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Social outcomes in children with autism spectrum disorder: a review of music therapy outcomes

Authors LaGasse AB

Received 1 October 2016

Accepted for publication 14 January 2017

Published 20 February 2017 Volume 2017:8 Pages 23—32


Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 3

Editor who approved publication: Dr Liana Bruce (formerly Castel)

A Blythe LaGasse

School of Music, Theatre & Dance, Colorado State University, Fort Collins, CO, USA

Autism spectrum disorder (ASD) affects approximately one in 68 children, substantially affecting the child’s ability to acquire social skills. The application of effective interventions to facilitate and develop social skills is essential due to the lifelong impact that social skills may have on independence and functioning. Research indicates that music therapy can improve social outcomes in children with ASD. Outcome measures are primarily assessed using standardized nonmusical scales of social functioning from the parent or clinician perspective. Certified music therapists may also assess musical engagement and outcomes as a part of the individual’s profile. These measures provide an assessment of the individual’s social functioning within the music therapy session and generalizability to nonmusical settings.

Keywords: autism spectrum disorder, music therapy, social skills

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