Benefits of Music Intervention for Students with Autism Spectrum Disorder

Authors

  • Finn Keith Hafting Annapolis West Education Centre, Nova Scotia, Canada
  • Birdie Bezanson Acadia University, Nova Scotia

Keywords:

Interview Coding, Music Intervention, Autism Spectrum Disorder, Nova Scotia

Abstract

Current literature, (Gold, Wigram, & Elefant, 2006), (Wimpory & Chadwick, 1995), (NRC, 2001), suggests that there is insufficient evidence to predict long-term (P to Grade 12) benefits of music intervention for students with Autism Spectrum Disorder (ASD). To understand how music intervention can be employed in Nova Scotian schools, music teachers, music therapists, and staff of the Nova Scotia Department of Education and Early Childhood Development were interviewed. The primary needs of students with ASD were identified as, Expression of thoughts, Language, Motor skills, and Social skills. Music intervention was found to have substantial long-term and short-term benefits for students in all grade levels depending on their individual needs. However, to treat these needs, elements of music and music intervention must be considered during program planning meetings.

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Author Biography

Finn Keith Hafting, Annapolis West Education Centre, Nova Scotia, Canada

I'm a grade 12 student who goes to Annapolis West Education Centre in Annapolis Royal, Nova Scotia, Canada.

Published

2019-02-15

How to Cite

Hafting, F. K., & Bezanson, B. (2019). Benefits of Music Intervention for Students with Autism Spectrum Disorder. Journal of Student Research. Retrieved from https://www.jofsr.org/index.php/path/article/view/511

Issue

Section

Research Articles