Instructions will be attached
Example 1
Finnigan, E. & Starr, S. (2010). Increasing social responsiveness in a child with autism: A
comparison of music and non-music interventions. Autism, 4, 321-348. Retrieved from
This study examined the e�ects of music and non-music interventions on an autistic pre-
school child’s social and behavioral areas. The authors conducted a meta-analysis literature
review of music therapy on autistic children’s social development. The findings show music
interventions fostered higher frequency eye contact, imitation, and turn-taking activities
compared to the non-music experiences. The results connect the literature on how music
therapy has a positive e�ect on children’s development in communication, socialization, and
interaction. This study is promising for future researchers who are delving into promoting
social development for children with autism. Lastly, this study’s limitation of a single-subject
design demonstrates the need to have a large sample size validated to determine the next
research on the topic.
Example 2
Gattino, G. S., Riesgo, R. d. S., Longi, D., Leite, J. C. L., & Faccini, L. S. (2011). E�ects of
relational music therapy on communication of children with autism: A randomized control
study. Nordic Journal of Music Therapy, 20(2), 142-154. Retrieved from
This study examined the e�ects of specific interventions in improving communication skills
for children with autism. Researchers from the Programme for Invasive Development
Disorder investigated the impact of relational music therapy in three areas: verbal, non-
verbal, and social communication. A controlled trial method was randomly selected to
compare individuals (N= 12) who received music therapy and routine clinical activities with
individuals (N= 12) who received just everyday clinical activities. Using the DSM IV-TR criteria,
participants were labeled as follows: autistic disorder, Asperger’s syndrome, and pervasive
development disorder. The findings show no statistical di�erences in the three measured
outcomes between the experimental group and the control group. However, an analysis was
conducted with the subgroup with only the autistic disorder participants. The results favored
improvement in the non-verbal communication behavior between the experimental and
control groups. Using a more rigorous research design could lead to a smaller e�ect size
between the experimental and control groups. Additionally, providing the interventions for a
more extended period could also yield more positive results. This study o�ers future
researchers insight to investigate further the possibility of the e�ects of relational music
therapy for children with autism.
