【Sing Tao Daily】Music Therapy: Helping Children with Autism Open the Door to Socialization

Globally, approximately 1 in 100 people is diagnosed with autism spectrum disorder, and about one-third of them also have intellectual disabilities. In Hong Kong, around 16.1 out of 10,000 people are affected by autism. When children have special educational needs due to autism and intellectual disabilities, both the individuals and their families inevitably face significant challenges. Educators need to provide additional support tailored to their needs. Currently, the primary method is through behavioral interventions aimed at enhancing these children's social skills, such as simulating social scenarios and group activities to teach social language or unspoken rules of friendship, helping them integrate more smoothly into school and society. However, differences in these children’s intellectual, language, and social abilities may affect the effectiveness of behavioral interventions. Therefore, it is essential to identify more effective methods and evaluate their actual impact on the children.

To investigate whether music therapy can help children with special educational needs improve their social communication skills, a collaborative team from the Education University of Hong Kong and the International Music Therapy Centre received funding from the Medical and Health Research Fund of the Hong Kong SAR Government to conduct a local experimental study. The research team divided 67 primary school children with autism and intellectual disabilities into two groups: one group received group-based music therapy, while the other learned social skills through alternative methods.

The results showed that after 12 weeks, the social behaviors of children in both groups improved. Their scores on the Childhood Autism Rating Scale (CARS) decreased from pre-test scores of 32.1 (music therapy group) and 31.6 (control group) to post-test scores of 30.8 (music therapy group) and 29.9 (control group). Notably, children receiving music therapy exhibited significant increases in participation and initiative during activities. Their participation levels rose from an average of 146 to 165, and their initiative scores increased from an average of 7.6 to 12.4.

Author:

Dr Cherry Yum, Associate Professor, Department of Special Education & Counselling, EdUHK

Mr LIANG Dichao, Research Assistant, Department of Special Education & Counselling, EdUHK

Read full text (Chinese only)

Liang, D. C., & Yum, Y. N. (2025). Music education for autistic children with intellectual disability: Parental attitudes and support. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-025-06907-8