Program
Special Education M.A.
Number of Pages
62
Year Approved
2026
First Advisor
Susan Larson
Second Reader
Chuck Strand
Abstract
Autism Spectrum Disorder (ASD) is characterized by persistent differences in social communication, social interaction, and ritualistic and repetitive behaviors. This thesis examined participation in music-based instruction and intervention to support social communication outcomes for students with ASD. Literature studies included systematic reviews, empirical interventions, and music-based approaches, including improvisational music therapy, song-based instruction, classroom-based music intervention, and technology-mediated music-making. Across the literature, music-based practices were analyzed considering engagement, joint attention, emotional understanding, initiation, reciprocal interaction, and expressive communication. The literature reviewed suggests that music-based instruction and intervention provide meaningful contexts to support social communication skills for ASD students, highlighting the need for methodological consistency and continued educational research.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Coughlin, T. M. (2026). Music-Based Interventions and Social Communication Outcomes for Children With Autism Spectrum Disorder [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1246
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