Effect of a Music Therapy Intervention Employing Peer Models on the Social Skills Development of Young Adults with Asperger's Syndrome

The purpose of this study was to determine the effectiveness of the use of music therapy interventions on selected social skills of young adults with Asperger's Syndrome (AS). Six dyads were formed with one young adult with AS (mean age = 24.5 years) and one neuro-typical, non-Asperger's peer (mean age = 24.8 years). The study was conducted in 12 sessions over six weeks. The interventions focused on three main skill sets: (a) controlling impulsive behaviors, (b) listening to others, and (c) perceiving others' emotions and intentions. Various music therapy interventions such as lyric analysis, instrument playing, musical games, and songwriting were utilized to provide participants with opportunities to learn and practice these skill sets. The dependant measures were: (1) the Conversational Skills Ratings Scale (CSRS), an assessment of conversational competence; (2) the Social Skills Inventory (SSI), an assessment of verbal and nonverbal communication skills; (3) observational analysis of AS participants' behaviors, and (4) a post-hoc questionnaire administered to the Peer Response Partners (PRPs). Results of the CSRS revealed an increase in participants' positive conversational skills. Analysis of the SSI revealed an increase in selected social skills of some participants. Observational data revealed high levels of participants' contingent responses to their PRPs, as well as the ability to secure and maintain the attention of their PRPs. Additionally, formal and informal measurements revealed that PRPs gained valuable experiences and insights regarding persons with AS. The music therapy interventions used in this study appear to be effective techniques for aiding the transition of young adults with AS into community life.