One of the primary challenges of working with autistic children is to 'get through' to them and to recognise and build on their individual experiences, their ways of responding to their environment and the people around them. One way in is with music.
At Colegrave Primary School in Stratford, east London we are excited about music making. Our autistic children in particular have been developing a huge range of communication and social skills through weekly music-making sessions.
Children on the autistic spectrum have varying degrees of delay and impairment in communication, social interaction and in developing relationships. They tend to have a certain inflexibility of imagination and thought and often have sensory sensibilities such as being overly sensitive to loud noises or to being touched. In some cases, they may also display ritualistic behaviours such as rocking, tapping or stroking to gain comfort or calm, or to cut themselves off when they are unsure how to respond.
What we have been experimenting with in sessions attended by mixed-groups of children, some with autism, is not music therapy, which usually involves an individual child in improvisation guided by a highly trained specialist, but instead a group circle session, led by non-specialists. These have been fun and successful. We have seen children's characters and communication skills emerge.
Encouraging involvement
The approach we use is called Interactive Music and was inspired by a book by Margaret Corke (see Further information). It is designed to support the development of communication and social skills in the 'developmentally young', such as autistic children. Interactive Music is an enjoyable approach that encourages children to get involved physically, emotionally and creatively - a challenge for many autistic children.
The approach is based on Intensive Interaction which is a fun, practical approach to interacting with children who do not find it easy communicating or being social (see Further information). Both approaches focus on play, the importance of body language and using rhythm and repetition to help the children learn to predict what will happen next and get involved.
The beauty of Interactive Music is that it is simple and you don't have to be a highly trained musician. You do need a belief in the power of music, sensitivity, adaptability and a willingness to develop an intensive, interactive way of teaching. It is important to be responsive to the individuality and capability of learners.
Interactive Music relies on helpers and the facilitator conveying empathy, warmth and respect for children's individuality. This helps instil confidence and provides opportunities for all manner of non-verbal communication to be used, understood and responded to.
Picture this
Imagine you have walked into a room where a small group of children, who have each brought along a friend and support teacher, are sat in a circle having fun with music. The air is filled with singing, laughter, the chink, chink of percussion instruments and floating bubbles.
Within the group there is a 'facilitator' who is guiding the session, while responding to the children's ideas and preferences. The familiar songs, music and activities help the session flow and encourage the children to make choices and explore instruments and ideas.
Adult helpers are joining in, encouraging and assisting the children by sensitively mirroring their behaviours and vocalisations as they explore instruments and sounds. The children are active-listening, playing, singing or blowing bubbles.
Within this group are two autistic children. Everyone is learning and having fun. Music is the enabler.
Having a go
Read Approaches to Communication Through Music for games and songs, but you will probably be making up your own to suit your group's needs very quickly. We wrote simple, repetitive 'hello' and 'goodbye' songs, sung to Jimmie McGregor's 'Football Crazy' tune. We sing these at the start and end of sessions including every child's name in turn: 'Hello Sonny, Hello Sonny, Hello Sonny, It's nice to see you here.'
'Let's say goodbye to Sonny, goodbye, goodbye, goodbye. Let's say goodbye to Sonny, goodbye, goodbye, goodbye.'
What you need
* Your face, body and voice are your basic tools - it is important to make eye contact. Communicating through expression, tone of voice and movement can be more effective than verbal communication and it is quick and easy to change what you are 'saying' with them.
* A guitar, piano, keyboard or CDs to sing along to.
* Percussion instruments - real ones, toys and homemade.
* Objects such as bubble-blowing kit, gloves, hats or dusters depending on the activity songs you select.
Getting started
* Make songs like a game, with anticipation and drama to hold the child's attention. When the songs become familiar the rhythm and repetition will help the child learn to predict what will happen next and get more involved.
* Allow the children to explore the instruments and use their voices instead of always taking the lead.
* Respond to the music or actions that the children make by making comments about what they are doing, by joining in or by playfully imitating them.
Inclusive learning It is possible to share the interactive music sessions with children who have not attended:
* Record a session to share with children not present and allow them independent access to cassette players and headphones. Children who attended the session will enjoy singing along to their recordings.
* Children and adults who attend the sessions can go back to class and teach others the songs (have a duplicate set of resources for class use).
* Photographs of sessions are fun to revisit. NW Carlene Hutchinson-Norris is assistant head teacher at Colegrave Primary School in Stratford, east London
Case studies: Sonny and Eddy
Sonny
When Sonny, aged four, arrived in the Foundation Stage class he was hyperactive and seemed uninterested in being or communicating with anyone.
He made sounds and facial expressions seemingly unrelated to happenings around him.
Sonny liked handling long floppy things such as string and strips of paper which he held in front of his face and twiddled or waved in the air looking on transfixed.
He had recently been diagnosed autistic and demonstrated classic behaviours. Among the many strategies his previous nursery setting and this school have employed, music has been a major contributor to his development and progress.
His one-to-one assistant recently reported, 'Sonny enjoys Interactive Music sessions. He knows when it's time for music and leads me to the room. Music seems to get through to him. You can hear him singing the songs in class or when we're walking along.'
Observation: Sonny is more focused on what he is doing. He gives more eye-to-eye contact, listens and retains melodies. He has a good sense of pitch and rhythm. Sonny's vocabulary is growing and he has remembered the words of some songs. He participates more appropriately in turn-taking and explores instruments with increasing fine-motor skill. The facilitator and adult helpers are better able to understand his thinking in the sessions and know when he is enjoying himself, is surprised, unhappy or feeling mischievous.
Eddy
When Eddy, aged five, started school he babbled constantly. He had many recognisable words, but much was unclear. He was a determined character - knowing what he did and did not want to do. He played alongside other children and chatted away to himself.
Eddy was a reluctant participant in one-to-one music sessions which were originally tried. He seemed bewildered by the noise.
Since he has joined Interactive Music sessions, his response has changed.
He is accompanied by a friend and joins a group of six children and four adults. Now he is cheerful on arrival, knows the routine and participates enthusiastically. He requests songs and even volunteers to help.
His one-to-one assistant reports, 'Eddy likes doing Interactive Music with Sonny. He's his special friend now.'
Observation: The relaxed atmosphere of the sessions has helped Eddy to feel less self-conscious. He has the confidence to participate in the activities. He repeatedly sings the words he remembers and joins in the melody where he can. Eddy waits his turn eagerly and gets enthusiastic when playing.
