Observation and Experiences of Music Therapy on the Social Communication Skills of Adolescents with Autism Spectrum Disorder

This study evaluates the impact of music therapy on enhancing social communication skills in adolescents with autism spectrum disorder (ASD) within a school setting. Using a narrative analysis methodology, in-depth interviews were conducted with five inclusive teachers at Al Ghad Charter School, Mohamed bin Zayed, Abu Dhabi, who documented their observations during music therapy sessions. These teachers provided detailed narratives of their experiences, capturing the interactions, behaviors, and responses of adolescents with communication disorders. The study utilized thematic and narrative analysis to interpret the collected data, revealing significant improvements in student engagement, emotional expression, and communication skills through tailored strategies such as visual supports, personalized sessions, and adaptive technologies. The findings align with the Heuristic Working Factor Model for Music Therapy by Thomas Hillecke (2005), which posits that music therapy enhances social communication skills through attention, emotion, cognition, and communication modulation. However, the study also identifies practical challenges, including the need for specialized training and resources, underscoring the importance of structured, evidence-based approaches. Conducted in Al Ghad Charter School, which offers a diverse curriculum and inclusive education, the research highlights the potential of music therapy as an effective intervention despite varying teacher perspectives and constraints. The study recommends further professional development, tailored instructional tools, and collaboration between educators and music therapy practitioners to optimize the therapeutic outcomes for students with ASD.