The aims of this study were to explore parents' and teachers' perceptions of what music therapy entails and what value it has for children with autism. In so doing, limitations in providing information about music therapy were identified. The context for this study involved Unica School for Autism in Menlo Park, Pretoria. Unica is a Public Benefit Organisation (PBO) that provides specialised education for learners with autism between the ages of 3 and 18 years. Music therapy has been offered at Unica by both qualified music therapists and supervised music therapy students since 1995. This study was conducted within the qualitative research paradigm and, as such, sought to understand perceptions of, rather than prove, the value music therapy has for children with autism. Data collection took the form of 6 semi-structured interviews. The interviews were transcribed and data were coded, categorised and organised into themes. These themes then formed the basis for addressing the research questions. The findings of this study show, firstly, that direct contact with the music therapist, music therapy public presentations, and witnessing musical end products such as performances are the primary influences on parents' and teachers' perceptions of music therapy. Parents and teachers have some understanding of the objectives of music therapy. The findings show, secondly, that the parents and teachers have limited understanding of how music therapy works. This includes a lack of knowledge about clinical musical intention, intervention and the music therapy process. Finally, the findings show that parents and teachers at Unica hold music therapy in exceptionally high esteem. They are able to identify its value for children with autism in a number of areas, particularly in terms of social development and development of self, which relate directly and peripherally to the diagnosis of autism. The participants also recognise the lack of awareness about music therapy outside of the Unica environment, and express a wish for all children with autism to receive music therapy. Copyright.

This updated book offers a comprehensive understanding of music therapy services for young children with Autism Spectrum Disorder (ASD) and their families in home, preschool, and community settings. It addresses recent diagnostic features, evidence-based practices, and effective music therapy interventions backed by rigorous scientific evidence. Determining eligibility, gathering information, and identifying intervention goals for children with ASD are addressed in the assessment chapter followed by prominent approaches applied in music therapy practice. Managing sensory processing and communication issues that may interfere with everyday life is discussed from an interdisciplinary perspective. Inclusion and family practices, effective advocacy efforts, and a reflection of life journeys of four music therapists who are parents of children with ASD conclude the 15 engaging and resourceful chapters.

The purpose of this study was to examine retrospective and current parental perceptions of music therapy (MT) for children diagnosed with autism spectrum disorders (ASD). This study also investigated the differences between parents' retrospective and current perceptions, as well as the variables that predict current parental perceptions and changes in parental perceptions. Participants (N=50) were parents of children diagnosed with ASD under the age of seven years old, who had received or were receiving MT services. Participants completed an online survey, "Parental Perception of Music Therapy for Children Diagnosed with Autism Spectrum Disorders." Results revealed that parents' retrospective perceptions of MT were generally positive, with musical skills reported as the most anticipated change in children's functional skills. Parents' current perceptions of MT tended to be extremely positive, with musical skills also reported as the most observed change in children's functional skills. Results indicated a significant difference between parents' retrospective and current perceptions, with current perceptions of MT being more favorable. Several variables were examined as predictors of current parental perception, including demographics, therapeutic context, and observed changes in functional skills. Results indicated that observed changes in children's functional skills, specifically in musical, social, and motor skills, were significant predictors of current parental perception of MT. Demographics, therapeutic context, and observed changes in functional skills were also examined as predictors of change in parental perception; however, no significant results were found. A number of limitations existed for this study, including sample composition and the number of variables in the study. The homogenous sample may impact how well the results can generalize to the larger ASD population. Furthermore, the large number of variables explored in the survey may have reduced the power needed to detect true relationships between the predictor variables and parental perception. The findings of this study have clinical implications for music therapists that directly benefit parents and their children diagnosed with ASD. Music therapists need to be aware that many parents expect improvements in their child's musical skills and may not recognize the functional benefits of MT (e.g., improvements in language or attention). Therefore, music therapists should educate parents on the functional outcomes that can be anticipated during their children's treatment. Parents who recognize functional outcomes, outside of musical skills, may be more likely to continue MT sessions and be compliant with treatment recommendations. As parents benefit from the findings of this study, the ultimate beneficiary will be children diagnosed with ASD.

Music's ability to influence emotions and moods is universally acknowledged, and music therapists have long known that stimulating the brain through the auditory system is a key to obtaining remarkable responses. Music therapy is a particularly effective tool when working with children with autism spectrum conditions, because music communicates with these children on a level where mere words cannot go. Written in a way that is both informative for the professional and accessible for parents, this book furthers the already strong case for the use of music therapy as a resource to encourage behavioural changes for the better in children with autism spectrum conditions. Placing particular emphasis upon sensory integration, the author discusses contributing factors to the behaviour of people on the autism spectrum, and, through the use of case studies, presents the latest approaches in music therapy that are enabling children with autism spectrum conditions to better cope with sensory integration.

This book is a comprehensive practical guide for music eductors who work with students with autism. This second edition offers fully up-to-date information on diagnosis, advocacy, and a collegial team-approach, as well as communication, cognition, behavior, sensory, and socialization challenges. Many 'real-life' vignettes and classroom snapshots are included to transfer theory to practice.

The use of music therapy is long established with people with Autistic Spectrum Conditions. The combination of using music and relationship work in person-centred approaches supports the three main areas of difficulty people with autism often experience; social interaction, communication and imagination. Current research supports the positive psychological benefits of music therapy when people with autism spectrum conditions engage with music therapy. This book celebrates the richness of music therapy approaches and brings together the voices of practitioners in the UK. With a strong focus on practice-based evidence it showcases clinicians, researchers and educators working in a variety of settings across the lifespan.