MUSIC 2MT3 Lecture 7: Lecture 7
18 Jun 2018
School
Department
Course
Professor
What is Autism?
Autism is a developmental disorder characterized by troubles with social
interactions and communication, and by restricted and repetitive behaviour.
-
Parents usually notice signs in the first two or three years of their child's life.
These signs often develop gradually, though some children with autism
reach their developmental milestones at a normal pace and then worsen.
○
-
In the DSM-5, autism is included within the autism spectrum (ASD), along with
Asperger's syndrome, which is less severe and pervasive developmental
disorders not otherwise specified (PDD-NOS).
-
Early speech or behavioural interventions can help children with autism gain
self-care, social and communication skills.
-
Globally, autism is estimated to affect 24.8 millions people as of 2015. In the
2000s, the number of people affected was estimated at 1-2 per 1000 people
worldwide.
-
In the developed countries, about 1.5% of children are diagnosed with ASD.
-
Many people on the spectrum have heightened abilities in other areas.
E.g., musical savants, photographic memories
○
-
Autism
"Everyone is a genius, but if you judge a fish by its ability to climb a tree it will
live its whole life thinking it's stupid" -- Albert Einstein
-
Interesting that the quote comes from him because there is dialogue suggests
that if Einstein was around today, he'd likely be diagnosed with Asperger's (on
autism spectrum).
The way he interacted in the everyday world was a struggle for him
despite the fact that he is a genius.
○
-
Music therapy works to access one's abilities and focus on their strengths to
enable their growth and strength
-
There have been many changes to how autism is understood, diagnosed, etc.
-
It's important to note that if you have met one person with autism, you have
literally only met one person with autism and cannot generalize your
understanding.
The way autism presents itself in each person is individual.
○
There are so many differences - this is why we refer to autism as autism
spectrum disorder.
It’s a large spectrum which tries to encompass the individual
differences.
§
○
-
Not specific to socio-economic or cultural factors.
-
Video: MT and ASD
Amelia (MT) and Aiden (ASD) - they have learned to trust each other as
they play together much like in chamber music (because the
communication is non-verbal).
Social interaction and communicative abilities often do not come
naturally to individuals on the spectrum. Notice in the video Aiden
looking to Amelia for the cues.
He has established this ability to look to Amelia to see what
comes next, how to respond and to see whether she is
responding to him.
□
They are practicing the same elements of social cues and
social interactions.
□
§
The concept of play is also often not developed.
The music facilitates these playful experiences which are
important for development.
□
Later in the session, he can focus more easily. And the MT
tries to create more shape and form for the play behaviours.
□
§
He's learned to predict beginnings and recognizes familiar songs
(hello song)
At the end of guitar playing, he insists that the guitar be put
away based on his knowledge of closure, structure,
predictability and communication.
□
§
Uses Aiden's strengths to motivate him to further develop his
strengths.
§
○
-
Symptoms
Not something that is diagnosed prior to birth or even right at birth.
There are no signs from ultrasounds, blood work, etc. to indicate autism.
○
When the child is born, they do not have any physical symptoms and
therefore it would not be apparent at birth.
○
-
Some of the indicators do not begin to show themselves until nearly after birth
to up to three years of age.
-
Deficits in communication and social skills.
-
May display behaviours
-
Diagnosis includes:
Impairment of reciprocal social interaction
○
Impairment of verbal communication
○
Restricted repertoire of interests (may include stereotypical/repetitive
movements)
○
-
Although there's a spectrum, all people with ASD experience challenges with
social interactions, communication and behaviour.
Levels vary and skills can be learned.
○
-
History
Infantile Autism (1943):
Leo Kanner (psychiatrist) came up with this term for the symptoms.
○
He observed individuals who appeared physically "normal" but displayed
behaviours such as flapping arms, social interaction issues,
communicative issues, etc.
○
-
We have made many advances since.
-
Causes
There is no clear answer; very controversial.
-
There is some evidence to suggest a genetic/hereditary basis or link.
-
There is other literature suggesting environmental factors.
E.g., the media attention on the link between vaccinations and autism.
○
-
But there are no hard facts stating "this is the cause of autism".
-
There are many different ideas and factors to consider.
-
We are in a better position to study it and it's definitely happening - but we still
don't have a definitive answer.
-
Refrigerator Mother (1950-1960s)
Mothers were blamed for their children's autism.
○
Said the children rejected their own mother's social comforts because
mothers were cold and insensitive.
○
Refrigerator mother: someone who is remote, who wasn't there for the
child and wasn't giving; the child turns into the autistic child because they
reject the refrigerator mother for not providing the warmth the child
needed.
○
It was traumatic and guilt-inducing for parents, especially mothers, who
were trying to support and find support for their child.
