Effects of music as an adjunct to sensory-based intervention on sensory and emotional response of children with low functioning autism spectrum disorder

Children with ASD have problems reciprocating social or emotional interactions such as difficulties to establish and maintain conversation and interaction, shared attention or emotions with others. Although there are many researches done in the area of ASD, little research had been conducted to determine the efficacy of therapy for low functioning ASD. Through literature research, a gap was identified for therapy modalities, especially in determining the effectiveness of music to emotional response in low functioning ASD. In order to identify the effects of music as an adjunct to sensory-based intervention (SBI) on sensory and emotional response of children with low functioning ASD, a study with two groups were designed comprising of an experiment group and a control group. Each group consisted of 14 samples (n=14) each, with the total number of 28. In the intervention group, the samples were provided with SBI adjunct to music while in the control group; the subjects were provided with SBI without music. The music was specially created by a composer-researcher to accompany each segment of SBI activities for 30 minutes per week, over a duration of 10 weeks. The three outcome measures that were used in this study were Emotional Regulation and Social Skill Questionnaire (ERSSQ) for parent and teacher versions, and the Short Sensory Profile (SSP) Questionnaire which was completed by therapists. These questionnaires were used at both pre and post intervention. Results showed significant differences in ERSSQ pre and post-test measures among subjects in the intervention group, reported by parents and teachers (p=0.002 and 0.001 respectively). The SSP completed by therapists also showed differences of statistically significant (p=0.009). In the control group, there were no significant differences between pre-test and post-test ERSSQ measures by parent and SSP measures by therapists (p=0.42 and 0.82 respectively). However, results showed there were significant differences between pre-test and post-test by teacher report. When comparing between groups (control vs intervention), no significant differences were seen at post test scores for all 3 measures of ERSSQ parent, ERSSQ teacher and SSP (p=0.74, 0.50, 0.65 respectively). For SPANOVA, result showed significant difference in pre-test and post-test between the two different groups in ERSSQ and SSP However, suggestive of general improvement in sensory and emotional response was seen in this study. Thus, it is suggestive that music as an adjunct to SBI is potential or plausible to help ameliorating social and emotional skills.