Examining the potential similarities and influences of Stanley Greenspan's developmental, individual differences, relationship based (DIR)floortime model and music therapy in the treatment of children with Autism Spectrum Disorder.

Abstract

The purpose of this qualitative comparative case study was to explore the relationship between Stanley Greenspan's DIR/Floortime Model and music therapy in the treatment of children diagnosed with Autism Spectrum Disorder (ASD). This topic was explored through the perspectives of four special education teachers who implement the DIR/Floortime model within their present classrooms at the agency where the researcher is employed as a music therapist. All of the selected teachers witnessed and experienced music therapy treatment for present and past students in both group and individual sessions. Each teacher participated in one individual interview with the researcher lasting 30 to 60 minutes. Each interview was transcribed by the researcher and analyzed for commonalities including key words and themes that were central to the research questions. The findings of this study indicated that the influences of music therapy treatment for children diagnosed with ASD are largely positive and have the potential to spur growth and development. According to the interviewed special education teachers, the qualities of music therapy that most aid their students to learn and grow include: "motivating", "calming", and " focusing." In addition, the teachers largely recognized a strong connection between the methodology and philosophies of music therapy treatment and Greenspan's DIR/ Floortime model. The keywords and themes that were addressed in discussing this were "following the child's lead", "motivation", and "exploration." Lastly, the process of conducting the study largely resulted in the researcher finding new awareness regarding the importance of interdisciplinary communication and collaboration.