Music Therapy and Autism

Music Therapy and Autism

Interview with Megan Scott, MT-BC

            When our son, Benjamin, began music therapy, our concept of its effects on individuals on the spectrum was vague. We have since learned, just how much music can affect an individual’s cognitive, sensory, emotional, motor and social behaviors. 

            We were fortunate to work with Board Certified Music Therapist, Megan Scott. Megan works for Easter Seals Midwest, bringing her therapy skills to Springfield, Joplin and Clinton We asked Megan to share a little about how music therapy works: 

1.      What is your title?

Board Certified Music Therapist.

2.      What are your qualifications?

I completed a four-year degree program from Drury University majoring in music therapy.

3.      Who are you currently working for and where?

I currently work for Easter Seals Midwest and started here promptly after graduation in 2009. I work three days a week in Springfield and travel to Joplin and Clinton one day a week.

4.      What is music therapy?

Music therapy in a nutshell is the use of music to meet non-musical goals. I work on cognition, motor, sensory, behavior, social, and emotional goal areas, depending on the individual.

5.      Why is music therapy so important for children on the autism spectrum?

Music therapy is important for people on the autism spectrum because music accesses the whole brain. Because of this, information learned when music and rhythm are present is more easily stored in long term memory, helping individuals on the spectrum retain information about the steps to tying a shoe or their times tables. Music therapy is also an important medium for individuals on the spectrum as music provides a structured and fun environment for learning.

6.      What are some activities you implement with your clients?

  A specific application held during many music therapy sessions (as appropriate for the individual) are conversations: The therapist presents a social story set to music, telling the individual or group the rules of a conversation (look, listen, ask questions) and then practices the skill following the song.

Another application that may be presented is a writing application, where a student will copy a portion of a song or write their own unique song with focus on writing clearly. Frequently graph paper is used to help the student form their letters within the box as well as remember to skip spaces following a word. The therapist then performs the song.

Frequently used to elicit language, a therapist will sing a portion of a song, such as “Twinkle, Twinkle, Little Star” and leave the last word off. The student can then fill in the blank or make a corresponding sound. An example of this is if a student is unable to say “star” they make the “s” sound instead.

7.      How do you assess their needs?

Before providing music therapy, the therapist speaks with the family about the needs that they would like addressed in the sessions. Then, a formal assessment is conducted. The assessment covers social and behavioral skills, communication abilities, cognitive abilities, and sensory/motor awareness. These areas are assessed by drumming, instrument play, piano play, social story songs, specific music applications, and sensory opportunities.

8.      How do you measure their progress?

The therapist will collect data on each objective, how many times they objectives was met or not, then compile it after a given number of sessions or time has passed. This helps the therapist to determine where the student has made the most gains and where there continues to be deficits.

9.      How long do your students typically stay in music therapy?

Recently Easter Seals Midwest has implemented a “20 Session” policy. Each student will receive 20 sessions and then the caregiver has the opportunity to attend 4 coached sessions. A coached session is where the caregiver works with the student and the therapist helps if needed. The therapist can also teach the caregiver how to write new objectives, develop their own social stories set to music, or give ideas of positive behavioral techniques to use at home.

10.  Have people with other disabilities benefited from music therapy? Give one example.

Anyone can benefit from music therapy! Music therapists work in hospice, neonatal intensive care units, with people suffering a traumatic brain injury, oncology patients, Alzheimer’s and Dementia patients, nursing homes, special education classrooms, and many more. A great example of the work music therapists have done, is with Senator Gabby Giffords following the traumatic brain injury of being shot. Music therapists helped Gabby to regain speech. Please watch “Gabby Giffords Finding Voice Through Music Therapy” on YouTube. It is a powerful video that brings tears of joy to my eyes. It is powerful to be part of a community of music therapists who are doing so much healing.

11.  Personal comments or thoughts.

Being a music therapist has been beyond rewarding. To see that look on a students or parents face after the first successful time tying shoes at 10 years old and to see kids make progress in communication when before they had none is amazing beyond words. My hope as a music therapist is to bring more music, joy, and ability, into everyone’s life that I have had the significant pleasure of being included in.

To find a music therapist, please visit the American Music Therapy Association’s website or call your local support coordinator for more information.