The Responses and Reflections of Two Students with Autism Based on their Experiences Creating, Performing, and Responding to Music: A Multiple Case Study

Abstract

The purpose of this study was to describe the responses and reflections of two middle school students with autism as they created, performed, and responded to music during a series of six lessons. A multiple case study methodology was employed. The data collected included audio and video recordings of interviews and lessons, field notes, and work samples. Within-case analyses revealed that one participant communicated primarily through the use of musical and non-verbal modes, with varied levels of communication through words, while the second participant communicated largely through written and spoken language. Four cross-case themes emerged: voluntary cooperative learning style, awareness of popular music culture, sanguine affects, and unique, but functioning responsive and reflective capacities. The findings indicated that both students' were descriptive, reflective, associative, creative, emotive and empathetic in their own way, and this provided insight into their learning style. Implications for music education and suggestions for future research are provided.