Abstract
Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by difficulties in social interaction, communication, and restricted or repetitive behaviors. Children with ASD often struggle with social skills, which can significantly impact their ability to form relationships and function effectively in social settings. Recent research has increasingly highlighted music lessons as a promising intervention to improve social skills in children with ASD, as they provide a structured and engaging environment for social interaction and learning. This review synthesizes findings from existing studies published between 2010 and 2024, focusing on three key aspects: the effectiveness of various musical pedagogical approaches, the critical role of specially trained music educators in implementing these interventions, and the measurable outcomes in social skill development. The research shows that organized music education consistently leads to improvements in social communication, peer interaction, and the ability to recognize emotions in children with ASD. The results are talked about in terms of what they mean for educational practices and therapeutic interventions. Suggestions are also made for future studies that will help build more evidence for music-based interventions in autism spectrum disorders. This thorough literature review looks at the growing role of music education in helping kids with ASD learn how to get along with others.
Published Version
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