The development and use of shared history in music therapy with young autistic children: a mixed methods study

This is a mixed methods study that explores how shared history develops and is used between music therapists and young autistic children. Shared history are chains of interactions or activities that happen in more than one session which become part of the child’s and therapist’s shared repertoire. Gaining a deeper understanding of music therapy processes such as the use of shared history may help clinicians and researchers to deliver more coherent therapeutic interventions.

The quantitative data of this study derive from material produced as part of the Trial of Improvisational Music Therapy Effectiveness in Autism study (TIME-A), UK site. 80 video clips of shared history with 20 young autistic children, seen by 6 music therapists, were analysed using time-sampling video analysis resulting in 96 5-second samples out of four 2-minutes episodes and an adapted version of the Music Therapy Communication and Social Interaction Scale. Cross-correlation tests examined how the behaviours of the therapists cross-correlate with the behaviours of the children before and during coded activities. Furthermore, additional qualitative data was produced to support the quantitative analysis, as 5 music therapists were interviewed. Their interviews were analysed using Interpretative Phenomenological Analysis (IPA).

The analysis of the videos highlighted that during the use of shared history, the musical behaviours of the therapists singing, playing music, and moving to the music cross-correlate to the children being engaged. Further findings suggest that the children’s ability to join in an activity, engage and respond musically on a mutual level, increased. Shared history had a positive impact on the children’s affect and children did not display any dysregulated behaviours during defined shared history interactions. The analysis of the interviews highlighted that shared history develops through repetition and structure in clinical work within a therapeutic relationship and through various music therapy interventions. The therapists had strong conscious and unconscious emotional responses to the work. The qualitative results also highlighted that collaborations with the parents and teachers/teaching assistants are highly valued.

The study suggests that understanding the development and use of shared history can be beneficial for music therapy students and qualified music therapists. Considerations for future research are discussed.