The Influence of Music on the Communication and Social Skills of Learners With Autism

Gengen G. Padillo; Mary Shane C. Zamora; Catherine L. Campos; Rhea B. Geneston; Ramil P. Manguilimotan5; Raymond C. Espina

doi:10.18535/ijsrm/v13i06.sh01

Abstract

This study examined the influence of music on the communication and social skills of learners with autism at Mandaue City Central SPED School, Mandaue City SPED High School, and Basak Elementary School during the Academic Year 2021–2022, serving as the basis for a proposed Communication and Social Skills Enhancement Plan. Utilizing a descriptive-correlational method, the study gathered data through questionnaires administered to parent and teacher respondents using a universal sampling technique. Data were analyzed using percentages, total weighted points, weighted mean, t-test, and Pearson product-moment correlation. Results showed that music was perceived to have a high influence on communication and social skills by parents, and a very high influence by teachers. Parents also rated learners’ communication and social skills as high. A significant difference was found between parents’ and teachers’ perceptions regarding music's influence on these skills. While there was no significant relationship between parents’ perception and learners’ communication skills, a significant relationship existed between parents’ perception and learners’ social skills. Based on the findings, it was concluded that music significantly contributes to enhancing the communication and social skills of learners with autism. Therefore, the adoption of a Communication and Social Skills Enhancement Plan is strongly recommended.

Keywords

Special Educationinfluence of musicsocial skillscommunication skillsautismdescriptivecorrelational methodMandaue CityCebuPhilippines

