The Autism Spectrum and Music: Resonating in Harmony

• Alexa Servant, MA Student, School/Applied Child Psychology Program  Department of Educational and Counselling Psychology
• Eve-Marie Quintin, Assistant Professor, Department of Educational and Counselling Psychology. McGill University

People on the autism spectrum may exhibit social differences, repetitive behaviors, or specific interests (American Psychiatric Association, 2013). This condition affects approximately 1–2% of children aged 7 to 17 years (Christensen et al., 2018; Statistics Canada, 2019). In response to this, researchers are working to create intervention programs tailored to this population. Notably, they focus on approaches that highlight the strengths of people on the spectrum, such as music (Heaton, 2009; Quintin, 2019).

Why is music important or different for autistic individuals?

It appears that people on the spectrum generally have better musical memory and a greater ability to distinguish musical frequencies than their neurotypical peers (see Heaton, 2009, and Quintin, 2019, for literature reviews). For example, a study by Quintin and colleagues (2011) explored the ability of adolescents on the spectrum to recognize different emotions conveyed by music and assess the emotional intensity. In this study, participants were asked to identify the emotion that best described a musical excerpt (happy, peaceful, sadness, or fear) and then rate the intensity of that emotion. The results showed that the group of adolescents on the autism spectrum identified emotions as accurately as their neurotypical peers. Additionally, both groups rated the emotional intensity of the musical excerpts similarly and were equally confident in their choices. This study suggests that music can be a powerful tool for communicating emotions for youth on the autism spectrum.

In a more recent study, Sivathasan and colleagues (2023) compared the ability to recognize emotions in neurotypicals and children on the spectrum through music and facial expressions. The children participated in a computerized task where they briefly looked at a photo of a face or listened to a voice or a short musical excerpt expressing a happy, sad, or fearful emotion. They were then asked to recognize the emotion and judge how strong the emotion was and whether it was pleasant (positive) or unpleasant (negative). Overall, children on the autism spectrum were as accurate as neurotypical children in identifying emotions from faces and voices. However, they were more accurate than neurotypical children in identifying emotions conveyed through music.

Intervention Programs Leveraging Music: Harnessing Strengths in Autism

Programs aiming to develop skills through strengths, often referred to as “strength-based programs,” aim to build upon the identified strengths (such as music) of people on the spectrum rather than focusing solely on their challenges (Quintin, 2019). For example, Sharda and colleagues (2018) studied the effects of music therapy on social behaviour and brain activity. They implemented an individualized music therapy program lasting 8 to 12 weeks, specifically designed for children on the autism spectrum. The program received positive feedback from parents, who observed improvements in family quality of life and their children’s communication skills compared to a group of autistic children participating in a non-music-based art program. Furthermore, children on the autism spectrum showed decreased brain activity in sensory networks while exhibiting increased activity in brain regions associated with social skills. This program, with music as its central component, appeared to “reorganize” the participants’ brain networks, making them mirror those of neurotypical children.

Additionally, group music programs provide a valuable opportunity for social inclusion, allowing people on the autism spectrum to interact with neurotypical children. Cook and colleagues (2018) examined the impact of a school-based music program that included both neurotypical students and students on the spectrum. When comparing neurotypical students who participated in a non-inclusive music program with those involved in an inclusive program alongside peers on the spectrum, notable results were observed. Students in the inclusive program demonstrated significant increases in prosocial behaviors and a greater reduction in victimization behaviors. At the same time, students on the spectrum experienced fewer instances of victimization after interacting with neurotypical peers through the music program. Researchers suggest that group music practice may act as a catalyst to strengthen cohesion and foster prosocial behaviors, particularly in youth on the autism spectrum (Cook et al., 2018).

In conclusion, music emerges as a powerful tool for people on the autism spectrum. It not only promotes emotion recognition but also contributes to improving social communication skills, strengthening associated neural functions, and fostering social inclusion. Since music education is an integral part of the Quebec school curriculum, incorporating musical practices that encourage social behaviors could benefit not only students on the autism spectrum but also other students with special needs or adaptation and learning challenges (EHDAA). It is therefore essential to preserve and even expand access to music programs in Quebec schools.

In this context, we strongly advocate for the implementation of group music programs in schools. Given that music courses are already part of the current curriculum, adding social components to these courses could prove highly beneficial. In addition to being cost-effective and accessible, this approach highlights the strengths of children on the autism spectrum, aligning with our vision of support for the neurodivergent community. We hope readers will recognize and support the importance of music in the educational environment and the inclusion of people on the autism spectrum.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Publisher. https://doi.org/10.1176/appi.books.9780890425596

Cook, A., Ogden, J., & Winstone, N. (2019). The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children. Autism, 23(4), 933-942. https://doi.org/10.1177/1362361318787793

Christensen, D. L., Braun, K. V. N., Baio, J., Bilder, D., Charles, J., Constantino, J. N., … & Yeargin-Allsopp, M. (2018). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveillance Summaries, 65(13), 1-23. https://doi.org/10.15585/mmwr.ss6513a1

Heaton P. (2009). Assessing musical skills in autistic children who are not savants. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 364(1522), 1443–1447. https://doi.org/10.1098/rstb.2008.0327

Quintin, E. M., Bhatara, A., Poissant, H., Fombonne, E., & Levitin, D. J. (2011). Emotion perception in music in high-functioning adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 41(9), 1240–1255. https://doi.org/10.1007/s10803-010-1146-0

Quintin, E. M. (2019) Music-Evoked Reward and Emotion: Relative Strengths and Response to Intervention of People With ASD. Front. Neural Circuits 13:49. doi: 10.3389/fncir.2019.00049

Rai, D., Lewis, G., Lundberg, M., et al. (2012). Parental socioeconomic status and risk of offspring autism spectrum disorders in a Swedish population-based study. J Am Acad Child Adolesc Psychiatry, 51(5),467-476.

Sharda, M., Tuerk, C., Chowdhury, R. et al. (2018). Music improves social communication and auditory–motor connectivity in children with autism. Transl Psychiatry 8, 231. https://doi.org/10.1038/s41398-018-0287-3

Sivathasan, S., Dahary, H., Burack, J. A., & Quintin, E. M. (2023). Basic emotion recognition of children on the autism spectrum is enhanced in music and typical for faces and voices. PloS one, 18(1), e0279002. https://doi.org/10.1371/journal.pone.0279002

Statistiques Canada. Enquête canadienne sur la santé des enfants et des jeunes – 2019 : Questionnaire. 2019; accessible à l’adresse : https://www23.statcan.gc.ca/imdb/p3Instr_f.pl?Function=assembleInstr&lang=en&Item_Id=1209093.