Musical Creativity in Autism: Exploring Growth through Collaborative Peer Interaction

Autor/inn/en	Johnson, Erik; LaGasse, A. Blythe
Titel	Musical Creativity in Autism: Exploring Growth through Collaborative Peer Interaction
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 1, S.139-153 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LaGasse, A. Blythe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1940883
Schlagwörter	Autism; Pervasive Developmental Disorders; Peer Relationship; Interaction; Cooperative Learning; Peer Teaching; Skill Development; Music Activities; Music Education; Creativity; Prosocial Behavior; Children; Early Adolescents + Suchen Sie Ihr Suchwort? Autismus; Peer-Beziehungen; Interaktion; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Kompetenzentwicklung; Qualifikationsentwicklung; Musikalische Aktion; Musikerziehung; Kreativität; Child; Kind; Kinder
Abstract	Persons with Autism Spectrum Disorder (ASD) may have strengths in musical skills and music perception. Some children with ASD may also have better social engagement in music activities, making music a potential strength for interacting with others. Although children with ASD may be mainstreamed into music education classes, there is little known research on the impact of peer support. The purpose of this project was to examine the impact of peer-assisted learning (PAL) on musical creativity and pro-social skills, between neurotypical (NT) and students with ASD. The following questions were investigated: (a) does music making with a peer impact music creativity differently in NT children and children with ASD, (b) does music making with a peer promote pro-social skills differently in NT children and in children with ASD. The sample included eighteen children with ASD and twenty-eight children with no known disability, between the ages of 9-14. Results of this study provide initial evidence that PAL experiences may be mutually beneficial for children with ASD and NT peers. In particular, an increase in pro-social skills were observed for some children grouped with NT peers, while the amount of time in creative music-making was similar between NT and NT/ASD peer groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01