○
It's important to recognize that anyone going through a healthcare issue,
they are not doing so in isolation. It impacts their caregivers, family,
communities, etc.
○
Consider how far we've come since the 60s.
○
-
Society and Culture
Research is helping us to gain a better understanding of ASD.
-
And how to support people, and how to recognize abilities within a diagnosis
such as ASD.
-
Music can often highlight abilities.
We can have many meaningful moments with individuals with autism
through music along with the caregivers, support workers, etc. - the child
and others can benefit.
○
E.g., provides a supportive environment where mom can connect with
their child.
○
-
Many support and awareness groups advocating for people with ASD.
-
Video: Animated explanation of autism
They often experience chaos, but cannot express their feelings or how
things look to them so they seem okay to others.
○
Autistic people develop these behaviours to deal with difficult, chaotic
times that other people might be able to openly talk about and express.
○
Remember, just because a play station cannot play an xbox game, doesn't
mean it is broken (I luv this aw).
○
It's important to note how individuals on the spectrum may experience
the world and why some of the common behaviours show up as a result.
It's also important to take the time to access their strengths.
§
○
-
MT Sessions
If during the session, the individual begins to rock, we acknowledge the
behaviour by rocking with them and playing to the beat of their rocking.
-
Typically, in an individuals world, these types of behaviours are being
interrupted and stopped.
E.g., parents need to stop them so they can them out of the house or
move them into a new task.
○
So in a music therapy session, we can provide them an opportunity to
safely perform their behaviours and to create an environment of support
and being heard.
○
The session reinforces the child's behaviours as self-expression by taking
their lead.
○
Client-centred.
○
-
If the behaviours become more repetitive than self-expressive, they aren't
positive anymore and the therapist loses them a bit.
They need to keep it somewhat controlled.
○
Behavioural approaches might be necessary in this case.
○
-
Communication, Social Interactions, Sensory Processing, Behavioural Issues and
Music Therapy.
PECS (Picture Exchange Communication System) - Collaborate with SLP
Allows individual to learn communication by selecting pictures of things
they want to communicate.
○
-
Music is flexible.
-
Expressive and receptive language (Nicco)
-
Call and response - repetitive lyrics.
-
Motivation/prompt interaction - successful tool for meaningful interactions.
-
Abdi (special song used at school), Evan (musical about how blood circulates) - MT in
collaboration with Teachers
Note that structure and predictability are particularly important.
-
E.g., Wait your turn song (p. 92)
Therapist used this in collaboration with the teachers.
○
In terms of social skills, kids on the spectrum have a difficult time waiting
their turn.
Socially, they don't consider the other children who want to have a
turn as well.
§
○
They use the song to remind the individual on the spectrum of the social
etiquette of the situation.
○
-
E.g., Appropriate personal space song
Not unusual for a person on the spectrum to not have respect for
personal space.
○
They created some songs were they put velcro circles ("bubbles") on the
floor to show where t stand in relation to others.
Move to the music, find a bubble.
§
Later, they took the bubble away and asked the kids to internalize
the bubble space.
§
○
-
E.g.,Jamilia "find a friend, look them in the eye, find a friend and now say hi"
Song taught them about this type of social interaction.
○
-
Practicing Change and Transition in Music Therapy Settings
Often, people on the spectrum struggle with change and find unpredictable
environments very stressful.
-
Although we want to provide times for children to learn real life skills like
dealing with unpredictable environments, we need to consider the timing.
-
To maintain structure and predictability …
Use a whiteboard, provide the student with a schedule or visual cues.
○
Make sure the space is predictable (e.g., things are in the same place,
organized similarly, etc.)
○
Hello/movement songs/singing/ playing drums/"surprise or choice"/ dice
/closing
Depending on the individual, you will play around with surprises.
§
You are providing a secure, predictable space but you're also
creating and opportunity to practice dealing with unpredictable,
unknown situations and transitions.
§
○
-
Additional goals may include:
Academia - e.g., learning new topics at school
○
Physical/motor - e.g., balance, fine motor skills
○
Leisure - e.g., having meaningful activities in one's life.
For people on the spectrum, it may be difficult to engage in sports,
hobbies, etc.
§
E.g., super mario bros song - this individual likes to play this game so
much that playing songs about it, and listening to music from it
facilitates leisure goals and taps into his interests.
§
Can be empowering and fun, which is often difficult to engage in.
§
○
-
Lecture 7
Thursday, May 24, 2018
1:00 PM
What is Autism?
Autism is a developmental disorder characterized by troubles with social
interactions and communication, and by restricted and repetitive behaviour.
-
Parents usually notice signs in the first two or three years of their child's life.
These signs often develop gradually, though some children with autism
reach their developmental milestones at a normal pace and then worsen.
