The role of music-based parent-child play activities in supporting social engagement with children on the autism spectrum: A content analysis of parent interviews

ABSTRACT

Play skills in children on the autism spectrum have been observed to be different to their typically developing peers ever since autism was first formally identified. While the importance of play in child development is well recognised, there is limited research exploring the developmental benefits of different modes of play. This study aimed to explore parents’ perspectives of the quality of their child’s social engagement in music-play compared to block-play. Nine mothers participated in five, weekly, 45-minute play sessions with their child (male child, n = 5), as part of a multiple case study design. Each play session consisted of two alternating protocols comprising music-play and block-play parent-child activities that were facilitated by a music therapist. Mothers participated in a structured interview at the end of each play session to explore their perceptions of the child’s social engagement. Results of a content analysis revealed several differences in mothers’ experience of their child’s social engagement during music-play compared to block-play. In favour of music-play, mothers perceived high levels of child enjoyment, mutual enjoyment, and described using music-play strategies in the home environment. Block-play was perceived as a solitary play activity that did not readily support social engagement. The mothers’ perception that their child wanted to interact with them more in the music-play compared to the block-play may have provided motivation to continue to use these activities in the home.

KEYWORDS:

• Play
• ASD
• music therapy
• parent-child relationship
• content analysis

Acknowledgments

With thanks to the mothers who generously participated in the play sessions and the interviews, and the children who openly explored the different play activities offered.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by The University of Melbourne under the Early Career Researcher Grant, number [2016-1553549].

Notes on contributors

Grace Anne Thompson

Dr Grace Thompson is senior lecturer in the Master of Music Therapy degree at The University of Melbourne, Australia. Her research focuses on music therapy with children with autism, disability, and delivered within ecologically oriented strategies. She is the co-editor of the book “Music Therapy with Families: Therapeutic Approaches and Theoretical Perspectives”.

Emily Catherine Shanahan

Emily Shanahan is a registered music therapist in Melbourne, Australia, who specialises in working with children with disabilities.

Ian Gordon

Dr Ian Gordon is Professor and Director of the Statistical Consulting Centre at The University of Melbourne, Australia.