The Status of Music Therapists and Music Educators Working With Children with Autism Spectrum Disorders in School Setting

The purpose of this study was to examine the status of music therapists within school settings, and the strategies music therapists and music educators use for successful outcomes with students with Autism Spectrum Disorders (ASD). In addition, I examined music educators' perception of support from special education professionals, including music therapists, when working with students with ASD. The research questions were: (1) To what extent are music therapists providing services to students with ASD in school settings? (2) What strategies do music therapists use to successfully include children with ASD in group settings? (3) What strategies do music educators use to successfully include children with ASD in music classrooms or ensembles? (4) To what extent do music educators collaborate with special education professionals to successfully include children with ASD in music classrooms and ensembles? Music educators and music therapists (N = 603) answered a questionnaire about their work with children with ASD in school settings. I used factor analysis to examine the underlying structure of the support strategies used by music educators and music therapists when working with children with ASD. I found that I could place successful strategies into one of four areas, social support, sensory support, structural support, and communication support. I found that many music educators and music therapists are incorporating evidence-based support strategies for children with ASD in their music classes and ensembles and music therapy sessions. Music educators and music therapists reported little collaboration opportunities in school settings, and a need for increased communication. Music educators continue to need support from special education professionals. Administrators should provide music specific professional development related to strategies for working with students with ASD.