The effect of music therapy on social interaction function in interventions with children with autism spectrum disorder

Abstract

Abstract Background Children with autism spectrum disorder (ASD) vary in their social interaction needs. In their development, improving social interaction is important. Although music therapy has long been used with children with ASD, there is a lack of quality research showing the effects of music therapy on social interaction. Our objective was to examine the effects of group music therapy as measured by ASD assessment tools for social skills improvements and explore whether there are differences in social functions between music therapy and music education. Methods Fifty children with a diagnosis of ASD were assessed on the Childhood Autism Rating Scale (CARS), the Autism Treatment Evaluation Checklist (ATEC), and the Social Responsiveness Scale (SRS). The children were randomly assigned to the music therapy group (MTG) or the music education group (MEG). Every child was involved in 30-minute group sessions for 8 weeks. MTG sessions were designed to target social skills based on the transformation design model. MEG lessons were based on Orff’s music education system, and some other music activities were added according to children’s preferences. All subjects were reassessed after the 8-week intervention. Results Both MTG and MEG showed significant changes before and after 8-week intervention. In comparison to difference score of CARS, SRS and ATEC, there was significant difference between two groups. Children in MTG group showed greater changes after the intervention Conclusion Our statistical results show that music therapy improves social interaction function and supports further research on music therapy in the social interaction skills training of children with ASD. Trial registration Chinese Clinical Trial Registry, No. ChiCTR2200060926. Registered 14/06/2022, https://www.chictr.org.cn/