Graduation Term

Summer 2025

Degree Name

Master of Music (MM)

Department

School of Music

Committee Chair

Andrea Crimmins

Committee Member

Cindy Ropp

Committee Member

Jeongae Kang

Abstract

Background: Children with Autism Spectrum Disorder (ASD) often struggle with language acquisition and maintaining engagement during learning activities. While music therapy has shown promise in supporting communication and behavior in children with ASD, few studies have focused on its effect on vocabulary acquisition, particularly in comparing different types of music interventions like singing and non-singing approaches.

Purpose: This study aimed to explore how singing, as a method used in music therapy, affects vocabulary acquisition in a child with ASD. Three research questions guided this study: (1) How do singing and non-singing programs influence receptive vocabulary acquisition in a child with ASD? (2) How do singing and non-singing programs in music therapy influence expressive vocabulary acquisition in a child with ASD? (3) How do the child’s engagement, task focus, and off-task behaviors differ between singing and non-singing programs?

Method: A single-case study design was used involving a 5-year-old verbal child with ASD. The participant received ten intervention sessions—five using singing and five using non-singing (reading-based) activities. Pre- and post-tests assessed receptive and expressive vocabulary for both conditions. All sessions were video-recorded and analyzed for engagement behaviors and intensity.

Results: Both programs resulted in improvements in receptive and expressive vocabulary; however, the singing program showed greater potential for facilitating accurate expressive language responses, with the participant requiring fewer prompts. In terms of behavior and engagement, the participant demonstrated higher engagement intensity and more positive behaviors during the singing sessions.

Conclusions: The findings suggest that singing may be more effective than non-singing approaches in enhancing expressive vocabulary and maintaining engagement for children with ASD. These results support the inclusion of singing in therapeutic and educational interventions aimed at improving language development and focus in young children on the spectrum.

Access Type

Thesis-Open Access

DOI

https://doi.org/10.30707/ETD.1763755358.68379

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