Date

8-20-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Lori Danielson

Keywords

Autism, Music Education, Interventions

Disciplines

Music

Abstract

There are still limited studies in music education with published documentation for autism, despite growth over the last ten years in educational research on autism spectrum disorder (ASD). Teachers have received limited preparation and training for students with special needs, including those with autism. Many teachers ask which specific teaching strategies produce positive learning outcomes in instrumental music that align with the curriculum's educational goals, standards, and objectives for students with ASD. The qualitative instrumental case study documents educational outcomes resulting from intervention strategies for students with autism spectrum disorder (ASD) in music classrooms through video modeling and computer-assisted learning. The study includes students with ASD in a focus group format. The study compares musical reading abilities in ASD using a pre-assessment followed by a post-test, with intervention strategies implemented during the post-test. The intervention goal is the ASD student's demonstrable improvement in note and rhythm accuracy. The intervention employed evidence-based strategies to improve educational outcomes in music instruction for students with ASD. The post-test results will demonstrate the intervention’s efficacy in improving instructional effectiveness, learning rhythm, and note accuracy for students with ASD. The zygonic theory is applied to the sound-of-intent content in music engagement. The study’s implications make music accessible, inclusive, and equitable among students with ASD. The analysis enables future research on interventions and modifications to music education for ASD.

Download

Included in

Music Commons

Share

COinS