References

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Callo, E. C., & Yazon, A. (2020). Exploring the factors influencing the readiness of faculty and students on online teaching and learning as an alternative delivery mode for the new normal. Universal Journal of Educational Research, 8(8), 3509–3318Google Scholar ↗
Campbell, P. S. (2022). Bonding through Music: All Teachers Can Use Music to Help Students Express Emotions and to Add Joy to the Classroom. American Educator, 46(3), 12–17.Google Scholar ↗
Cooper, K., & Stewart, K. (2021). Does household income affect children’s outcomes? A systematic review of the evidence. Child Indicators Research, 14(3), 981–1005.Google Scholar ↗
Crawford, R. (2020). Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students. Research Studies in Music Education, 42(2), 248–269. https://doi.org/10.1177/1321103X19843001DOI ↗Google Scholar ↗
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Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). An analysis of verbal and non-verbal communication in autistic children. J. Res. Lang. Educ, 2(1), 53–56.Google Scholar ↗
Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). The value of smarter teachers: International evidence on teacher cognitive skills and student performance. Journal of Human Resources, 54(4), 857–899.Google Scholar ↗
Hirota, T., & King, B. H. (2023). Autism spectrum disorder: A review. Jama, 329(2), 157–168.Google Scholar ↗
Hunt, P. F. (2019). Inclusive education as global development policy. The Sage Handbook of Inclusion and Diversity in Education, 116–130.Google Scholar ↗
Kara, S. (2020). Investigation of job satisfaction and burnout of visual arts teachers. International Journal of Research in Education and Science, 6(1), 160–171.Google Scholar ↗
Kavita, K., & Hassan, N. (2018). Work stress among teachers: A comparison between primary and secondary school teachers. International Journal of Academic Research in Progressive Education and Development, 7. https://doi.org/10.6007/IJARPED/v7-i4/4802DOI ↗Google Scholar ↗
Kerr, M. L., Rasmussen, H. F., Fanning, K. A., & Braaten, S. M. (2021). Parenting during COVID ‐19: A Study of parents’ experiences across gender and income levels. Family Relations, 70(5), 1327–1342. https://doi.org/10.1111/fare.12571DOI ↗Google Scholar ↗
Ismail, R. A. M., Arshad, R., & Abas, Z. (2018). Can teachers’ age and experience influence teacher effectiveness in HOTS. International Journal of Advanced Studies in Social Science and Innovation, 2(1). https://bit.ly/3FtqRSRGoogle Scholar ↗
Labeeque, A., & Sanaullah, A. (2019). Towards inclusive economic growth: Synthesizing strategies for social inclusion in development. Journal of Policy Options, 2(2), 77–95.Google Scholar ↗
LaGasse, A. B., Manning, R. C., Crasta, J. E., Gavin, W. J., & Davies, P. L. (2019). Assessing the impact of music therapy on sensory gating and attention in children with autism: A pilot and feasibility study. Journal of Music Therapy, 56(3), 287–314.Google Scholar ↗
Lumanta, F. F. M. (2023). Effects Of Musical Instrument Engagement in The Motor Skills Enhancement of The Learners With Exceptionalities. 10.Google Scholar ↗
Magnuson, K. A., & Duncan, G. J. (2019). Parents in poverty. Handbook of Parenting, 301–328.Google Scholar ↗
Mayer-Benarous, H., Benarous, X., Vonthron, F., & Cohen, D. (2021). Music therapy for children with autistic spectrum disorder and/or other neurodevelopmental disorders: A systematic review. Frontiers in Psychiatry, 12, 643234.Google Scholar ↗
Mesra, B. (2018). Factors That influencing households income and its contribution on family income in Hamparan Perak Sub-District, Deli Serdang Regency, North. Int. J. Civ. Eng. Technol, 9(10), 461–469.Google Scholar ↗
Mistry, R. S., & Elenbaas, L. (2021). It’s All in the Family: Parents’ Economic Worries and Youth’s Perceptions of Financial Stress and Educational Outcomes. Journal of Youth and Adolescence, 50(4), 724–738. https://doi.org/10.1007/s10964-021-01393-4DOI ↗Google Scholar ↗
Ng, D. T. K., Ng, E. H. L., & Chu, S. K. W. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and Information Technologies, 27(1), 45–64. https://doi.org/10.1007/s10639-021-10568-2DOI ↗Google Scholar ↗
Øzerk, K., Özerk, G., & Silveira-Zaldivar, T. (2021). Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 13(3), 341–363.Google Scholar ↗
Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional Development Activities and Teacher Performance. International Journal of Education and Practice, 9(3), 497–506.Google Scholar ↗
Pater, M., Spreen, M., & van Yperen, T. (2021). The developmental progress in social behavior of children with Autism Spectrum Disorder getting music therapy. A multiple case study. Children and Youth Services Review, 120, 105767.Google Scholar ↗
Rusli, N. A. (2023). The effectiveness of music education in improving social communication for autism spectrum disorder (ASD) students. Studia Universitatis Babes-Bolyai-Musica, 68(Sp. Issue 1), 261–274.Google Scholar ↗
Şengönül, T. (2021). The adverse role of poverty in the socialization processes in the family and in the cognitive development of children and school performance. Pegem Journal of Education and Instruction, 11(2), 1–13.Google Scholar ↗
Sengul, O., Zhang, X., & Leroux, A. J. (2019). A multi-level analysis of students’ teacher and family relationships on academic achievement in schools. International Journal of Educational Methodology, 5(1), 117–133.Google Scholar ↗
Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Custo-Blanch, M., Tan, M., Nadig, A., & Hyde, K. (2018). Music improves social communication and auditory–motor connectivity in children with autism. Translational Psychiatry, 8(1), 231.Google Scholar ↗
Simpson-Abrams, E. C. (2018). Family-centered music therapy in the hospitalization treatment of children: A systematic review. https://soar.suny.edu/handle/20.500.12648/751Google Scholar ↗
Wiggan, G., Smith, D., & Watson-Vandiver, M. J. (2021). The National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor. The Urban Review, 53(1), 43–75.https://bit.ly/4kzZmptGoogle Scholar ↗
Yakobson, D. (2021). A family tune: Music Therapy with preterm infants and their parents: a mixed methods study. https://vbn.aau.dk/files/549538040/PHD_DY_E_pdf.pdfGoogle Scholar ↗
Yum, Y. N., Lau, W. K.-W., Poon, K., & Ho, F. C. (2020). Music therapy as social skill intervention for children with comorbid ASD and ID: Study protocol for a randomized controlled trial. BMC Pediatrics, 20(1), 545. https://doi.org/10.1186/s12887-020-02454-6DOI ↗Google Scholar ↗
Zenciroğlu, S., & Sadık, F. (2018). Investigating teachers’ attitude and beliefs about classroom management through their perceptions of the quality of the school life. Cukurova University Faculty of Education Journal, 47(1), 126–150.Google Scholar ↗
Yum, Y. N., Lau, W. K.-W., Poon, K., & Ho, F. C. (2020). Music therapy as social skill intervention for children with comorbid ASD and ID: Study protocol for a randomized controlled trial. BMC Pediatrics, 20(1), 545. https://doi.org/10.1186/s12887-020-02454-6DOI ↗Google Scholar ↗
Zenciroğlu, S., & Sadık, F. (2018). Investigating teachers’ attitude and beliefs about classroom management through their perceptions of the quality of the school life. Cukurova University Faculty of Education Journal, 47(1), 126–150.Google Scholar ↗