○
-
In the DSM-5, autism is included within the autism spectrum (ASD), along with
Asperger's syndrome, which is less severe and pervasive developmental
disorders not otherwise specified (PDD-NOS).
-
Early speech or behavioural interventions can help children with autism gain
self-care, social and communication skills.
-
Globally, autism is estimated to affect 24.8 millions people as of 2015. In the
2000s, the number of people affected was estimated at 1-2 per 1000 people
worldwide.
-
In the developed countries, about 1.5% of children are diagnosed with ASD.
-
Many people on the spectrum have heightened abilities in other areas.
E.g., musical savants, photographic memories
○
-
Autism
"Everyone is a genius, but if you judge a fish by its ability to climb a tree it will
live its whole life thinking it's stupid" -- Albert Einstein
-
Interesting that the quote comes from him because there is dialogue suggests
that if Einstein was around today, he'd likely be diagnosed with Asperger's (on
autism spectrum).
The way he interacted in the everyday world was a struggle for him
despite the fact that he is a genius.
○
-
Music therapy works to access one's abilities and focus on their strengths to
enable their growth and strength
-
There have been many changes to how autism is understood, diagnosed, etc.
-
It's important to note that if you have met one person with autism, you have
literally only met one person with autism and cannot generalize your
understanding.
The way autism presents itself in each person is individual.
○
There are so many differences - this is why we refer to autism as autism
spectrum disorder.
It’s a large spectrum which tries to encompass the individual
differences.
§
○
-
Not specific to socio-economic or cultural factors.
-
Video: MT and ASD
Amelia (MT) and Aiden (ASD) - they have learned to trust each other as
they play together much like in chamber music (because the
communication is non-verbal).
Social interaction and communicative abilities often do not come
naturally to individuals on the spectrum. Notice in the video Aiden
looking to Amelia for the cues.
He has established this ability to look to Amelia to see what
comes next, how to respond and to see whether she is
responding to him.
□
They are practicing the same elements of social cues and
social interactions.
□
§
The concept of play is also often not developed.
The music facilitates these playful experiences which are
important for development.
□
Later in the session, he can focus more easily. And the MT
tries to create more shape and form for the play behaviours.
□
§
He's learned to predict beginnings and recognizes familiar songs
(hello song)
At the end of guitar playing, he insists that the guitar be put
away based on his knowledge of closure, structure,
predictability and communication.
□
§
Uses Aiden's strengths to motivate him to further develop his
strengths.
§
○
-
Symptoms
Not something that is diagnosed prior to birth or even right at birth.
There are no signs from ultrasounds, blood work, etc. to indicate autism.
○
When the child is born, they do not have any physical symptoms and
therefore it would not be apparent at birth.
○
-
Some of the indicators do not begin to show themselves until nearly after birth
to up to three years of age.
-
Deficits in communication and social skills.
-
May display behaviours
-
Diagnosis includes:
Impairment of reciprocal social interaction
○
Impairment of verbal communication
○
Restricted repertoire of interests (may include stereotypical/repetitive
movements)
○
-
Although there's a spectrum, all people with ASD experience challenges with
social interactions, communication and behaviour.
Levels vary and skills can be learned.
○
-
History
Infantile Autism (1943):
Leo Kanner (psychiatrist) came up with this term for the symptoms.
○
He observed individuals who appeared physically "normal" but displayed
behaviours such as flapping arms, social interaction issues,
communicative issues, etc.
○
-
We have made many advances since.
-
Causes
There is no clear answer; very controversial.
-
There is some evidence to suggest a genetic/hereditary basis or link.
-
There is other literature suggesting environmental factors.
E.g., the media attention on the link between vaccinations and autism.
○
-
But there are no hard facts stating "this is the cause of autism".
-
There are many different ideas and factors to consider.
-
We are in a better position to study it and it's definitely happening - but we still
don't have a definitive answer.
-
Refrigerator Mother (1950-1960s)
Mothers were blamed for their children's autism.
○
Said the children rejected their own mother's social comforts because
mothers were cold and insensitive.
○
Refrigerator mother: someone who is remote, who wasn't there for the
child and wasn't giving; the child turns into the autistic child because they
reject the refrigerator mother for not providing the warmth the child
needed.
○
It was traumatic and guilt-inducing for parents, especially mothers, who
were trying to support and find support for their child.
○
It's important to recognize that anyone going through a healthcare issue,
they are not doing so in isolation. It impacts their caregivers, family,
communities, etc.
○
Consider how far we've come since the 60s.
○
-
Society and Culture
Research is helping us to gain a better understanding of ASD.
-
And how to support people, and how to recognize abilities within a diagnosis
such as ASD.
-
Music can often highlight abilities.
We can have many meaningful moments with individuals with autism
through music along with the caregivers, support workers, etc. - the child
and others can benefit.
