Music Learning and Autism

Music Learning and Autism

Lindsey R. Showalter

James Madison University

 Music Learning and Autism

Abstract

Although every student enters a music classroom with their own unique personalities, learning

styles, and challenges, students with autism spectrum disorder (ASD) experience specific

difficulties not only in learning music, but in every day life as well. The brains of students with

autism spectrum disorder are structurally different than normally developing brains, which

causes these specific challenges to learning, body functions, communicating, and social

interactions. While these differences do cause specific challenges, not every person with autism

experiences them the same way or with the same severity. For this reason, it is imperative that

teachers learn not only about general issues and potential solutions regarding students with

autism, but that they spend time getting to know each individual student and his or her needs.

After discovering details about each student, the teacher may then apply his or her general

background knowledge as well as come up with new solutions for that student in the classroom.

This review of literature aims to describe the basic difficulties students with autism face and

potential solutions to be used in the music classroom.

 Music Learning and Autism

Every student who enters a music classroom deserves the opportunity to learn. Every student

comes into that classroom with their set of challenges to that goal of learning, and every student

will respond differently to their environment. However, students with autism often face more

severe, specific challenges than normally developing students. There are structural differences

that cause their brains to function in different ways than normally developing brains, and not

only do they develop differently from them, but from each other as well. This paper will explore

and discuss the causes and effects of those differences, the challenges they create, and potential

solutions for the music classroom.

A normally developing brain has a distinct separation between the temporal lobe and the

frontal lobe of the brain, while the autistic brain lacks this obvious separation (Hammel &

Hourigan, 2013, p. 53-54). These two lobes of the brain complete different tasks; the frontal lobe

processes speech, judgement, creativity, and emotions while the temporal lobe is responsible for

processing language and sound (Hammel & Hourigan, 2013, p. 53). In the brain of a person with

autism, there is very little, if any, distinction between these two areas of the brain, causing the

genes to act in different ways.

Autism falls on a spectrum of perverse developmental disorders, which includes other

disorders such as Asberger’s disorder, childhood disintegrative disorder, Rhett’s disorder, and

pervasive developmental disorder not otherwise specified (Hourigan & Hourigan, 2009, p. 40).

Because it is a spectrum, it means that a student can fall anywhere in between these disorders and

experience any of their symptoms in an severity. Autism most often affects communication,

social interactions, and expression (Latta & Thompson, 2010, p. 2).

 Music Learning and Autism

Some common symptoms of autism include communication delays, repeating words or

phrases (also known as echolalia), unresponsiveness to verbal cues, social difficulties,

oversensitivity, resistance to change, lack of direct eye contact, odd or unusual repetitive play,

and self-stimulation (Hourigan & Hourigan, 2009, p. 40). It is important for teachers to be aware

of these symptoms and know how to address them for each student when they arise.

One of the biggest challenges for students with autism is often communication. The

communication of students with autism can range anywhere from completely nonverbal, to fully

verbal. Students often know a great deal, but have trouble expressing that through verbal

communication. Additionally, autism affects the person’s ability to decode and interpret language

as well as understand another person’s perspective as different from their own (Darrow, 2009, p.

25).

It may be helpful when trying to communicate with a student with autism to chose words

very carefully and use as few as possible so as to alleviate some of the stress of trying to decode

long, intricate sentences (Hourigan & Hourigan, 2009, p. 41-42). Visual representations are also

useful communication tools. Picture Exchange Communication Systems are often used to

communicate with students with autism as well. These icons are used to represent actions,

feelings, nouns, etc. Being able to connect visual representations with spoken or written

instructions is very beneficial to their communication skills (Hourigan & Hourigan, 2009, p. 41).

Some students may respond well to other visual aides such as hand gestures and keeping eye

contact.

Sensory processing also presents challenges for students with autism. Students may be

over- or under stimulated by certain things and can react in one way on a certain day and
 Music Learning and Autism

completely opposite the next. Sensory processing can affect any or all of the five senses at any

given time. Usually, if a student is under-stimulated, they will not react to a situation at all.

