Social interaction of children with Autism in a context of musical education
DOI:
https://doi.org/10.17058/psiunisc.v7i2.18130Keywords:
Social Interaction, Autism, Musical EducationAbstract
This article has been objective check the social interaction behaviors of children with Autism Spectrum Disorder (ASD) in relation to their peers based on musical education and focusing on the quality and frequency of presenting such behaviors. This research as a descriptive, exploratory, observational case study with a quantitative approach. In this study, four children between 9 and 10 years of age with autism level 1 diagnosis, participated without concomitant intellectual impairment. The tools used were a sociodemographic and development data sheet for profiling participants; and Behavior Observation Protocol of ASD Children with Peers for analysis of social interaction behavior during five musical meetings (150 minutes). The results demonstrate that music can act as a tool that enables the development of skills in social interaction and spontaneous self-expression of children with ASD, considering the prevalence and increase of spontaneous initiatives and functional responses, without stereotypes, and a decrease in non-functional behavior during the meetings. This research therefore showed, from musical stimulation, the ability to develop exchanges between peers, from verbal language and body expression, exchange and sharing of objects, and thus promote a favorable space for interaction with peers.
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