benefits of music

Music therapy is proving to be a promising option for children with autism spectrum disorder, with recent research finding it promotes social and cognitive development. Studies have shown that receiving unsuitable care can cause long-term mental health issues.

Children with autism spectrum disorder (ASD) often struggle with traditional modes of treatment, along with undereducated health professionals who can do more harm than good to those on the autism spectrum, according to a Sage Journals report. However, there is evidence to suggest music therapy could be a safe and patient-centred option for neurodivergent children.

From ominous music in horror movies to a relaxing meditation soundtrack used in yoga class, many find music to be a powerful tool for managing, manipulating or expressing their emotions. But since the early stages of music therapy as an experimental form of treatment in the late 16th century, the practise has grown rapidly to become a structured, evidence-based treatment. In 1944 there was only one academic institution providing music therapy training, but by 2020 that number had increased to almost 250.

The Frontiers study, published in April this year, reported the positive effect of music therapy on ASD participants’ developmental skills, especially regarding speech production and social functioning. It reported that the method of beginning with the interests of the child, motivates them to learn and communicate more effectively, rather than imposing the treatment on them.

Music therapy can benefit children with autism. — Photo Credit: Jalleke Vanooteghem on Unsplash

Music therapy is reported to provide helpful techniques for those who struggle with typical communication, through the use of alternate forms of communicating. This includes singing, improvisation, listening, composition and using musical instruments as a mode of expression.

This therapy can embolden patients and develop social skills such as eye contact, conversation and joint attention; this refers to the ability to focus on an object mutually with another person such as when someone points to something while talking.

Music therapists employ techniques to teach patients new skills, through attaching skills to musical activities. After children understand these skills, they can continue without the activities and eventually learn to apply these skills independently in their daily lives.

Music therapists often use the Orff Method for children, as this treatment, created by Orff Shulwert, is child-centred and is found to produce better responses from children. It includes Carl Orff’s compositions and involves percussion, singing, and dancing.

Music therapy can involve percussion, singing and dancing. — Photo Credit: Anna Earl on Unsplash

Studies report masses of therapists are not educated on the autism spectrum or other neurodivergent conditions, and apply outdated and unsuitable methods to them, according to a Spectrum article. The article refers to the treatment commonly used, Applied Behaviour Analysis (ABA), with advocates stating the treatment is not the only option for those on the spectrum. They also discuss the need for awareness and acceptance of neurodivergent people and why widespread education is vital for health professionals and organisations.

This issue is increasingly pressing, as children with autism spectrum disorder are at a high risk of coinciding mental health conditions, including depression and anxiety, according to the Sage Journals report. Science Daily reports the number to be 78% with another mental health condition.

Mental illnesses like anxiety and depression are more common in autistic children. — Photo Credit: Tadeusz Lakota on Unsplash

This lack of education around the autism spectrum also greatly disadvantages girls and women, who present with less widely researched symptoms. Only 8% of girls with autism are diagnosed before the age of 6, compared to 25% of boys, according to the Organisation for Autism Research (OAR). The research unveils girls are more likely to engage in ‘masking’, a concept involving hiding their emotions and urges, and imitating others to fit in. This means that many girls with autism go unnoticed by the adults around them.

The elements of masking include:

Imitating facial expressions
Concealing emotions
Trying to avoid going non-verbal
Zoning out of conversations
Suppressing stims
Putting on an act to fit in

Girls often go undiagnosed. — Photo Credit: Soragrit Wongsa on Unsplash

The OAR highlights how health professionals are letting down girls with autism, revealing that many perpetuate the stigma that only boys can have the condition, leading to girls being misdiagnosed, diagnosed later in life or even not getting a diagnosis at all. For those who do get diagnosed, treatment often doesn’t take into account the different symptoms girls can experience, including preferring not to be hugged, not following instructions, losing skills they previously held, avoiding eye contact and having difficulty explaining what they want or need.

With this widespread lack of education and insufficient responses, effective and safe treatments like music therapy can be a beacon of hope, according to Monica Subiantoro’s article in the Atlantis Press. Subiantoro writes that children with autism develop confidence and hope as a result of positive and validating interactions.

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If you’ve ever thought about putting your children in music class, you should definitely consider it. The benefits of children learning to play music extends to their physical, social and emotional skill!

Music researchers have found that the musical intellect of an adult is largely developed during the first five years of life. The first three years of a child’s life are fundamentally the time of the most growth physically, verbally and emotionally. Music stimulates, educates, helps concentration and soothes the soul.

Music stimulates, educates, helps concentration and soothes the soul.

Infants who are exposed to music with assisted movement will remember and later demonstrate their learning when they reach the age of independent movement and speech. Toddlers who are struggling with single syllable words will often sing complete phrases and those learning to walk spontaneously begin to dance.

Early Learning Music (ELM) offers enjoyable, educational music classes for children aged sixteen months to eight years, and beyond. They are designed to help children develop physical, emotional, social and musical skills in a fun environment full of singing, moving, dancing and playing percussion instruments. The classes are sequential and follow a developmental program that is suited to the needs and capabilities of each child.

The fun and stimulation of participating in ELM music classes for children not only supports children’s learning in general, it also develops children’s creativity and imagination.

The first three years of a child’s life are fundamentally the time of the most growth physically, verbally and emotionally. Music stimulates, educates, helps concentration and soothes the soul.

The classes are run by highly qualified, trained teachers who use their extensive knowledge of child development and music education to design programs specific to the needs of the children in each music class.

ELM is a Kodaly music school and a member of the Do-Re-Mi association of Australia. As children grow, so too do the Do Re Mi music classes. They move through the levels in a natural, sequential way, adding to and expanding on the true development of a child.

Operating at Scotch College in Swanbourne, ELM aims to immerse children in a musical world of discovery, while parents are taught how to enrich their child’s musical journey.