Autism spectrum disorder (ASD) can be defined as group of complex disorders of brain development that includes difficulties
with social interaction, verbal and nonverbal communication, and repetitive behaviors (Autism Speaks, n.d.). It is estimated that roughly
one in every 68 children has been identified as being on the autism spectrum (Center for Disease Control and Prevention, 2014). This
number has increased since the first epidemiologic research was conducted in the late 1960s, in which only one in every 2500 children were
identified, and researchers suppose this increase is due to better awareness and recognition in diagnostic practices (Blumberg et al.,
2013; Schieve et al., 2011). The greater number of children identified with autism spectrum disorder (ASD) has led to more services
available to help, including music therapy. As ASD has developed clearer definitions and information, music therapists have begun to
expand their interventional approach (Reschke-Hernández, 2011). However, to date, no study has examined what types of interventions are
being used. Therefore, the purpose of this study was to investigate the types of professional collaborations, use of non-musical
technology, and music therapy interventions that are incorporated by music therapists when working with children in the ASD population.
Participants (N= 582) for this study were board-certified music therapists in the United States that were contacted through The
Certification Board for Music Therapists (CBMT) organization and held at least a Bachelor's degree in music therapy. After giving consent,
each participant completed a survey created by the researcher. This survey contained single answer, multiple choice answer, and
fill-in-the-blank questions. Data was analyzed to create sums, percentages, and means for each research question. The data revealed that
of the music therapists who participated in this study, they indicated always collaborating with other professionals and therapists when
working a client with ASD. Furthermore, this collaboration happened regardless of environment or length of time working in a particular
environment, and sometimes happened multiple times a week. Data also found that music therapists altered their therapy approach to some
capacity while collaborating with other professionals. Finally, participants relied heavily upon non-musical equipment as a supplement,
especially technology, and used it regularly during therapy sessions. / A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree
of Master of Music. / Spring Semester 2016. / March 2, 2016. / ASD, collaboration, intervention, Music therapy, technology / Includes bibliographical references. / Kimberly VanWeelden, Professor Directing Thesis; Clifford Madsen, Committee Member; Alice-Ann
Darrow, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360444 |
| Contributors | Smith, Calah Charde' (authoraut), VanWeelden, Kimberly D. (professor directing thesis), Madsen, Clifford K. (committee member), Darrow, Alice-Ann (committee member), Florida State University (degree granting institution), College of Music (degree granting college) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (50 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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