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Name: Marissa Fisher

Activity: Making Music

Sources:

Centers for Disease Control and Prevention. (2020, March 25). What is Autism Spectrum

Disorder? Centers for Disease Control and Prevention.

https://www.cdc.gov/ncbddd/autism/facts.html.

Charles C. Dixon, M. S. (2001, June 1). Therapeutic Recreation Activities & Tx Ideas: MUSIC

ACTIVITIES. https://www.recreationtherapy.com/tx/musicactivities.htm.

McLaughlin, S. (2010). PFA Tips: Teaching Recreational Activities to Students with Autism.

Pathfinders for Autism. https://pathfindersforautism.org/articles/recreation/parent-tips-

teaching-recreational-activities-to-students-with-autism/.

Equipment: A variety of percussion instruments. Some instruments may include maracas,

drumsticks, tambourines, bells, etc. Additional resources include technology to play music from
(CD player, phone, etc.). This activity also provides the opportunity to incorporate previous art
activities, such as participants building their own sensory instruments. There is a resource below
that provides the proper information regarding instruments as a therapeutic art intervention. If
that is the case, traditional instruments may be replaced for sensory instruments. 1

Description: The objective of this activity is to enhance cognitive function through the use of
fine and gross motor skills. Using music as a therapeutic technique allows participants to
increase short-term memory and mental flexibility. Individuals use a series of small physical
movements in accordance with the music/rhythm to connect their mind and body, which further
improves cognitive skills. The process of following along and repeating a rhythmical pattern
involves listening, memory, and mental processing. Additionally, this activity presents an
opportunity for socialization in a group setting. Music making is inclusive to individuals of all

1
https://harkla.co/blogs/special-needs/arts-and-crafts-activities-for-autism
https://www.howweelearn.com/spectacular-homemade-musical-instruments/
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abilities and ages. This activity greatly benefits individuals with an intellectual disability, as it
uses sensory stimulation to improve cognitive formation.

1. Gather a group of participants. Group sizes should be limited to 2-10 people.

2. Give each participant an instrument. No participant should be empty-handed.
3. Start by demonstrating and explaining how to use each instrument. This information should
include how to handle each instrument carefully and what to do for each instrument to make
noise (ex: tapping the tambourine with your palm).
4. To introduce rhythms and beats, the facilitator will start by playing a song. Participants will
attempt to mirror the rhythm according to that song. By starting with music, each individual
can get an appropriate understanding of how to use their instruments in accordance to
rhythm.
5. Once the song has finished, the facilitator will explain how participants can use rhythm to
make their own music.
6. With this knowledge, explain how participants will make their own music. Each participant
will get the opportunity to create their own rhythm and follow other group members’chosen
rhythm.
7. Then, choose someone to lead the activity that feels comfortable with percussion instruments.
8. The leader will make a simple rhythm and the group will play it back together.
9. Continue this process until each participant has gotten a chance to lead the activity (if they
desire).
10. Once the activity has been completed, ask participants a series of questions regarding the use
of instruments. Let each participant share their experience in how they felt about the activity
(difficulty/ troubles they encountered, how the activity made them feel, what they enjoyed,
etc.). Also, give the participants the opportunity to build conversation. Then, use their
feedback to address future uses of music making.
11. Form this debriefing section in a way that participants can interact with other group
members. This will provide an opportunity for socialization and improvement in other group-
based activities.

Primary Interaction Pattern: The primary interaction pattern within this activity is intra-group
because participants cooperate with two or more individuals in reaching a mutual goal. The
activity focuses on rhythm formation and following, therefore participants follow the leader in
order to create one big rhythm. Additionally, the action is directed by a person towards an object
(music instrument). This can provide a component of extra-individual participation when used in
one-on-one sessions. Overall, the primary interaction pattern within the group activity is intra-
group through the involvement of group participation in creating a final product.
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Adaptation: Autism, or autism spectrum disorder (ASD) is a developmental disorder that affects
communication and behavior skills. The diagnosis of autism becomes difficult because there are
a variety of environmental, biologic, and genetic factors that contribute to the disorder.
Researchers are still understanding the factors that make a person more likely to develop autism
spectrum disorder, but information suggests abnormalities in the brain structure and function.
There are several conditions that used to be diagnosed separately from ASD: autistic disorder,
pervasive developmental disorder, and Asperger syndrome. Now, these conditions are grouped
into autism spectrum disorder. An individual with autism may learn, think, interact, socialize,
and solve problems differently than others. Some common characteristics of autism spectrum
disorder include social, emotional, and communication barriers. Because of these characteristics,
people with autism repeat certain behaviors in response to change. Additionally, it is common for
individuals with autism to use nonverbal communication in replacement of socialization. With
that knowledge, the music making activity provides a beneficial participation opportunity for
individuals with autism. Music therapy helps individuals improve functioning through the use of
cognitive and socialization skills. One adaptation for improving participation in individuals with
autism would be to use quiet instruments. Sensory overload is a term used to describe the
overstimulation of one or more senses in individuals with a developmental disability. This means
that things such as light, noise, and certain textures can cause extreme irritability or fear.
Participants with autism can still participate in music making with the use of instruments that are
less harsh sounding. For example, ocean drums and bongos could be used in replacement. An
additional adaptation would be to limit the group size or separate the larger group into smaller
pods. This will help participants with autism to feel more comfortable socializing and
participating with greater interest. A common characteristic in autism is having a preoccupation
with objects or narrowed focus ability, so limiting the group size would allow for facilitators to
ensure engagement. Each individual has different needs and abilities, so modifying this activity
can be personalized for participation.