However, if they are over-stimulated, they could have a sever behavioral reaction. This overload

is usually what causes most behavioral outbursts and is what is called a trigger. Potential triggers

can include a bright room, the classroom setup, loud noises, strong smells, different textures,

anything visually intriguing, and pain/illness/discomfort (Hourigan & Hourigan, 2009, p. 42). It

is important for teachers to know what these potential triggers are for each student so they can

try to avoid them if it is in their power to control, and be ready to address them if not.

Transitions are another common challenge for students with autism (Hourigan &

Hourigan, 2009, p. 42). Often times students with autism have a difficult time moving between

activities because it is something different than what they are used to. In this case, it is important

for teachers to create a predictable routine and environment, as well as give the student time to

adjust to any changes in the routine or environment. Picture Exchange Communication Systems

can also be helpful here so that the student has a visual reminder of the order of activities. When

the student gets nervous about the changes being made, he or she can look back at those pictures

for reassurance. Another strategy for helping with transitions is bring the student into the

classroom outside of class time. During this time, the teacher can let the student familiarize his or

herself with the setup of the room and practice the routines of the class without the added stress

of other students around (Hourigan & Hourigan, 2009, p. 42).

Another difficulty for students with autism is social interactions. Students with autism

think and respond to situations differently than normal developing students, which can cause

anxiety. Not only may the student be anxious about their responsive differences, but it is also
 Music Learning and Autism

more difficult to pick up on social cues (Hammel & Hourigan, 2017). Assigning a peer to assist

the student not only helps alleviate some of that stress for the student with autism, but helps

model appropriate classroom behavior for the student with autism (Hourigan & Hourigan, 2009,

p. 42).

One of the most important strategies for teaching students with autism is getting the know

the student themselves, as well as his or her parents, other teachers, and professionals (classroom

aid, orthopedic therapist, etc.). Because each person with autism experiences different

challenges, it is important to know the specifics of each student’s situation to be able to respond

in the most effective way.

Other strategies include, but are not limited to adjusting the forms in which instruction is

given to the student, adapting how the student can respond to the instruction, varying the

expected participation levels of the student, creating alternate goals for the student, use a reward

system, and allow for improvisation (Darrow, 2009, p. 25).

In conclusion, there are a variety of ways students with autism are challenged which are

different than those who are normally developing including communicating, social interacting,

and expression. While there is no specific set of certain behaviors and tendencies of students

with autism, and no certain list of solutions for everyone, teachers can be prepared by learning

about their students not only before they enter the classroom, but every day as their behavior

may fluctuate.
 Music Learning and Autism

References

Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Promoting Active Engagement in Small Group
Learning Experiences for Students with Autism and Significant Learning Needs.
Education and Treatment of Children, 32(1), 37-61. Retrieved from http://www.jstor.org/
stable/42900006

Darrow, A. (2009). Adapting for Students With Autism. General Music Today, 22(2), 24-26.
Retrieved December 9, 18.

Graham, G. (2001). Music and Autism. Journal of Aesthetic Education, 35(2), 39-47. doi:
10.2307/3333671

Hourigan, R. M., & Hammel, A. M. (2017). Understanding the Mind of a Student with Autism in
Music Class. Music Educators Journal, 104(2), 21–26. https://doi.org/
10.1177/0027432117732386

Hammel, A. M., & Hourigan, R. M. (2013). Teaching Music to Students with Autism. New York,
NY: Oxford University Press.

Hourigan, R., & Hourigan, A. (2009). Teaching Music to Children with Autism: Understandings
and Perspectives. Music Educators Journal, 96(1), 40–45. https://doi.org/
10.1177/0027432109341370

Latta, M. M., & Thompson, C. M. (2010). International Journal of Education & the Arts, 11(9),
1-27. Retrieved December 8, 18, from http://www.ijea.org/

Simpson, K., & Keen, D. (2011). Music Interventions for Children with Autism: Narrative
Review of the Literature. Journal of Autism and Development Disorders, 41(11),
1507-1514. doi:https://doi.org/10.1007/s10803-010-1172-y