A Study of Parent’s Experiences of Participating in Music Therapy to Promote Social Skills and Communication Skills in Children with Autism Spectrum Disorder

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impairments in three main areas: 1) social interaction, 2) communication and interpretation, and 3) emotional and behavioral. Over the years, music therapy has been widely recognized as an effective therapeutic approach for addressing the needs of individuals with ASD. Music therapy integrates music into treatment to enhance social, communication, and emotional skills. It also emphasizes the inclusion of parents or families in the therapeutic process to maximize its benefits. However, in Thailand, music therapy is a relatively new profession. As such, the practice of involving parents in music therapy is not yet common, and there is limited research in these areas. Given this gap, it remains unclear how parents perceive their involvement in music therapy and how it impacts their children with ASD. Recognizing this gap, the researcher conducted a study to explore the in-depth experiences of parents participating in music therapy for children with ASD to promote social and communication skills of children with ASD. The objectives of this research were to 1) Study parents’ experiences of participating in music therapy with children with ASD and 2) Study the experiences of parents of children with ASD towards the affects of social development, interaction, communication, and interpretation of children with ASD.

The study employed a case study research design, selecting participants using purposive sampling. The inclusion criteria were as follows 1) Parents aged between 25-70 years, without any physical or vocal impairments, who expressed an interest in music therapy and volunteered to participate. 2) Children aged 4-12 years diagnosed with mild to moderate ASD by a medical professional, who showed an interest in music. The study involved 6 dyads of parent-child, all of whom participated at a special education center located in northeastern Thailand. The participants underwent dyadic music therapy over a period of 6 weeks. Each week included two sessions lasting 45-60 minutes, resulting in a total of 12 sessions. These were structured as follows 1) 2 assessment sessions. 2) 9 Music therapy sessions, and 3) 1 concluding evaluation session. The tools used for data collection included: 1) The researcher as a primary instrument, 2) Behavioral observation forms to monitor parents during the activities, 3) Interview guides comprising basic demographic questions and questions regarding parents’ experiences, 4) Field notes documenting music therapy services, 5) Music therapy activities and 6) Video recording equipment. The researcher collected and triangulated four data resources: parent’s behavior observation form, individual interview transcripts, field note, and videotaped sessions. The data were analyzed using the thematic synthesis method to identify key themes and categories.

The findings revealed 2 core themes and 6 categories that illustrated the experiences of parents and their perceptions of participating in music therapy: 1) Perceived Changes and Mechanisms of Music Therapy in Children (Categories: From isolation to interaction; evolving use of vocalization; Joy as a catalyst for expression). Parents observed noticeable changes in their children’s social skills from being withdrawn to actively engaging with others, children began using their voices more frequently and develop mouth shapes to produce different sounds, and the enjoyable nature of music therapy motivated children to participate, communicate, and express themselves more freely, and 2) Being Part of the Music Therapy Process (Categories: Participation in music therapy; The benefits of music therapy for oneself; Using one's own music in music therapy activities). Parents described their involvement in the therapy process as meaningful and beneficial, both for their children and for themselves. Parents commented that their participation in music therapy contributing to the child’s engagement in activities, providing opportunities for parents to play, communicate and strengthen their relationship with their children. In addition, parents reported experiencing reduced stress. Parents perceive that playing or using music themselves is important, as it helps boost the child’s confidence by observing and participating in musical activities together with their parents.

To conclude, Parents highlighted the positive effects of participating in music therapy on their relationship with their child. Participating in sessions allowed them to see another side of their child, fostering a deeper understanding and positive interaction. This involvement also helped to create an environment where the child felt encouraged to participate, ultimately boosting the parents’ sense of satisfaction and reducing their stress. The study underscores the importance of parental involvement in music therapy for children with ASD. Music therapy not only helps children develop critical social and communication skills but also provides parents with an opportunity to engage with their child in a meaningful way. By being part of the process, parents gain a new perspective on their child’s abilities and challenges, which can strengthen their bond and improve the family dynamic. Given the promising outcomes, the integration of parental involvement into music therapy should be further encouraged and researched, particularly in contexts where music therapy is still an emerging field. Expanding this approach in Thailand could pave the way for more comprehensive support systems for children with ASD and their families.