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

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developing children. In an experiment by Thaut (1987), children with autism and two control
groups (including a group of typically developing children) were given a choice between
auditory musical and visual stimuli. Results indicated that children with autism showed no
significant preference for the auditory musical stimulus, but engaged significantly longer in
the musical stimuli than their typically developing peers. In a later study Thaut (1988) finds
that children with autism score almost as well as typically developing children with respect to
the rhythm, restriction, complexity, rule adherence, originality of improvised tetrachordic
tone sequences on a xylophone, and scored significantly higher than children with mental
retardations. Several additional studies support the interest in music and musical abilities of
children with autism (e.g., Blackstock, 1978; Frith, 1972; Hairston, 1990; Sherwin, 1953).
The effectiveness of music therapy interventions in addressing the characteristics of
autism is documented by anecdotal reports, as well as numerous research accounts. One of
the earliest studies addressing social skills in five boys diagnosed with autism comes from
Stevens and Clarks (1969). By using a preexisting Autism Scale (Ruttenberg et al., 1966),
pre- and posttest data were gained on the subject’s functioning in the following categories:
nature and degree of relationship to adult, communication, and drive to mastery. During the
18 weeks of music therapy interventions, a variety of instruments and techniques such as
singing, improvising on the child’s responses and action songs were applied. Results
indicate that four of five subjects significantly improved their skills in all categories. Only
one subject made no significant gains. According to the authors, three of the children were
able to attend regular kindergarten and first grade class afterwards.