ENVIRONMENT OF CHILDREN'S MUSIC THERAPY FROM THE PERSPECTIVE OF ECOLOGY

Children convey information and emotion by following, understanding and imitating others' eyes, forming a certain social integration model. Common attention is an important basis for children to develop social cognition and acquire social skills. Research shows that children with autism spectrum disorder have obvious common attention disorder, and music can provide children with autism spectrum disorder with safe environment, optional communication mode and independent expression form. This paper studies the environment of children's music therapy from the perspective of ecology. A single subject a-b-a-b and cross subject multi baseline design were used for children in need of music therapy. The music therapy intervention was completed by music therapists and assistant teachers. During the intervention, the subjects' activities were recorded by camera, and then the video data were analysed by second reading. The data were evaluated by using the common attention part of the early social scale, and the active common attention and passive common attention were scored. The results show that music can make children easily involved in the intervention, so as to improve children's goal ability. Through the intervention of music therapy on children with autism spectrum disorder, it is found that children with autism spectrum disorder can be better involved in music therapy and get twice the score of baseline in the first intervention. The results provide a reference for the study of children's music therapy environment from the perspective of ecology.