MUSIC THERAPY STRATEGIES FOR IMPROVING COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS NAIROBI CITY COUNTY, KENYA

Abstract

The purpose of this study was to evaluate the impact of music therapy strategies on autistic children's communicative abilities (ASD). The study focused on how music therapy strategies affected the expressive and receptive abilities of children with Autism Spectrum Disorders. Additionally, it looked into how music therapy strategies affected how well children with autism spectrum disorders paid attention together. The study also evaluated the impact of tools and assistance used in music therapy on the communicative abilities of children with Autism Spectrum Disorders. At the Kenya Community Centre for Learning (KCCL) in Nairobi County, the researcher gathered data from the accessible population, which included the head teacher, classroom teachers, and students with ASD. The School of the Nations in Nairobi County hosted the pilot research. This study was based on B.F Skinner's Behaviorism theory of the mid-20th century, which centered on the observable behaviors of individuals interacting with the environment. To gather data for analysis, the researcher employed an experimental study design that triangulated observation, interviews, and questionnaires. This study comprised 15 participants selected purposively consisting of 1(one) head teacher, 4(four) classroom teachers, and 10 (ten) learners with ASD. A descriptive-analytic approach was used to examine the study's data. It was the use of music therapy strategies and the therapist himself to influence the change of behavior where music could be used as a reinforcer, as a contingent interruption, and as a reward. Descriptive statistics such as mean, variance, and standard deviation. Inferential statistics were used to summarize data in terms of mean differences at the significance level of p=0.05. Qualitative data from interviews and observations were first transcribed to determine what to choose, interpret, and present. These data were then organized, coded, and categorized based on responses and comments. Findings showed that the pre-test baseline assessment revealed varying levels of receptive skills among children with ASD, with the experimental group showing moderate abilities in following verbal instructions but lower comprehension of simple prepositions compared to other skills assessed. Music therapy strategies had a positive impact on improving expressive skills among children with Autism Spectrum Disorder. The t-test conducted before the test showed no significant statistical difference between the control and experimental groups (p = 0.77 > 0.05). However, after the test, there was a significant difference between the control and experimental groups, with the experimental group showing higher average scores (p = 0.001 < 0.05). The study concluded that while music therapy strategies may offer some benefits in enhancing certain aspects of social skills among children with ASD, additional interventions and support may be necessary to address the complex challenges associated with social skill development in this population. The study recommended promoting collaboration between researchers, clinicians, and educators to ensure that music therapy interventions are evidence-based and tailored to the specific needs of individuals with ASD. The Government should implement multidisciplinary interventions that combine music therapy with other evidence-based approaches, such as behavioral interventions and social skills training, to address the diverse needs of children with ASD.

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