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[refR-2] Archontopoulou, A., & Vaıoulı, P. (2020). Music and Social Skills for Young Children with Autism: A Survey of Early Childhood Educators. International Journal of Educational Research Review, 5(3), 190–207. https://doi.org/10.24331/ijere.730328DOI ↗Google Scholar ↗

[refR-3] Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855.Google Scholar ↗

[refR-4] Bauer, W. I. (2020). Music learning today: Digital pedagogy for creating, performing, and responding to music. Oxford University Press. https://books.google.com/books?hl=en&lr=&id=DbvyDwAAQBAJ&oi=fnd&pg=PP1&dq=music+possesses+the+potential+to+function+as+an+engaging+medium+for+learning+and+interaction&ots=TVKxIix2h5&sig=nqGJnUJM2C5i0eqXM-y5iZqlBBcGoogle Scholar ↗

[refR-5] Berger, J.-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. Sage Open, 8(1), 2158244017754119. https://doi.org/10.1177/2158244017754119DOI ↗Google Scholar ↗

[refR-6] Bertelli, M. O., Azeem, M. W., Underwood, L., Scattoni, M. L., Persico, A. M., Ricciardello, A., Sappok, T., Bergmann, T., Keller, R., Bianco, A., Corti, S., Miselli, G., Lassi, S., Croce, L., Bradley, E., & Munir, K. (2022). Autism Spectrum Disorder. In M. O. Bertelli, S. Deb, K. Munir, A. Hassiotis, & L. Salvador-Carulla (Eds.), Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder (pp. 369–455). Springer International Publishing. https://doi.org/10.1007/978-3-319-95720-3_16DOI ↗Google Scholar ↗

[refR-7] Bharathi, G., Venugopal, A., & Vellingiri, B. (2019). Music therapy as a therapeutic tool in improving the social skills of autistic children. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 55(1), 44. https://doi.org/10.1186/s41983-019-0091-xDOI ↗Google Scholar ↗

[refR-8] Callo, E. C., & Yazon, A. (2020). Exploring the factors influencing the readiness of faculty and students on online teaching and learning as an alternative delivery mode for the new normal. Universal Journal of Educational Research, 8(8), 3509–3318Google Scholar ↗

[refR-9] Campbell, P. S. (2022). Bonding through Music: All Teachers Can Use Music to Help Students Express Emotions and to Add Joy to the Classroom. American Educator, 46(3), 12–17.Google Scholar ↗

[refR-10] Cooper, K., & Stewart, K. (2021). Does household income affect children’s outcomes? A systematic review of the evidence. Child Indicators Research, 14(3), 981–1005.Google Scholar ↗

[refR-11] Crawford, R. (2020). Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students. Research Studies in Music Education, 42(2), 248–269. https://doi.org/10.1177/1321103X19843001DOI ↗Google Scholar ↗

[refR-12] Dalili, S., & Zohuri, B. (2023). Understanding Autism Spectrum Disorder (ASD) Unraveling the Mysteries (A Short Review). Management, 11(5), 270–280.Google Scholar ↗

