Music in the lives of two children with autism

229 Pages·2014·0.67 MB·English

by  Elizabeth Ron Fang

San Jose State University
SJSU ScholarWorks
Master's Teses Master's Teses and Graduate Research
2009
Music in the lives of two children with autism : a
case study
Elizabeth Ron Fang
San Jose State University
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Recommended Citation
Fang, Elizabeth Ron, "Music in the lives of two children with autism : a case study" (2009). Master's Teses. 3348.
DOI: htps://doi.org/10.31979/etd.z9b2-v5ss
htps://scholarworks.sjsu.edu/etd_theses/3348
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MUSIC IN THE LIVES OF TWO CHILDREN WITH AUTISM:
A CASE STUDY

A Thesis
Presented to
The Faculty of the School of Music and Dance
San José State University

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts

by
Elizabeth Ron Fang
December 2009
© 2009
Elizabeth Ron Fang
ALL RIGHTS RESERVED
The Designated Thesis Committee Approves the Thesis Titled

MUSIC IN THE LIVES OF TWO CHILDREN WITH AUTISM:
A CASE STUDY
by
Elizabeth Ron Fang

APPROVED FOR THE SCHOOL OF MUSIC AND DANCE

SAN JOSÉ STATE UNIVERSITY

December 2009

Dr. Diana Hollinger School of Music and Dance
Dr. Gordon Haramaki, School of Music and Dance
Prof. Kara Ireland D’Ambrosio School of Music and Dance
ABSTRACT
MUSIC IN THE LIVES OF TWO CHILDREN WITH AUTISM:
A CASE STUDY
by Elizabeth Ron Fang
This thesis is a qualitative case study about two children with autism spectrum
disorder and the role of music in their lives. It explores how music serves as a non-
threatening medium for learning and developing skills necessary to function successfully
in life. The stories of the children and their parents are shared through their personal
account and the author’s observations.
The literature in the field reveals that a structured/functional use of music helps
communication, social interaction, appropriate behavior, motor skills, and academics in
children with autism. Each child is able to actively participate in music-making within
varied and appropriate settings as music accommodates different levels and abilities.
With successful experiences, these children gain confidence and self-esteem, learn a skill,
establish a socially appropriate hobby, and acquire outside acknowledgement and praise.
Informal but functional uses of music at home, school, or elsewhere can benefit and aid
children with autism. The stories of the participants show music’s potential in helping
individuals with autism live a more fulfilling and promising life.
ACKNOWLEDGEMENTS

This thesis is a product of the combined efforts of many individuals to whom I am
ever grateful. First, tremendous thanks to my participants, who are the motivation for
this work. They opened their hearts and lives unselfishly for my research— offering
information freely, patiently answering my inquiries, welcoming me into their homes,
and dedicating themselves from beginning until the end. Their time and trust are beyond
measures.
Second, I sincerely thank my advisor, Dr. Diana Hollinger. In this journey, she
joyfully served as my guide, leading and directing me each step of the way. Thank you
for the exceptional effort, time, and energy poured without restraint, and all the sacrifices
made on my behalf. I will always remember our laughs and talks with Allie prancing
around us. Thank you for your unwavering confidence and faith in me. You have been
the greatest!
I am also grateful to the rest of the members on my committee, professors of San
José State University: Dr. Gordon Haramaki and Professor Kara Ireland D’ Ambrosio.
Both were towers of strength I could run to for counsel and advice. Thank you for
always being there with a smile, open ears, concern, and loads of wisdom. Thank you for
accepting the responsibility and burden of this task willingly despite your busy schedules.
Both of you are phenomenal!
Last but not least, I wish to thank my family and friends who trod this road with
me —all the way. Thank you for your prayers. Your love, patience, encouragement, and
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care were my constant companions in this race, pushing me onwards towards the goal.
Thank you for bearing with me during this time without complaint!
As the adventure comes to a close, my heart is full of thanks. I could not have
finished this project without any of you. Thank you so much!
The Lord bless you all.

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TABLE OF CONTENTS

Chapter Page
1: INTRODUCTION..…..….……………………………………….………………..1
Background of the Study………………………………………..……………....2
Purpose of the Study….……………………………………….……………….. 5
Need for the Study…………………………………………….……………….. 6
Method of the Study………………………………………….…………………7
Limitations of the Study…………………………………….…………………..8
Nature and Size of the Sample………………………………………….8
Uniqueness of the Setting………………………….…………………....8
Time Period of the Study……………………………………………... 10
Definition of Terms……………………………………………………………10
“Child with Autism”……………………………………………...……10
Autism Spectrum Disorder (ASD)……………………………….……11
Further Terms………………………………………………………….12
Conclusion……………………………………………………………………..12
2: REVIEW OF THE LITERATURE……………….…………………………….13
Nature of Autism……………………………………………………………….13
General Characteristics………………………………………... ..….....13
History of Autism and Important Figures……………………….……..18
Music’s Influence on Health and Behavior…………………………….……....23
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Music and Autism………………………………………………………….….25
Responding to Music……………………………………………….….26
Why Music? ……………………………………………………….. …27
Music Therapy………………………………………………………....29
Uses of Music………………………………………………………….30
Special Education in the United States……… ………………………………..35
History of Educating Students with Disabilities……………………….36
History of Music in Special Education………………………………...38
Laws and Legislative Events Affecting Special Education……………39
Intervention Strategies………………………………………………....43
Conclusion……………………………………………………………………..50
3: METHOD AND DESIGN…………………………..…………………….....….. 52
Primary Participants……………………………………………………………54
Secondary Participants………………………………….…………….……. ….56
Research Sites…………………………………….……..…………………. ….56
Data Collection…………………………….……………..…………………….56
Interviews and Observations……….…..………………………….…...58
Artifacts……………...…………………………………………………59
Confidentiality……………….…………………………………………………60
Data Analysis ……………………………………………………………….…60
Trustworthiness………………………………………………………………...61
Summary……………….………………………………………………………62
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4: MIKE………………………………………………………………………….…64
Our First Meeting……………………………………………………………..64
His Story………………………………………………………………………68
Family Background…………………………………………………...68
Early Years……………………………………………………………70
Diagnosis and Early Interventions…………………………………….72
Mike Goes to School…………………………………………………………. 75
Mike’s Musical Journey……………………………………………………… 78
Mike at School Today…………………………………………………………80
Band Class……………………………………………………………. 80
Speech Therapy………………………………………………………..84
Lunch Time……………………………………………………………86
Electronic Music Class……………………………………………….. 89
Mike’s Life Outside of School……………………………………………….. 92
Piano Tutoring…………………………………………………………93
A Piano Lesson………………………………………………………...97
Music, Motivation, Memory…………………………………………...99
Music as Common Ground…………………………………………....100
Making Music Together………………………………………….........101
Ready, Set, Action………………………………………………….....104
Open House at Mike’s………………………………………………...105
Wendy’s Journey………………………………………………………….......109
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