Investigating the Effectiveness of a Developmental, Individual Difference, Relationship-Based (DIR) Improvisational Music Therapy Program on Social Communication for Children with Autism Spectrum Disorder

John Carpente

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Music Therapy and Health Autism Spectrum Disorder Research Music Education and Analysis

Abstract

The purpose of this study was to examine the effectiveness of improvisational music therapy carried out within a DIRFloortime framework in addressing the individual social communication needs of children with Autism Spectrum Disorder (ASD). Participants included four children enrolled in a therapeutic day school, 4–8 years of age, and diagnosed with ASD. Each child participated in twenty-four 30-minute individual DIR-based improvisational music therapy sessions over the course of 13 weeks. The Functional Emotional Assessment Scale (FEAS) was used to evaluate changes in social communication skills. Results indicated improvements in areas of self-regulation, engagement, behavioral organization, and two-way purposeful communication.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2013Diagnostic and Statistical Manual of Mental Disorders 2014Diagnostic and Statistical Manual of Mental Disorders, 5th ed.1989Defining Music Therapy 1987Improvisational Models of Music Therapy 2005Evidence-Based Practices and Students With Autism Spectrum Disorders 2008The Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study 2009Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy

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2020The body communicates: Movement synchrony during music therapy with children diagnosed with ASD 2017Long-term perspectives of family quality of life following music therapy with young children on the autism spectrum: a phenomenological study 2024Promoting students’ multiple intelligences through music education in the context of Chinese high schools

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