IMPACT OF MUSIC THERAPY IN ENHANCING SPEECH AND LANGUAGE SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER: SLP AND OT PERSPECTIVES

Abstract

Background:
Autism Spectrum Disorder (ASD) is characterized by persistent impairments in social communication, interaction, and adaptive functioning, requiring early and multidisciplinary interventions. Music therapy has emerged as a complementary approach due to its structured, rhythmic, and engaging nature, which may support communication, social participation, cognitive processing, and motor coordination in children with ASD. Despite growing clinical use, limited evidence exists regarding how rehabilitation professionals perceive its effectiveness within routine practice, particularly from speech-language pathology and occupational therapy perspectives.

Objective:
To examine the perceptions of speech-language pathologists (SLPs) and occupational therapists (OTs) regarding the effects of music therapy on communication, social interaction, cognitive abilities, and motor skills in children with ASD.

Methods:
A cross-sectional quantitative survey was conducted over six months in rehabilitation settings across Lahore, Pakistan. A total of 155 professionals participated, including 133 SLPs (85.8%) and 22 OTs (14.2). Data were collected using a modified Music Therapy Assessment Tool assessing five domains: communication, musical engagement, cognitive skills, social interaction, and motor abilities. Participants rated observed child responses during music therapy sessions using a frequency-based scale ranging from “never” to “always.” Descriptive statistics were analyzed using SPSS version 20.

Results:
Positive engagement was reported across multiple domains. Eye contact was observed sometimes by 48.4% of respondents and often by 22.6%. Expression of personal needs occurred sometimes in 51.0%, while direction following was reported sometimes by 53.5%. Musical engagement was notable, with singing in pitch occurring sometimes in 46.5% and often in 27.1%. Melody recall was reported often by 36.8%, and adaptation to volume changes occurred sometimes in 45.2%. Social participation improved, with group engagement reported often in 36.1% and sharing instruments sometimes in 38.1%. Motor participation, including clapping and movement imitation, was frequently observed.

Conclusion:
Music therapy was perceived as an effective complementary intervention for enhancing social communication, rhythmic engagement, and motor participation in children with ASD. While complex verbal skills remained challenging, the findings supported the integration of music therapy within multidisciplinary rehabilitation programs involving SLPs and OTs.

Keywords:
Autism Spectrum Disorder, Child Development, Music Therapy, Occupational Therapy, Rehabilitation, Social Communication, Speech-Language Pathology