The pedagogical relationship between music, movement and autism: a systematic review

Abstract Aim. The pedagogical relationship between music and movement is now well established as schools are moving toward creating activities that use these two forms of non-verbal language to build the harmonious development of learners. The combined action of music and movement activates multiple brain areas that are often underactive in individuals with Autism Spectrum Disorder (ASD) Material and method . To this end, research is heading towards the strong correlation between music and language to stimulate learning new skills, assisted by the movement to develop coordination, awareness, proprioception, and fine motor skills. The multisystemic approach promotes social inclusion through shared experiences at the basis of the concept of “making music”: no competition, but collaboration and interaction between group members leads to shared outcomes. There are many methods of intervention, including Musicocentred Improvisational Music Therapy, Nordoff Robbins Scales (NR), Results . Music Education with Psychomotor Enfoque, Rhythmic Auditory Stimulation (RAS®), and ludo-musical activities, which demonstrate how the value of integrating music and movement in pedagogical contexts for ASDs acts to bring benefits in various areas, including communication and socialisation, Motor development, Behavioural and sensorimotor regulation, Cognitive development, involvement and affectivity Conclusions: In summary, the combination of music and movement is a frontier with a great deal of educational potential and offers the opportunity to create a life-enhancing project for people with ASD.