MUSIC AND MOVEMENT THERAPY

Music and Movement Therapy for Children with Autism

Molly Brown
Samford University

MUSIC AND MOVEMENT THERAPY

Music and Movement Therapy for Children with Autism

Introduction
Autism is a complex, developmental disability that typically manifests itself during
the first three years of life (See, 2012). Autism effects normal brain functioning and can
impact social and communication skills (See, 2012). The Center for Disease Control
estimates that 1 in 68 children in the United States have an autism diagnosis (Devereaux,
2014). The United States Department of Education reported that autism is growing at the
startling rate of 10-17 percent per year (See, 2012). Billions of dollars are spent researching
the best methods, approaches, and ways to help those with autism reach their fullest potential
(Devereaux, 2014). As more and more children are diagnosed with autism, parents of
children with an autism spectrum disorder are constantly looking for new forms of treatment
and therapy.
A relatively new treatment called Music and Movement Therapy is gaining
popularity. Music and Movement Therapy can be defined as a planned and prescribed use
of music that is based on careful assessment and evaluation on individuals specific need,
through the process of interaction and shared musical experiences to influence and motivate
positive changes in individuals condition and behavior (See, 2012). This form of therapy
can be used to address physical, cognitive, emotional and social needs of children of all ages
(See, 2012). Dance, music, and movement are combined in a unique way to promote positive
changes in human behavior.

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What does the research say?

Many autistic children experience difficulties interacting with others, especially in
unfamiliar, changeable situations. Research has proven that music therapy can promote and
sense of calmness and comfort in stressful situations for autistic children (See, 2012). In a
study of thirty-four mild-severely autistic children, music and movement therapy helped
children reduce their restlessness and inattentive behaviors during class (See, 2012). The
children met with accredited music and movement therapists a few times a week over a ten
month study. Students were observed and evaluated over the ten month period using a Target
Behavior Checklist developed by researchers (See, 2012).
During the sessions, children would listen to music, dance by imitating the instructor,
improvise dances, and play instruments (See, 2012). The students listened to a wide variety
of music and many different instruments to improve their auditory skills (See, 2012).
Students improved the functional use of their hands by playing instruments. The repeated
movements involved in playing a musical instrument improved students motor control and
hand-eye coordination (See, 2012). Over seventy percent of children showed reductions in
stereotypical behaviors of children with autism such as restlessness, fidgety, temper
tantrums and inattentive behaviors (See, 2012). Participants were more clam, less restless,
more attentive, and less fidgety after the ten month study (See, 2012).
In another study of children diagnosed with severe autism, music and movement
therapy was used to improve autistic behavioral problems (Mateos and Atencia, 2013).
Participants in this study met for thirty-six intervention sessions that lasted an hour in length.
These sessions were led by accredited music and dance therapists (Mateos and Atencia,

MUSIC AND MOVEMENT THERAPY

2013). Each session followed a similar routine which consisted of dancing, instrumental
practice, singing, and observation and mimicking of movement (Mateos and Atencia, 2013).
Students would sit in a circle and imitate or improvise a beat or tempo on a percussion
instrument. Students would listen to a variety of classical music in the background of each
class to improve auditory skills.
In terms of movement activities, students would slide on the ground in various ways
such as pretending to swim or rolling (Mateos and Atencia, 2013). Students would play the
game of emotions which consisted of the students practicing and mimicking different facial
expressions (happiness, sadness, fear) based on cue cards (Mateos and Atencia, 2013). This
games allowed students to practice understanding different nonverbal cues to assist them in
social situations. Students would pretend to be birds and pretend to fly and touch the sky
while nature sounds played in the background to enhance the experience (Mateos and
Atencia, 2013).
Researchers found that students had very positive responses to the music and
movement therapy sessions (Mateos and Atencia, 2013). Participants improved in the
following categories: regulation/behavioral variability, imitation disorder, instinct disorder,
and emotional disorder (Mateos and Atencia, 2013). Overall, the participants show
improvements in their behavioral problems.
Dr. Christina Devereaux, certified dance and movement therapist, states that dance
and movement therapy is gaining more and more attention because of its unique capacity to
work with the core deficits of autism (2014). She defines dance and movement therapy, a
form of creative arts therapy, as a therapeutic relationship with a credentialed therapist that

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uses expressive elements of dance and movement as a method of assessment and intervention
(Devereaux, 2014). She emphasizes that this therapy is not a dance class. Students are not
focused on learning specific steps or routines. Instead, students learn to understand and
connect non-verbally to others through dance and movement (Devereaux, 2014).
Devereaux works with individuals or small groups of students who have a shared
focus on social engagement (Devereaux, 2014). The intention of the therapy sessions is to
better understand the individuals with autism, to join them and connect with them through
dance, and help them to modify their communication in a way so that repetitive restrictive
behaviors ca become channeled and social engagement can begin (Devereaux, 2014). It is
important that therapists build a trusting relationship in order for the treatment process to
reach its fullest potential (Devereaux, 2014). A major strength of this type of therapy is that it
is able to produce outcomes in the area of social relatedness and the formation of
relationships (Devereaux, 2014). Devereaux writes that truly understanding autism requires
resonance into their language (2014). By communicating through nonverbal interactions,
therapists can better understand the students they are working with.
Further Questions
After researching music and movement therapy for children with autism, a few
questions remain to be considered. How could music and movement therapy be integrated
into the classroom? If school want to integrate this form of therapy into the curriculum, when
would this happen? Would students be pulled out from other classes or would music and
movement therapy be a separate class? How would schools determine who would be in the

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class. Further research should be conducted to determine just how this therapy could be
added to the school day for the students in need of music and movement therapy.
Another question in need of further research is how old should students be in order to
begin music and movement therapy? It is known and understood that early intervention is
key for many students with special needs. Should children be exposed to this form of therapy
shortly after an autism diagnosis at age three, or should they wait until school has started? It
would be interesting to see the results of early intervention that includes music and
movement therapy.
Summary
Given the fact that there is not much research available on this topic, more studies
should be conducted to determine the overall effectiveness of music and movement
therapies. All of the studies that I read had very positive result, which is a good sign. It is
clear that this type of therapy works for some students with autism. Everyone is different, so
it cannot be said that music and movement therapy will work for anyone with autism.
The studies and the article used in this paper reported very positive responses to
music and movement therapy. It seems to be effective in reducing stereotypical autistic
behaviors. That seems to be a

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References
Devereaux, C. (2014, April 2). Dance/Movement Therapy and Autism. Retrieved November
16, 2014, from http://www.psychologytoday.com/blog/meaning-inmotion/201404/dancemovement-therapy-and-autism
Mateos-Moreno, D., & Atencia-Dona, L. (2013). Effect of a combined dance/movement and
music therapy on young adults diagnosed with severe autism. The Arts In
Psychotherapy, (5), 465. doi:10.1016/j.aip.2013.09.004
See, C. M. (2012). The Use of Music and Movement Therapy to Modify Behaviour of
Children with Autism. Pertanika Journal Of Social Sciences & Humanities, 20(4),
1103-1116.