Music classes for children with autism: adjustments

Yes, a child in the autistic spectrum can take music classes, and often the key is to adapt the form: a repeated routine, anticipate what's going to happen, care for the volume and sensory stimuli, give clear instructions and start with his or her interests. Each child's different, so his or her adjustments are built with his or her family, not with a recipe.

A clarification from the start: music classes are neither therapy nor replacement for the professional care your child receives. Musicotapes are a different profession. That guide talks about pedagogy: how to teach music in a way that works for your child.

To sum up

One class of music has musical aims, and musicotapes are a different profession with therapeutic aims and one does not replace the other.
The routine and anticipation help: same schedule, same start and close, and changes tipped with time.
Volume, textures and physical contact suit every child and his or her teacher asks permission before touching his or her hands to correct them.
Building from the child's interests and accepting different forms of response makes the class more accessible.
The family best knows the child: sharing that information with teacher is the most valuable adaptation.

Music class or musicotherapy: isn't the same

That's two different things and we have to get clear about them before we look at them.

Differences between a music class and musicotherapy
Aspecto	Music class	Musicoterapia
Objective	Learn music: play, sing, get up and enjoy.	Therapeutic aims that the professional defines with the family.
Who's leading her?	A teacher of music.	A musicotapist with specific training in that discipline.
How you look at the advance	Repertoire, technique, reading and autonomy with the instrument.	According to the plan established by the professional.
When to look for her	When a child wants to learn or enjoy an instrument or singing.	When it's been recommended or evaluated by the accompanying professionals.

Both can co-exist. But if what you are looking for is a therapeutic process, the person referred to as a musicotapist, not a teacher of music and no music substitutes for therapy, school support and information from the professionals accompanying your child. A medio tono Connecting families with music teachers: what we offer are music classes, not musicotapes.

About words

Some families and autistic people prefer to say "autistic person" and some families and autistic people have been using both forms here. The important thing is to use what your child and family prefer and to ask the teacher to do the same.

Rutina and anticipation: a class with no surprises

To know what's going to happen gives peace to many children. These modifications are simple and greatly change their experience:

Same day, same time, same place. If the class's at home, the same corner of the house, if it's virtual, the same screen at the same place.
A repeated start and closure. A song of greeting and a song of farewell clearly mark when and when it begins.
Visual program. Pictograms, photos or a short list with the moments of class, that are being retreated or beamed.
Reported transitions. "Two more times and we move onto the drum." A visual timer also helps.
Retiring with time. If you change your schedule, your teacher or a new instrument arrives, tell them earlier and if it's useful, show them photos.

Before first class

To show you a photo of the teacher, a short video of the instrument by ringing or telling you with a simple story how the class will be can make the first meeting easier. Another option is that the first session will be just to get to know and explore the instrument, with no learning goals.

Sensidal stimuli: volume, textures and contact

Each child has his or her own sensory profile: some have some problems with some sounds and some love high volume and some avoid some textures and some seek them. The class suits them, and they do not care otherwise.

Sound and volume

Start with soft volumes and let the child control the volume as soon as possible, for example at a digital piano.
At percussion, wear soft-headed baccas, brushes or a pad of practice instead of a very resonant drum.
If your child uses hearing protectors, she can use them in class and his teacher adapts his activities.
To first propose strong or sudden sounds, as a saucer or a chord with the whole keyboard.

Textures, posture and contact

Some instruments have intense sensations: a violin supported by his neck, metal ropes in his yolks, a drum vibration. It's worth exploring them without a rush.
The teacher should ask permission before touching the child's hands or arms to correct his or her posture and accept a no. To show his or her own instrument or face a mirror is a good alternative.
No need to demand visual contact to know that the child's care.
Repetitive movements or their own forms of regulating them will be discontinued if they are secure.
Have a quiet corner or an agreed pause if the child needs them.

Clear communication and many forms of participation

The concrete and literary instructions usually work better than the metaphors or long phrases. "Touch the white key that's at the left of the two black ones" it's clear that "you're looking for the Do, you know where it's at."

Modeling: The teacher plays and the child imitates.
To give time to answer, without repeating the question at once.
Accept non-verbal responses: signify, choose between cards, play a sound rather than say a word.
Using the child's interests: if you love trains, songs from a series or numbers, that can be the entrance door to the rhythm or reading.
To make clear what "end" an activity means: three repetitions, till the song's up or till the timer's ringing.

If your child uses a system of communication at home or at school, as pictograms or a board, tell his or her teacher so that his or her class will use them as well.

How to select an instrument and class format

What weighs most is what's interested with your child and how it feels about the sound and contact of each instrument. Some references:

Options to start and what to consider
Option	To favor	To be noted
[Piano]](/clases/piano) or digital keyboard	The notes are tidy to light, the sound goes as we press and the volume is controlled.	He wants to sit down for a while and can alternate with other activities.
[Percusion]](/clases/percusion)	Immediate response, movement and rhythms that are learned by imitation.	It can sound very strong and should start with soft pat, drawer or baquetes.
[Music initiation]](/clases/iniciacion-musical)	Singing, rhythm, movement and play, thought for the little ones.	A great deal of encouragement exists in large groups and a particular class allows more to be adjusted.
Singing	No instrument required and can start with songs you already know.	It's up to his or her child to have his or her voice put in front of another person.

A particular or a group, home or virtual?

At first, a particular class allows for more adjustments. At home, the teacher arrives at a place that the child already knows and in the virtual class, the screen offers a stable structure but requires more autonomy or more support from an adult. There's no single response: test, watch and match with teacher.

What to tell his teacher before we start

A ten-minute conversation before first class, or a written note, saves many weeks of proof and error. share what's useful to you:

What she likes: songs, characters, themes, instruments.
What's wrong with him: sounds, lights, textures, contact, changes of plans.
How they communicate and how best to give them instructions.
How do you look at high-end signs and what helps them to regulate them?
What words or strategies they use at home, at school or with their therapists, to maintain coherence.

Also ask his teacher how his class plans, how his class has been adapted earlier and how his progress will be told. He looks for someone who hears and doesn't care and who's willing to change his plan. Teachers directory you can see his profiles before you write.

What to expect: progress at his own pace

The advance is measured against his own child. To one, an accomplishment can be to play a complete song and to another, to stay in class up to his farewell song or choose for his own sake what to play. To enjoy music is already a valid goal.

Check with teacher, every time, what works and what best to change.
He expects good and difficult days and a difficult day doesn't erase what's been learned.
Avoid comparing with brothers or partners.
If the class generates anxiety in a sustained way, it's okay to pause or change its format.

Frequently asked questions

What's the best instrument for a child with autism?

No better by diagnosis. Choose as your child's best interests and how to react to the sound and contact of each instrument. Test several in the first classes with soft volumes, it's a good way to decide.

Can a music teacher do musicotapes?

It's only if you have training as a musicotapist. Musicotapetherapy is a different profession with your own training and therapeutic aims. A teacher of music teaches music, though it adapts your pedagogy to every student.

How old can an autistic child start music classes?

Like any child, as a child, you can participate in musical initiation activities based on play, singing and movement, and later start an instrument. The moment is marked by his or her interest and his or her comfort, not a fixed age.

Is an individual or group class better?

At first, an individual class allows to adjust the volume, rhythm and activity with more freedom. Later, a small group can be a valuable experience if the child enjoys and prepares with advance.

Music classes for children with autism: how to adapt them