The Role of Music Therapy in Promoting Communication and Social Skills in Children with Autism Spectrum Disorder: A Pilot Study

Based on data gathered by WHO, 1 in 160 children has autism (WHO, 2017). This rapidly increasing number has alarmed parents and healthcare professionals. One of the primary concerns raised by parents of children with autism spectrum disorder, or ASD, is the lack of initiative from their children in communication. Prior to verbal means of communication, parents communicate with their babies using musical cues such as rhythm, dynamics, melody, volume, tempo, and intensity (Stern, 1985). In addition, center dot motherese . or infant-directed singing is found effective in promoting parent-infant bonding (Gardner & Goldson, 2002). The abovementioned theories support the practice of music therapy on children with communication issues. Given the growing practice with this population worldwide (Wigram, 2002; Oldfield, 2006; Thompson, 2012), music therapy is considered a new intervention in Indonesia. This pilot study aims to investigate the effects of music therapy in communication and social skills development of a child with autism. It includes a single-case study that has been analyzed qualitatively through observation and video analysis. A child received individual weekly music therapy sessions for a year at home, run by a registered music therapist. The results showed an increase of eye contact, turntaking, and shared playing. The enjoyment in music making and improvisation leads to the awareness of other's presence in the room, which later translates into the responsiveness in both musical and verbal cues.