How did the Key Competencies of the New Zealand Curriculum Feature in Student Music Therapy Practice for Children with Autism Spectrum Disorder?

Abstract

This study aimed to discover how the key competencies featured in student music therapy with three children who have autism spectrum disorder. Individual music therapy was carried out in the natural environment of a primary school and clinical notes were developed to record events and reflections on the sessions. This data was then retrospectively analysed in a process known as secondary analysis which used inductive and deductive techniques. A process of thematically analysing data revealed that the three children with autism spectrum disorder demonstrated the key competencies in diverse ways in music therapy, such as through letting their personalities shine (managing self) and relating from shared histories and relationships (relating to others), and that I assisted the development of the key competencies for children in equally diverse ways, such as, by being well-being focused, giving openly and making music therapy child-led. A clinical vignette is used to illustrate the findings. Additionally, it is suggested that the unique ways in which the key competencies are used in arts education and music therapy could be considered to a greater extent in the New Zealand Curriculum definitions of the competencies.