○
E.g., provides a supportive environment where mom can connect with
their child.
○
-
Many support and awareness groups advocating for people with ASD.
-
Video: Animated explanation of autism
They often experience chaos, but cannot express their feelings or how
things look to them so they seem okay to others.
○
Autistic people develop these behaviours to deal with difficult, chaotic
times that other people might be able to openly talk about and express.
○
Remember, just because a play station cannot play an xbox game, doesn't
mean it is broken (I luv this aw).
○
It's important to note how individuals on the spectrum may experience
the world and why some of the common behaviours show up as a result.
It's also important to take the time to access their strengths.
§
○
-
MT Sessions
If during the session, the individual begins to rock, we acknowledge the
behaviour by rocking with them and playing to the beat of their rocking.
-
Typically, in an individuals world, these types of behaviours are being
interrupted and stopped.
E.g., parents need to stop them so they can them out of the house or
move them into a new task.
○
So in a music therapy session, we can provide them an opportunity to
safely perform their behaviours and to create an environment of support
and being heard.
○
The session reinforces the child's behaviours as self-expression by taking
their lead.
○
Client-centred.
○
-
If the behaviours become more repetitive than self-expressive, they aren't
positive anymore and the therapist loses them a bit.
They need to keep it somewhat controlled.
○
Behavioural approaches might be necessary in this case.
○
-
Communication, Social Interactions, Sensory Processing, Behavioural Issues and
Music Therapy.
PECS (Picture Exchange Communication System) - Collaborate with SLP
Allows individual to learn communication by selecting pictures of things
they want to communicate.
○
-
Music is flexible.
-
Expressive and receptive language (Nicco)
-
Call and response - repetitive lyrics.
-
Motivation/prompt interaction - successful tool for meaningful interactions.
-
Abdi (special song used at school), Evan (musical about how blood circulates) - MT in
collaboration with Teachers
Note that structure and predictability are particularly important.
-
E.g., Wait your turn song (p. 92)
Therapist used this in collaboration with the teachers.
○
In terms of social skills, kids on the spectrum have a difficult time waiting
their turn.
Socially, they don't consider the other children who want to have a
turn as well.
§
○
They use the song to remind the individual on the spectrum of the social
etiquette of the situation.
○
-
E.g., Appropriate personal space song
Not unusual for a person on the spectrum to not have respect for
personal space.
○
They created some songs were they put velcro circles ("bubbles") on the
floor to show where t stand in relation to others.
Move to the music, find a bubble.
§
Later, they took the bubble away and asked the kids to internalize
the bubble space.
§
○
-
E.g.,Jamilia "find a friend, look them in the eye, find a friend and now say hi"
Song taught them about this type of social interaction.
○
-
Practicing Change and Transition in Music Therapy Settings
Often, people on the spectrum struggle with change and find unpredictable
environments very stressful.
-
Although we want to provide times for children to learn real life skills like
dealing with unpredictable environments, we need to consider the timing.
-
To maintain structure and predictability …
Use a whiteboard, provide the student with a schedule or visual cues.
○
Make sure the space is predictable (e.g., things are in the same place,
organized similarly, etc.)
○
Hello/movement songs/singing/ playing drums/"surprise or choice"/ dice
/closing
Depending on the individual, you will play around with surprises.
§
You are providing a secure, predictable space but you're also
creating and opportunity to practice dealing with unpredictable,
unknown situations and transitions.
§
○
-
Additional goals may include:
Academia - e.g., learning new topics at school
○
Physical/motor - e.g., balance, fine motor skills
○
Leisure - e.g., having meaningful activities in one's life.
For people on the spectrum, it may be difficult to engage in sports,
hobbies, etc.
§
E.g., super mario bros song - this individual likes to play this game so
much that playing songs about it, and listening to music from it
facilitates leisure goals and taps into his interests.
§
Can be empowering and fun, which is often difficult to engage in.
§
○
-
Lecture 7
Thursday, May 24, 2018 1:00 PM
Document Summary
Autism is a developmental disorder characterized by troubles with social interactions and communication, and by restricted and repetitive behaviour. Parents usually notice signs in the first two or three years of their child"s life. These signs often develop gradually, though some children with autism reach their developmental milestones at a normal pace and then worsen. In the dsm-5, autism is included within the autism spectrum (asd), along with. Asperger"s syndrome, which is less severe and pervasive developmental disorders not otherwise specified (pdd-nos). Early speech or behavioural interventions can help children with autism gain self-care, social and communication skills. Globally, autism is estimated to affect 24. 8 millions people as of 2015. 2000s, the number of people affected was estimated at 1-2 per 1000 people worldwide. In the developed countries, about 1. 5% of children are diagnosed with asd. Many people on the spectrum have heightened abilities in other areas.