[refR-13] Dietrich, H., Patzina, A., & Lerche, A. (2021). Social inequality in the homeschooling efforts of German high school students during a school closing period. European Societies, 23(sup1), S348–S369. https://doi.org/10.1080/14616696.2020.1826556DOI ↗Google Scholar ↗

[refR-14] Dimmock, C. (2020). School leadership: Securing quality teaching and learning. In Educational Administration (pp. 274–295). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003115489-16/school-leadership-securing-quality-teaching-learning-clive-dimmockDOI ↗Google Scholar ↗

[refR-15] Epstein, S., Elefant, C., & Thompson, G. (2020). Music therapists’ perceptions of the therapeutic potentials using music when working with verbal children on the autism spectrum: A qualitative analysis. Journal of Music Therapy, 57(1), 66–90.Google Scholar ↗

[refR-16] Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). An analysis of verbal and non-verbal communication in autistic children. J. Res. Lang. Educ, 2(1), 53–56.Google Scholar ↗

[refR-17] Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). The value of smarter teachers: International evidence on teacher cognitive skills and student performance. Journal of Human Resources, 54(4), 857–899.Google Scholar ↗

[refR-18] Hirota, T., & King, B. H. (2023). Autism spectrum disorder: A review. Jama, 329(2), 157–168.Google Scholar ↗

[refR-19] Hunt, P. F. (2019). Inclusive education as global development policy. The Sage Handbook of Inclusion and Diversity in Education, 116–130.Google Scholar ↗

[refR-20] Kara, S. (2020). Investigation of job satisfaction and burnout of visual arts teachers. International Journal of Research in Education and Science, 6(1), 160–171.Google Scholar ↗

[refR-21] Kavita, K., & Hassan, N. (2018). Work stress among teachers: A comparison between primary and secondary school teachers. International Journal of Academic Research in Progressive Education and Development, 7. https://doi.org/10.6007/IJARPED/v7-i4/4802DOI ↗Google Scholar ↗

[refR-22] Kerr, M. L., Rasmussen, H. F., Fanning, K. A., & Braaten, S. M. (2021). Parenting during COVID ‐19: A Study of parents’ experiences across gender and income levels. Family Relations, 70(5), 1327–1342. https://doi.org/10.1111/fare.12571DOI ↗Google Scholar ↗

[refR-23] Ismail, R. A. M., Arshad, R., & Abas, Z. (2018). Can teachers’ age and experience influence teacher effectiveness in HOTS. International Journal of Advanced Studies in Social Science and Innovation, 2(1). https://bit.ly/3FtqRSRGoogle Scholar ↗

[refR-24] Labeeque, A., & Sanaullah, A. (2019). Towards inclusive economic growth: Synthesizing strategies for social inclusion in development. Journal of Policy Options, 2(2), 77–95.Google Scholar ↗

[refR-25] LaGasse, A. B., Manning, R. C., Crasta, J. E., Gavin, W. J., & Davies, P. L. (2019). Assessing the impact of music therapy on sensory gating and attention in children with autism: A pilot and feasibility study. Journal of Music Therapy, 56(3), 287–314.Google Scholar ↗

[refR-26] Lumanta, F. F. M. (2023). Effects Of Musical Instrument Engagement in The Motor Skills Enhancement of The Learners With Exceptionalities. 10.Google Scholar ↗

[refR-27] Magnuson, K. A., & Duncan, G. J. (2019). Parents in poverty. Handbook of Parenting, 301–328.Google Scholar ↗

[refR-28] Mayer-Benarous, H., Benarous, X., Vonthron, F., & Cohen, D. (2021). Music therapy for children with autistic spectrum disorder and/or other neurodevelopmental disorders: A systematic review. Frontiers in Psychiatry, 12, 643234.Google Scholar ↗

[refR-29] Mesra, B. (2018). Factors That influencing households income and its contribution on family income in Hamparan Perak Sub-District, Deli Serdang Regency, North. Int. J. Civ. Eng. Technol, 9(10), 461–469.Google Scholar ↗

