the behavior will be dealt with.– This may require developing a behavior management

strategy (ie. strikes/happy faces) and deciding who will leave the session if a behavior becomes disruptive for the group. Again, behavior management must remain consistent.

Special Considerations

• Behavior plans– Consistency, coordination

• Sensory needs– Weighted vests, activities that focus on the

tactile system (ie. drums)• Positive Reinforcement • Language

– “Eyes Please”• Attendance

– Dependence on parent

References• Barksdale, A. (2003). Music Therapy and Leisure for Persons with

Disabilities (1 ed.) Chicago: Sagamore Publishing, Inc.• Brunk, B. (1999). Music Therapy: Another Path to Learning and

Communication for Children in the Autism Spectrum (1 ed.) Arlington: Future Horizons, Inc.

• Diagnostic and statistical manual of mental disorders (DSM-IV-TR). (2000). Autistic Disorder. Washington, D.C.: American Psychiatric Association, 75.