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

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accommodating the need for structure and predictable routines of children with autism by
starting classes at the same location, with a clearly identified place to sit, and the same
opening song each time. Additionally, placing the child with autism across from the leader
of the group and next to a good role model and friend might enhance the child’s
understanding of the activity and by extension, his or her participation. Furman emphasize
the need of visual cues (e.g., PECS) to indicate transitions and prevent problem behaviors.
As an example, she illustrates a visual lesson plan, pictures for song selection, and pictures
representing activities in action songs. To fully experience the music and movement
activities, some children with autism might need additional support from an adult.
According to Furman, children with autism experience social interactions, learn to imitate,
and might accept transitions when participating in music group activities. She also gives
examples of how skills learned during group activities can be generalized to free-play
situations. Like Snell and Warwick, Furman states that it is essential to communicate and
share information with teachers and incorporate strategies and goals used by the classroom
teachers in order to be most beneficial for the development and growth of the child with
autism.
In summary, all authors report the unique potential of music for accommodating
the needs of children with autism. As demonstrated in clinical documentations, music
therapy has given students with autism positive learning experiences and has supported
their personal growth. Each music therapy program has been recognized and valued by
administrators and parents as an integral part of the excellence in programming for
children with autism. However, the positive effects of the described music therapy