Using a Music Therapy Collaborative Consultative Approach - World ...

Subject 1. Phillip was a 3-year, 5-month-old African-American,
enrolled in the childcare program for 10 months prior to this study.
Phillip was a lively and humorous child. However, he was functioning
on the Childhood Autism Rating Scale (CARS) in the mild to moderate
range on the autism spectrum. Phillip’s communication skills were very restricted, he
demonstrated a deficit in social interactions, and he had a limited interest in play.
Occasionally, Phillip had episodes of staring into space and engaging in stereotypic
behaviors such as spinning objects or flapping his arms. Phillip communicated by using the
Picture Exchange Communication System (PECS) (Bondy & Frost, 1994). He was able to
independently select a picture and give it to the appropriate communicative partner. He also
had started to use some verbal sounds and a few words related to repeated social play
routines, food, or songs. His interaction with toys was limited and consisted mostly of
moving the objects around for a short period of time. He began to expand his ability to
perform a play sequence (i.e., cutting out, drawing a picture, placing a sticker on a paper)
with teachers’ support. Phillip showed sudden changes in mood and feelings, and he was
easily frustrated and frequently protested vocally. He tended to withdraw himself from social
interactions, but had a positive relationship with his family and familiar adults. Social peer
interaction only occurred when supported by adults in structured play activities. Phillip was
a large boy and sometimes used aggression (e.g., pushing, hitting, screaming) to start
interactions with peers or was physically too rough. He also took away or destroyed
belongings of other children. Peers seemed to be afraid of him and denied playing or
exchanging toys with him. Phillip received speech/language and occupational therapy
services while in the classroom.
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