Autism spectrum disorders and the role of music-based interventions: evidence and innovation – in the context of the AutisMusic project

Introduction

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by persistent difficulties in social communication and interaction, as well as restricted, repetitive patterns of behavior, interests, or activities (American Psychiatric Association, 2013). Recent global estimates indicate that approximately 1–2% of children are diagnosed with ASD, but these figures may vary from country to country due to cultural, diagnostic, and methodological differences (Zeidan et al., 2022). Although people with autism often encounter difficulties in social and adaptive areas, they may also exhibit strengths, e.g., in perceptual processing, attention to detail, or musical abilities. Cognitive and sensory profiles make music a particularly promising tool in therapeutic and educational interventions.

The aim of this article is to highlight the importance of musical interventions in working with children with autism and to present the results of the international project AutisMusic – Music as a tool for inclusion for children with autism.

Neurobiological basis – music and autism

Neural connectivity – Brain imaging studies ( , 2013) suggest atypical connectivity patterns in autism, including both hypo- and hyperconnectivity between regions involved in communication, emotions, and motor coordination. Listening to and "creating" music engage the auditory, motor, and limbic systems. Sharda et al. (2018) showed that listening to music increases functional connectivity between hearing and movement, which is associated with improved social communication in autistic children.

Music and language - People with autism show atypical speech processing but relatively preserved singing processing, which makes it possible to adopt music as an alternative communication channel (Lai et al., 2012). In contrast, Wan and Schlaug (2010) suggested that musical interventions, such as melodic intonation therapy, may stimulate the right hemisphere of the brain, compensating for language deficits.

Psychological and developmental perspectives

Social interactions – Musical improvisation encourages shared attention, imitation, and role sharing. Kim, Wigram, and Gold (2009) showed that children with autism exhibited increased social responsiveness during improvisation sessions compared to structured play activities.

Emotion regulation – Music creates opportunities for emotional expression that go beyond verbal channels. Saarikalio and Erkkilä (2007) identified many strategies for regulating emotions through music, such as distraction, catharsis, and mood enhancement. These strategies are particularly important for people with autism, who may have difficulty with more "conventional" forms of emotional communication.

Sensory integration - Music engages the auditory, motor, and sometimes visual systems simultaneously, supporting multisensory integration. Research indicates that rhythmic synchronization can improve motor coordination and attention regulation (Thaut, 2013). For individuals with autism who have difficulties with sensory modulation, a structured rhythmic stimulus can provide a predictable and regulating sensory experience (Boso et al., 2007).

Educational research

Music interventions in schools have shown benefits beyond the clinical context. According to Gooding (2011), structured music therapy programs improve social skills in children and adolescents, especially those with social difficulties. Kern and Aldridge (2006) also found that incorporating music into classroom activities reduced the number of problematic behaviors.

Music interventions in practice – experiences from the international AutisMUSIC project

AutisMUSIC project methodology

  • Implementation period: 2023-2025.
  • Partners: institutions from Poland, North Macedonia, Cyprus, and Portugal.
  • Research and educational objectives: development of a set of tools (related to music interventions) for teachers/trainers – the so-called Toolkit, improving teachers' competences, piloting music interventions in mainstream schools, with a particular focus on emotions, motivation, and social interactions in children with ASD.
  • Musical interventions: use of child-centered musical methods – singing, rhythm, playing simple instruments, movement, dance, communicative musical activities. The Toolkit contains scenarios, exercises, and materials adapted to different sensory needs and levels of children.
  • Pilot and training: international training of teacher trainers, training workshops for teachers in North Macedonia, Portugal, Poland, and Cyprus; testing of tools and methods in school settings.

Results of the AutisMUSIC project

  • Development of the Music Toolkit – a series of materials available through the AutisMUSIC platform, containing a set of exercises, scenarios, and training modules.
  • Training of a group of teachers from partner countries, which enabled the implementation of interventions in mainstream classrooms.
  • Positive observations from teachers and students: increased motivation, better social interactions, students with ASD felt more included in classroom music activities, improved emotional expression and willingness to participate in activities and classes.
  • Barriers: limited resources of instruments in schools, lack of time available within the lesson plan, diversity of students' sensory needs, need for greater institutional support.

Research results and practical actions

Empirical research confirms that music interventions are beneficial, especially in the area of social interaction and communication. The AutisMUSIC project confirms these observations in a school setting, with teachers reporting improvements in motivation and inclusion. Differences may be due to:

  • the length of the intervention – the longer the sessions and the more frequent they are, the greater the effects that can be achieved;
  • intensity and frequency – e.g., interventions 1-3 times a week produce better results than sporadic activities;
  • individualization – individual adaptation to the child's linguistic, sensory, and emotional level;

Theoretical and practical value

The AutisMUSIC project brings significant practical value, i.e., a tool available to teachers without specialized musical education (Toolkit), the possibility of using musical intervention in a general education classroom, and the promotion of inclusion. The project illustrates the use of mechanisms such as child-centered learning, synchronization, and attunement, i.e., emotional and rhythmic adjustment.

Challenges and future directions

Despite promising results, several challenges remain:

  • Heterogeneity: Not all people with autism respond equally to music interventions, which requires a flexible and individualized approach.
  • Barriers to implementation: Teachers may be apprehensive about conducting music interventions due to a lack of sufficient musical knowledge.

Summary

Research on the use of music in working with children on the autism spectrum indicates its positive impact in many areas:

  • communication and language – music facilitates the expression of needs and emotions, promotes speech development,
  • emotions – it allows for tension regulation, reduces anxiety and aggression, and enhances feelings of joy,
  • social interactions – making music together promotes cooperation, integration, and mutual understanding,
  • concentration and attention – rhythmic and melodic exercises improve the ability to focus,
  • self-regulation – the rhythm and structure of music support children in controlling difficult behaviors.

Music therefore has not only an aesthetic function, but above all a therapeutic and educational one.

Music-based interventions are a scientifically proven approach to supporting people with autism. Neuroscience and psychology emphasize the potential of music to support social communication, emotional regulation, and sensory integration.

By implementing these findings in educational practice, the AutisMUSIC project demonstrates the potential of music as a tool for inclusion. The project's findings indicate that the key to success is creating educational environments that are open to diversity and encouraging teachers to take new actions. Music can become a bridge between children with ASD and their peers, a tool for inclusion and shared development.

References

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