[refR-30] Mistry, R. S., & Elenbaas, L. (2021). It’s All in the Family: Parents’ Economic Worries and Youth’s Perceptions of Financial Stress and Educational Outcomes. Journal of Youth and Adolescence, 50(4), 724–738. https://doi.org/10.1007/s10964-021-01393-4DOI ↗Google Scholar ↗

[refR-31] Ng, D. T. K., Ng, E. H. L., & Chu, S. K. W. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and Information Technologies, 27(1), 45–64. https://doi.org/10.1007/s10639-021-10568-2DOI ↗Google Scholar ↗

[refR-32] Øzerk, K., Özerk, G., & Silveira-Zaldivar, T. (2021). Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 13(3), 341–363.Google Scholar ↗

[refR-33] Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional Development Activities and Teacher Performance. International Journal of Education and Practice, 9(3), 497–506.Google Scholar ↗

[refR-34] Pater, M., Spreen, M., & van Yperen, T. (2021). The developmental progress in social behavior of children with Autism Spectrum Disorder getting music therapy. A multiple case study. Children and Youth Services Review, 120, 105767.Google Scholar ↗

[refR-35] Rusli, N. A. (2023). The effectiveness of music education in improving social communication for autism spectrum disorder (ASD) students. Studia Universitatis Babes-Bolyai-Musica, 68(Sp. Issue 1), 261–274.Google Scholar ↗

[refR-36] Şengönül, T. (2021). The adverse role of poverty in the socialization processes in the family and in the cognitive development of children and school performance. Pegem Journal of Education and Instruction, 11(2), 1–13.Google Scholar ↗

[refR-37] Sengul, O., Zhang, X., & Leroux, A. J. (2019). A multi-level analysis of students’ teacher and family relationships on academic achievement in schools. International Journal of Educational Methodology, 5(1), 117–133.Google Scholar ↗

[refR-38] Sharda, M., Tuerk, C., Chowdhury, R., Jamey, K., Foster, N., Custo-Blanch, M., Tan, M., Nadig, A., & Hyde, K. (2018). Music improves social communication and auditory–motor connectivity in children with autism. Translational Psychiatry, 8(1), 231.Google Scholar ↗

[refR-39] Simpson-Abrams, E. C. (2018). Family-centered music therapy in the hospitalization treatment of children: A systematic review. https://soar.suny.edu/handle/20.500.12648/751Google Scholar ↗

[refR-40] Wiggan, G., Smith, D., & Watson-Vandiver, M. J. (2021). The National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor. The Urban Review, 53(1), 43–75.https://bit.ly/4kzZmptGoogle Scholar ↗

[refR-41] Yakobson, D. (2021). A family tune: Music Therapy with preterm infants and their parents: a mixed methods study. https://vbn.aau.dk/files/549538040/PHD_DY_E_pdf.pdfGoogle Scholar ↗

[refR-42] Yum, Y. N., Lau, W. K.-W., Poon, K., & Ho, F. C. (2020). Music therapy as social skill intervention for children with comorbid ASD and ID: Study protocol for a randomized controlled trial. BMC Pediatrics, 20(1), 545. https://doi.org/10.1186/s12887-020-02454-6DOI ↗Google Scholar ↗

[refR-43] Zenciroğlu, S., & Sadık, F. (2018). Investigating teachers’ attitude and beliefs about classroom management through their perceptions of the quality of the school life. Cukurova University Faculty of Education Journal, 47(1), 126–150.Google Scholar ↗

[refR-44] Yum, Y. N., Lau, W. K.-W., Poon, K., & Ho, F. C. (2020). Music therapy as social skill intervention for children with comorbid ASD and ID: Study protocol for a randomized controlled trial. BMC Pediatrics, 20(1), 545. https://doi.org/10.1186/s12887-020-02454-6DOI ↗Google Scholar ↗

[refR-45] Zenciroğlu, S., & Sadık, F. (2018). Investigating teachers’ attitude and beliefs about classroom management through their perceptions of the quality of the school life. Cukurova University Faculty of Education Journal, 47(1), 126–150.Google Scholar ↗