Autism Spectrum Disorder

and its implications for Music in Special Education

Paul McKay

Definition:
• Includes a wide “spectrum” of symptoms, skills, and levels of disability
• Ongoing social problems that affect communication and interactions with others
• Repetitive behaviors
• Limited interests or activities
• Responding in an unusual way when other show anger, distress, or affection
• Having facial expressions, movement, and gestures that do not match what is being
said
• Having trouble understanding another person’s point of view or being unable to predict
or understand other people’s actions

Fast-Facts of Autism Spectrum Disorder:

• 258,000 students with autism received services under IDEA in 2007
• 3 times the amount of students as compared to the same study conducted in 2002
• Approximately 1 in 100 children diagnosed with ASD
• 4 times more prevalent in boys than girls
• Number of individuals diagnosed with autism increasing rapidly at rate of 10-17% each
year

Characteristics of Autism Spectrum Disorder:

• As a spectrum disorder, various possible disorders and characteristics exist
• Autism and ASD affect children of all social classes, financial levels, educational levels,
cultures, and races throughout the world
• Children with autism or ASD have qualitative impairments in communication or social
skills (unable to express thoughts and feeling, non-verbal)
• Many individuals with autism also have intellectual disabilities
• Individuals with Asperger’s syndrome have significant challenges and delays in social
functioning but do not have significant delays in language skills

Understanding the Spectrum:

• Characteristics of autism may be present in a wide combination of behaviors and levels
of severity, so a group of children all diagnosed with autism can have very different
abilities, personalities, and skills
• Symptoms of ASD include:
• Difficulty in communication and expressive needs
• Repeating words or phrases
• Unresponsive to verbal vues
 • Difficulty interacting with peers
• Oversensitivity or under-sensitivity to stimuli or pain
• Resistance to change; insistence on routine
• Minimal direct eye contact
• Odd or unusual play

Possible Causes:
• No single known cause
• Genetics and environment may play a role
• Researchers are currently exploring whether factors of viral infections, complications
during pregnancy, or air pollutants trigger ASD
• No link between vaccines and ASD

Picture Exchange Communication System (PECS):

• Example of Alternative and Augmentative Communication (AAC) system
• Teaches students to use pictures and symbols to initiate conversations, respond to
others, and ask for wants and needs
• Icon to represent music making, or for instrument selection
• Like all communication and routine systems, this will take time!

Managing Difficult Behavior:

• Utilizing positive behavioral interventions and support can prove to be most effective
• Creating predictability and routine
• Providing alternative or adapted goals, activities, and settings
• Using a functional approach to problem behaviors
• Providing positive reinforcement for appropriate behaviors
• Providing a means of communication for the student, and make sure the
communication translates to all areas of the child’s academic life
• Teaching peers how to interact in positive ways
• Understanding the student’s individual plan for creating positive behaviors—use the
student’s IEP for most effective strategy
• Consistency!

Adaptions for the Music Classroom:

• For students who have difficulty with constantly touching instrument, put a visual
“stop” or universal NO sign on instruments
• If possible, allow students at the end of the period as a reward, to play a musical
instrument for a few minutes
• Give students music to take home and practice before music class
• Tape the choreography of a concert rehearsal so they can practice at home
• Mark on a large calendar when and where rehearsals and concerts are
• Allow students to move around and breathe when needed
Music Therapy:
• Improve social skills
• Improve communication skills
• Help create intervention and progress plans

Resources:
• AspergersSociety.org
• NIMH.NIH.gov
• MayoClinic.org
• CarlysVoice.com
• UnderstandingAutism.com

Autism Visibility & Conclusion