Interventional Analysis of Music Therapy on Emotional Behavior in Children with Autism

Music therapy, as an emerging field of rehabilitation, has been studied by many people. However, it only proves the effectiveness of music therapy in addressing emotional and behavioral issues in children with autism, and there are no specific strategies and methods applicable to special education schools for reference. This study attempts to address this issue. This study adopted a cross subject multi trial design in a single subject experimental method, with music therapy as the independent variable. Using the emotional behavior of these four autistic children who cried for no reason as the dependent variable, data was collected during the baseline, intervention, and maintenance periods to verify the intervention effect of music therapy on emotional behavior. The research results indicate that music therapy has immediate, sustained, and generalized effects on typical emotional and behavioral problems in children with autism. After music therapy intervention, the frequency of emotional and behavioral problems in each of the four autistic children decreased significantly, their self-control ability improved significantly, and language interaction was significantly prolonged. Based on the observation of student expressions and actions, participation statistics, and family interviews, it can be seen that students are interested in the environment of visual music, rhythm training, and situational music. The correct grasp of the core concepts of music therapy and timely feedback on intervention content play a crucial role in the treatment effect in this study.