First Name:
Aaron
Last Name:
Dallman
Major Department:
Music
Thesis Director:
Christine Leist
Date of Thesis:
May 2013
Purpose: This quasi-experimental study examined the effects of a five week play-directed music therapy intervention on vocalizations, extended verbalizations, and grasp for two children with autism spectrum disorder aged four and five.
Method: As a pretest, the researcher conducted a non-musical 30-minute assessment to determine each client's fine motor and communication level. During the treatment phase, the researcher followed the clients' play by improvising music experiences to support the production of vocalizations, extend verbalizations, and encourage grasps. Sessions were videotaped and analyzed to determine the frequency of three types of fine motor skills (pincer, whole hand, and finger-tip) and verbal skills. As a posttest, the researcher conducted the non-musical 30-minute assessment again in order to determine changes in fine motor and communication levels compared to pretest.
Results: Both children improved in fine motor and communication from pretest to posttest. R. decreased time needed to complete a motor task by an average of 15% while G. decreased time by 20%. They also increased in number of words in verbal responses. R increased by 10 words and G. increased by 5. Both participants demonstrated approximately 20% more time spent focused and R. increased his grasp frequency by 40% while G. increased her grasp by 35%. The average number of grasps for G. during the treatment period was 8.75, average number of vocalizations was 46, and the average number of verbalizations was 3.88. For R., the average number of grasps during the treatment period was 7.88, the average number of vocalizations was 66.67, and the average number of verbalizations was 29.67.
Conclusions: Results suggest that a play-based music therapy program may be helpful in facilitating fine motor and communication development in preschoolers with autism spectrum disorder.